Congruent/Non-Congruent Geometry Lesson

Math SOL’s:

3.13 The student will identify and describe congruent and noncongruent figures.

Preparation:
● Tape shapes around the room (attached)
● Have smartboard activity loaded
● Have worksheets printed (attached)

Intro:
● Draw a square on the board.
○ Ask the students what plane figure it is
■ Square
○ Discuss why a square is a square
■ Lines all equal
■ Angles all equal
○ Draw a square that looks smaller than the first square
■ Does this square have lines and angles that are the same as the first
square?
○ Draw a square like the first square (as close as possible)
■ Does this square have lines and angles that are the same as the first
square?
○ Draw a weird shape on the board
■ Does this shape have lines and angles that are the same as the first
square?
■ Does this shape have lines and angles that are the same as the smaller
square?
○ Write “congruent” and “noncongruent” on the board
■ What do you think these words might mean?
○ Tell the students that they are going to be learning a new word that helps
describe geometric parts and figures that are equal
■ The squares that are equal are congruent
■ The squares that are two different sizes are non-congruent
■ The weird shape is non-congruent to both sizes of squares

Procedure:
● Do smartboard game
○ Talk about shapes as you do each one
● Explain the scavenger hunt
○ Split students into 5 groups of 4 (use dojo to make randomized groups)
○ Tell students that their group has to find 2 pairs of congruent shapes and 2 pairs
of non-congruent shapes from around the room
 ○ After students find all of their pairings, come together as a class and have
students show the shapes they paired together
■ Students can talk about why they paired certain shapes together

Closure:
● Have students complete two worksheets at the end of the lesson to show what they
have learned
● If there is still extra time at the end of the lesson, or if students begin to finish worksheets
early, have them try to write down any congruent shapes they see around the
classroom. Have them explain why they think the shapes they see around the room are
congruent.

Clean-up:
● Collect all of the shapes from the scavenger hunt
● Collect all worksheets