The student will identify and describe congruent and noncongruent figures.
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Congruent figures have the same size and shape. Noncongruent figures do not have exactly the same size and shape. Opportunities for exploring figures that are congruent and/or noncongruent can best be accomplished by using physical models.
Congruent plane figures remain congruent even if they are in different spatial orientations.
Figures that are congruent or noncongruent may be identified by using direct comparisons and/or tracing procedures.
The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
Congruent sides are denoted with the same number of hatch (or hash) marks on each congruent side.
Guided explorations of the study of symmetry using mirrors, paper folding, and pattern blocks will enhance students’ understanding of the attributes of symmetrical figures.
Determine a line of symmetry that results in two figures that have the same size and shape and explain reasoning. (a, b)
Create figures with at least one line of symmetry using various concrete materials.
Students need experiences using geometric markings in figures to indicate congruence of sides and angles and to indicate parallel sides.