Ashley Cavanaugh October 24 2013 EDI 331 I. II. Dilation Activity Benchmark / Standard: 8.G.

3: Describe the effect of dilations on two- dimensional figures using coordinates. Behavioral Objective: The learner will learn how to describe dilations of two dimensional figures (cartoon characters, in this lesson) using a coordinate grid system. Anticipatory set: The students will watch a short clip from the movie Despicable Me that involves shrink rays. The teacher will then discuss how the shrink ray actually performed a dilation on the object(s). (For example, the object has the same proportions, meaning there was a constant shrinking rate, also known as the scale factor.) Objective / Purpose: Today we will learn how to describe dilations by answering questions about a dilation of a cartoon character that you will create. Believe it or not, a lot of math goes into creating movies like Despicable Me, and dilations are one of the many mathematical concepts that movie and video game creators must know and understand in order to develop their movie / game! Input a. Task Analysis i. After students are sitting quietly in their seats, bring up the video clip from Despicable Me. Tell them to focus on the ship. ii. Explain to the students why this clip is a dilation. iii. State the purpose of the lesson: Today we will learn how to describe dilations by answering questions about a dilation of a cartoon character that you will create. Believe it or not, a lot of math goes into creating movies like Despicable Me, and dilations are one of the many mathematical concepts that movie and video game creators must know and understand in order to develop their movie / game! iv. Have students look at the cartoon character blow up activity handout. v. Read / explain the directions and have students follow along to ensure that students understand what the activity is asking them to do. vi. Have students start on the activity. vii. Walk around room to answer any questions, and to check students work when they get to the designated question. viii. For students that cannot use writing utensils, use a computer activity. (Doing dilations in Geogebra program, and answering questions about the multiple dilations). ix. If students do not finish, this will be homework. b. Thinking Levels i. Knowledge: Know what a dilation is. ii. Comprehension: Explain what a dilation is. iii. Application: Use knowledge of what a dilation is to create own dilation and describe the dilation. c. Learning Styles

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i. Auditory: Directions are read aloud so that students can hear and understand more clearly. ii. Visual: Cartoon character blow up is a great visual aid to see a dilation first hand, also the movie clip is a good visual to introduce activity. iii. Intrapersonal: Students create their dilation by working independently. iv. Interpersonal: Students can ask other students for help on questions that they do not understand. v. Accommodations 1. For students that cannot write, a computer activity will be used. 2. For students that finish early, a challenge activity will be planned. 3. Students can also work on quiz corrections if they finish early. 4. Students have multiple choices in the lesson: they get to choose a character to dilate, and what scale factor they would like to dilate their character by. 5. If students are not artistic, they can choose to do a graphing activity using graph paper. d. Method and Materials i. Way(s) of presenting: Video, discussion of directions, then activity based ii. Materials needed: Projector and computer for video, Cartoon Character Blow Up Activity worksheet, large paper, pencils, art supplies, yard / meter sticks Checking for Understanding a. Walk around the room to ensure that students are on task and completing the activity. b. Check students answers to the designated question to make sure that they have the correct scale factor and paper size (otherwise the whole project will be ruined). c. Ask students if they have any questions. d. At end of lesson, ask students how their scale factor, dimensions of their paper, and area of their paper are related. Independent Practice a. Students work on the Cartoon Blow Up Activity b. If they do not finish the worksheet it will be homework, but the actual picture of the character they can finish the next day. Closure: Exit card: Students will answer the questions: What scale factor did you decide to use for the activity? How did this change the area of the piece of paper that you used when compared to the beginning piece of paper? From the answer to the previous question, make a prediction about how the area of your cartoon compares to the original cartoon character.