Lesson Plan: Day 1 of Similar Figures

Lesson Descriptors
Subject: Math Topic: Similar Figurescorrespondence Date: December 5, 2012 Audience: Grade 7 Materials: Big Ideas Textbook, enough computers for the group, geometer sketchpad, photos, similar figures on cardboard (so their durable and can be used for display as well as objects to pass around)

Standards & Benchmarks

Students will.
M.7.GEO.1: Draw, construct, and describe geometrical figures and identify the relationships between them (7.G.1,2,3) M.7.GEO.2: Solve real-world and mathematical problems involving angle measure, perimeter, area, surface area, and volume. (7.G.4,5,6) M.8.GEO.1: Understand congruence and similarity using various mediums including geometric software. (8.G.1,2,3,4,5)

Objectives
TSWBAT use appropriate vocabulary when discussing similar figures. TSWBAT use technology to increase their understanding of a math concept.

Technology Geometers sketchpad is used to show relationships and have students explore math.

Integration of Faith and Learning

Proverbs 1:5 Let the wise hear and increase in learning, and the one who understands obtain guidance.

Provision for diverse learners N/A

Teachers: Bethany Conrad Phase 1: Focus

First: Teacher Talk: What does it mean for a two shapes to be similar? o Have groups discuss together how the words similar are used and see how many different meanings they find for the word. o Then, discuss, as a class, what the word similar means compared and contrasted to everyday use and its use in math.

Phase 2: Construction
Through demonstrations on the board, the teacher will go over vocabulary, as well as rules of similar figures. With images of similar figures, as a class, we will identify its corresponding components.

Then using Geometers sketchpad, the students are taught of the relationship between angles and sides of similar triangles.

Demonstrated @ http://screencast.com/t/cm6GC8YY

Phase 3: Assessment Students, in groups, will be assigned different similar figures and using Geometer Sketchpad, they are to explore the similar figures and show that what we have learned in class holds true. o Triangles o Squares o Rectangles o Octagon o N-Polygon o Ext. Finally, the groups will present their findings to the entire class and share one thing they found interesting about their discoveries.

Lesson Plan: Day 2 of Similar Figures

Lesson Descriptors
Subject: Math Topic: Similar FiguresArea / Perimeter Date: December 5, 2012 Audience: Grade 7 Materials: Big Ideas Textbook, enough computers for the group, geometer sketchpad, photos, similar figures on cardboard (so their durable and can be used for display as well as objects to pass around). Website for the webquest.

Standards & Benchmarks

Students will.
M.7.GEO.1: Draw, construct, and describe geometrical figures and identify the relationships between them (7.G.1,2,3) M.7.GEO.2: Solve real-world and mathematical problems involving angle measure, perimeter, area, surface area, and volume. (7.G.4,5,6) M.8.GEO.1: Understand congruence and similarity using various mediums including geometric software. (8.G.1,2,3,4,5)

Objectives
TSWBAT explain the relationship between similar figures area and perimeter. TSWBAT apply knowledge on similar triangles to real-life applications. TSWBAT use technology to increase their understanding of a math concept.

Technology WebQuest Geometers Sketchad.

Integration of Faith and Learning

Proverbs 1:5 Let the wise hear and increase in learning, and the one who understands obtain guidance.

Provision for diverse learners N/A

Teachers: Bethany Conrad Phase 1: Focus

First: Pair students up and in the computer lab, have each team do a specified WebQuest. o Since students have learned a basic understanding of similar figures, they are now to use what they know and what is taught on the webquest, in order to investigate the relationship between the Perimeter and Area of similar figures. o The WebQuest is found @: similarfigureswebquest.weebly.com

Phase 2: Construction
After students have finished the WebQuest, each group will identify one new thing they learned. Then, the teacher will use Geometer sketchpad in order to demonstrate this relationship between area and perimeter and scaffold the understanding of content as well as vocabulary. o A demonstration of using geometer sketchpad for instruction can be sampled @ http://screencast.com/t/YvltfUvWvOk Then, as a class we will take a couple real life situations and apply what we have learned to solve a problem.

Phase 3: Assessment
For the assessment, students will be paired up and each pair will receive a sheet with 2-3 Real Life Application questions. The can figure out the problem using pictures, math blocks, ext. o Each student must turn in the answers attached to the question sheet, with detailed work for each questions. They are to use pictures as well as show the process or explain the process in words. Whichever they prefer.

Real Life Applications

1. You buy two picture frames that are similar. The ratio of the corresponding side lengths is 4:5. What is the ratio of the areas?

Lesson Plan: Day 3 of Similar Figures

Lesson Descriptors
Subject: Math Topic: Similar FiguresUnknown measures Date: December 5, 2012 Audience: Grade 7 Materials: Big Ideas Textbook, enough computers for the group, geometer sketchpad, photos.

Standards & Benchmarks

Students will.
M.7.GEO.1: Draw, construct, and describe geometrical figures and identify the relationships between them (7.G.1,2,3) M.7.GEO.2: Solve real-world and mathematical problems involving angle measure, perimeter, area, surface area, and volume. (7.G.4,5,6) M.8.GEO.1: Understand congruence and similarity using various mediums including geometric software. (8.G.1,2,3,4,5)

Objectives
TSWBAT construct similar figures in a coordinate plane to find a missing measure. TSWBAT find unknown measures of similar figures by setting up a proportion. TSWBAT use technology to demonstrate an understanding of similar figures.

Technology Computers for Projects

Integration of Faith and Learning

Proverbs 1:5 Let the wise hear and increase in learning, and the one who understands obtain guidance.

Provision for diverse learners N/A

Teachers: Bethany Conrad Phase 1: Focus

First: Teacher Talk Using what we have learned from the past two lessons, what information do you think you need to know to find the dimensions of a figure that is similar to another figure? Think for a minute or so and then tell your ideas to your right shoulder buddy. o Students are able to have practice thinking for themselves and making a hypothesis based on previous learned knowledge. Then, students switch their partners to left shoulder buddies and are given a red rectangle already drawn in a coordinate plane. Students are instructed to find and draw a blue rectangle that is similar and has one side from (-1, -6) to (5, -6).

Phase 2: Construction
As the class comes together, the teacher then on the board has the same red rectangle on a coordinate plane. The teacher models his/her thinking while creating the blue rectangle. o Throughout the modeling, the teacher is incorporating key previous learned knowledge and also introducing new strategies and content. But that is not the only way to find a similar figure. o The teacher uses the same square, however instead of coordinates, it has side lengths and the teacher explains how proportions can be used with basic math operations to find lengths and construct a similar red rectangle. o Previous Knowledge Used: Proportions Side Proportions, congruent angles Use Cross Products Property, ext. Then, the teacher will present some real-life problems and the class will discuss which strategy is most useful in that situation. o The teacher and the class will then go through the process together on how to solve the problems.

Phase 3: Assessment Final Project on Similar Figures: o Students, individually, create either jeopardy or who wants to be a millionaire game, with questions based on these sections. As in the game, the more points the questions are worth, the harder the questions are.
Students must have minimum 12 questions and the answers must be on the slides in red.

Students are instructed to take these questions seriously and understand the process. I will take questions from their games and place them in their formal end of unit test.
Students can use a template or design their own using hyperlinks Templates can be found at http://www.edtechnetwork.com/powerpoint.html

Day 4 is to provide time for students to work on their final similar figures project and share what they made.