ISTC 541 - Summer 2015

UDL Lesson Plan Group 5

1. Brooke Tyler
2. Jessica Todd
3. Mike Burke
4. Michelle Seals-Andrews
Lesson Topic and Grade: Understand similarity in terms of similarity
transformations.
Lesson Objectives: G.SRT.2 Given two figures, use the definition of
similarity in terms of similarity transformations to decide if they are similar;
explain using similarity transformations the meaning of similarity for
triangles as the equality of all corresponding pairs of angles and the
proportionality of all corresponding pairs of sides.
Essential Skills and Knowledge
Ability to make connections between the definition of similarity
and the attributes of two given figures
Ability to set up and use appropriate ratios and proportions
Lesson Introduction/Motivation (used to access prior knowledge):
Three examples are provided for students to observe or touch.
1st example is a Barbie doll and on the screen (or printed in color) is a picture
of a full sized mannequin.
2nd example is a miniature car and on the screen (or printed in color) is a
picture of a full sized car.

3rd example is a miniature toy animal (ex. a dog or cat) and on the screen (or
printed in color) is a picture of an adult animal (you can make it the same or
different breed).
The students are given an opportunity to observe and note their
observations of the miniature items first or concurrently with the enlarged
versions, one at a time. The goal is to foster a discussion about the
similarities and differences and this can be accomplished using an I
Notice., I Wonder handout or on a separate piece of paper. This activity
asks students to note what they notice about the smaller and larger items
and what they wonder about these items.
From this discussion, a definition of similarity transformations can be formed
and applied using prior knowledge of similarity with the vocabulary
mentioned in the students observations and questions. (Similarity means
the quality of being similar. We can say two figures are similar, if
they are in same shape. Now, according to the concept of similar
transformation, there will be change in the size and position of any
object. But, the shape will be the same for the object, and it is a
rigid motion with a rescaling.
http://math.tutorvista.com/geometry/similaritytransformation.html )
With a working definition of similar and similar transformations, students are
randomly handed pictures of objects (Shapes, animals, buildings, cars,

trucks, etc.) with a few sets showing the shapes in proportion which will be
used to transition into the next activities.
Students must find a classmate (or classmates) that have a similar item
and/or feel that their items have gone through a similarity transformation,
form and name their group (The class could re-group to distinguish between
the two vocabulary words similar or similarity transformation.) There can
be more than one answer, so a discussion will be needed to justify why they
have grouped themselves the ways they did. (Duplicates of these pictures
could be place on the IWB and be moved into the groups described as a
visual when discussing. Also, sets of these objects could be shared between
pairs or small groups with the same discussion.)
The reinforcement/clarification of vocabulary will be crucial to apply to
triangles, to distinguish the differences, if any.
Learning Activities (Tasks that assist with learning):
Using the few triangles as a transition to the first learning activity, students
will view and practice with setting up ratios and proportions using the
examples from the grouping activity. 2-3 slides of similar triangles with and
without transformations will be displayed on the screen. Students will be
given separate handouts of these same triangles. They will then be asked to
describe possible side lengths that correspond to similarity and similarity
transformations. The teacher will monitor and select several examples and a

couple non-examples to be shown to the class with a document camera,

allowing students to critique each others work and justifications.
A student desk, student chair and a small bookcase within the classroom will
be used as models for this next activity. Students could be put in 3 6 groups
(depending on the size of the class) and asked to do one of the following:
build a scaled model, draw a scaled model or represent mathematically a
similarity transformation of the three models. Each group will select their
preferred method and present their work. This activity could be short (30
mins) or extended. Supplies provided could be toothpicks, popsicle sticks,
straws, tape, glue, graph paper, calculators, etc. All groups will show and
justify their calculations and product, demonstrating their understanding of
similarity transformations using proportions. A rubric that grades measuring
techniques, calculations, description of results and final scaled model will be
provided.
Similarity transformations are used in the real world in many areas. Students
will use technology via the Internet to find at least one example that uses
this concept. They will present their findings by creating a presentation via
PowerPoint, Animoto, or create a collage on poster or online. Students will
include possible dimensions for the models of the real object to show how it
could be a similarity transformation.
Closure Activity (Reflection and Assessment):