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Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Rationale
In this unit, students will learn more about the similarities of figures. This unit
is intended to build off of those things learnt in grade 7 and grade 9 where students
also investigated polygons. In turn, the things learnt in this unit will be a foundation
for student learning in grade 11 and 12 where students learn about scale diagrams,
exploded views, and component parts of simple 3-D objects. In these later topics
students will need to further develop their spatial senses and recognize how to
create and how two objects are similar by nature. Making sure that students make
and will make connections in the future is a key principle which will kept in mind
throughout this units vision and individual lesson plans.
This unit is important for students because it constructs understanding of
scale factors and helps advance their understanding of proportional reasoning. This
can be applied when students need to evaluate situations involving similar figures
critically and to determine whether arbitrary figures are proportional or not. These
applications are prevalent in everyday life. The ability to spatially determine
proportions and the similar denominators between objects permeates everyday life.
Not to mention, many occupations utilize this mathematical principle.
As already previously mentioned, this unit will further develop students
spatial senses by learning about similarity between figures. This will be
accomplished in a variety of ways. Students will draw, replicate, construct, problem
solve, think critically, identify, and understand the characteristics which make
figures similar (especially polygons). Throughout this unit students will also
accomplish the unit goals by working individually, in groups, work stations, and
presentations. All of these methods are intended to work together towards the
goals of developing their spatial sense through different modes which will diversify
and strengthen learning. This will also require the students to be able to
communicate, connect, visualize, and reason with themselves, their classmates, and
their teacher in order to learn the material to their fullest potential. The scaffolding
and inquiry used throughout this unit aids the students in developing their skills.
Assessment in this unit is in line with LCIs Assessment Guidelines. Learning
will primarily be assessed formatively. However, these assessments will not be
taken for marks. Out of class assignments/prep work will be periodically given on an
as-needed basis and are intended to maximize the time we have in class to learn.
There will be several summative assessments which will ultimately make up the
students final mark in this unit. These assessments will be based on individual
achievement and not based on any form of group work in order to keep in line with
the guidelines.
Differentiation will occur in every lesson to reach the learning needs of each
student. The sequence of this unit allows for the use of natural progression and
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Established Goals:
GLO:
Mathematics 10-3: Develop spatial sense.
Understandings:
Students will understand that
Essential Questions:
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Resources Needed:
Teacher
Alberta Education Program of Studies
Alberta Education Achievement Indicators
Learn Everywhere 10 : Geometry
Math Works 10 Teachers Resource
Youtube
Learn Alberta
Apprenticeship and Workshop Mathematics 10 https://yukon-education-math-grade10.wikispaces.com/file/view/AWM+10+Unit+6.pdf
Student
Math Works 10
Materials
Pens, Markers, Clinometers, Protractor, Paper, Grid Paper, Projector, Pencils, Poster
Paper, Miniature Items, Enlarged Items, Cardboard, and Computers.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Assessment
Learnin
g
Outcom
es
Title
Fray
er
Mod
el
Type
(Formativ
e/Summa
tive)
Weig
ht
3. Demonstrate an
understanding of
similarity of convex
polygons, including
regular and irregular
polygons.
[C, CN, PS, V]
6. Demonstrate an
understanding of
angles, including
acute, right, obtuse,
straight and reflex,
by:
drawing
replicating and
constructing
bisecting
solving problems.
[C, ME, PS, T, V]
[ICT: C64.1]
F
0
Observati
on
Conversat
ion
Quiz
Quiz
Trade
Exit
Ticket
or Slip
Checklis
t
Quiz
Workshee
t/
Assignme
nts
Project SelfAssessment
Test
F/S
F/S
10
20
30
40
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Frayer Model
Outcomes
SLO 3
Observation
SLO 3
Conversation
SLO 3, 6
Brief Description
A Frayer model is a simple chart with four
quadrants which requires students to fill
in each quadrant. Typical quadrants are
labeled as definition, example, nonexample, and illustrate or
characteristics. This model will be used
twice to formatively assess foundational
concepts of the unit. Shortcomings in
these models need to be addressed
immediately if and when they occur. This
will be done in the first five lessons to
assess their knowledge of similar regular
and similar irregular polygons.
This assessment is very self-explanatory.
Throughout the unit I will continuously
wander and monitor the class instead of
staying at my desk. In this process, I will
also ask thoughtful questions to all
students. This will inform me of students
learning on an individual scale while they
are learning, before they learn a new
concept (pre-assessment), and after they
have learnt.
This Kegan Structure puts students in
control of formulating small quizzes for
their peers. It allows students to become
the master of the subject by testing their
skills to create questions accurately
which will then test their peers
knowledge. After a students has created
a quiz they find a friend and quiz them on
their knowledge. This strategy will be
used several times in the unit in order to
solidify key concepts. It will also be a
great time and tool to assess students as
they are learning. I am going to use this
at the beginning of the unit to show their
knowledge of similar rectangles.
Fo
r
AS
OF
Exit Ticket or
Slip
SLO 3
Checklist
SLO 3
Quiz
SLO 3
Assignment /
Worksheet
SLO 3, 6
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
1
0
2
0
Project / SelfAssessment
SLO 3, 6
Test
SLO 3
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
3
0
4
0
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Monday
Personal first-time
introduction to the
class.
Name
Schooling
Likes
Classroom
expectation
s
Question
box (graffiti
it)
Learner
profiles
Tuesday
Typical day
includes the
following:
1. Formal lesson
on new
material.
2. Activities either
in groups or
individually.
3. Movement
4. Closure to
reiterate key
concepts of the
day.
Wednesday
Topic: Introduction
to the Unit /
Identifying similar
figures with
rectangles
Introduction:
What to the
objects have in
common? (Bring in
miniature or
enlarged objects
to class and put
them at the back).
Body:
Define similar
figures
Contextualize the
unit conversation:
Why is knowledge
of scale and
similar figures
important? Why
do we care?
Have students
work in groups to
brainstorm as
many instances
where they think
that proportions
and scales are
used. Encourage
them to use their
electronic devices.
Create a Wordle.
Now they know it
is an important
skill, introduce
math terminology
(pg. 227). Then
continue to do
example #1.
How do we write
proportions?
Thursday
Friday
Topic:
Introduction to
the Project /
Similar, regular
figures with
angles
PD DAY
Introduction:
What do the
following images
have in common?
(5 graphic images
which display
scaled images)
Body:
Introduction to
the project which
has students
create a scaled
image and 3D
construct (a
building either
imagined or
already built)
Review of
polygons
names, sides,
irregular, regular.
Activity #1:
Connection quest
- draw a 5 sided
figure on quarter
inch grid paper.
Duplicate it on
1/8 and then
grids. Then
proceed to
answer a series of
questions.
Alternate A1:
Print out
preselected
images of popular
logos which the
class can learn
with.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Fractions
Colons
(model:orig
inal)
Pg. 237
Mathematics
10-3
Similar Figures
10
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
rectangles similar?
figures?
SLO: Math 3
Homework: Find
a building or start
doodling a
building they
want to scale
down.
Resources: Math
Works 10,
Miniature items
from home,
Introduction
pictures and
question box,
printed
worksheets and
Frayer model
Brain Break:
Time Lapse of a
building being
build or video of a
building being
demolished.
SLO: Math 3, 6
Resources:
Learn
Everywhere:
Geometry
Monday
Topic: Extend
Proportions into
the third
dimension/
irregular
polygons / Start
Project
Introduction:
Toss the Hacky
Sack review
questions
Body:
Reinforce
yesterdays lesson
by working
through some
short guided
notes. Defining
and exemplifying
corresponding
angles and
corresponding
sides (i.e. show
similarity).
Show this through
Tuesday
Wednesday
Topic: Methods of
Drawing Polygons
Larger and
Smaller
Topic: Scaling
large things down/
Quiz / Project
Period
Introduction:
Review activity to
highlight angles
and sides of
irregular
polygons.
Introduction:
Review game
before we start
work period.
Body:
Distribute several
stencils which
students will copy
onto a piece of
paper. Question:
Make this polygon
larger. Challenge:
Make this polygon
twice as large.
Activity #1:
Having a shape
and we want to
scale it up by X.
How can we do
Body:
Scaling down
activity. Show the
trailer for honey I
shrunk the kids
and give them the
Vesuvius mans
proportions. Have
students inquire
about scale.
Quiz
Allow students to
use this period as
a work period in
the computer lab
with the middle
Thursday
Friday
Topic: Similar
Triangles
Topic: Clinometer
Day
Introduction:
What are 9 facts
about triangles?
Work individually
for 2 min, then in
pairs for 3, then
share as a group.
See:
http://bit.ly/1lxBw
rw
Introduction:
My favorite NO of
the day Do this
with a similar
triangle and a
similar polygon.
Give out half and
half.
Body:
If I said finding
similar triangles
is just like finding
similar polygons,
what should we
be looking for?
Triangles are
polygons.
Rules to find
similar triangles.
SSS
Body:
Introduce and
teach students
how to use a
clinometer.
Activity #1: Make
the activity
consistent. Have
students work in
pairs or trios
(potentially premade). Have
students create
known triangles
with their height
this? Textbook
pg. 248.
Workbook pg. 272
#1
Activity #2: Two
methods the
ratio method and
the parallel
method Textbook
pg. 250-251
Reinforce parallel
lines are key to
having similar
figures.
Activity #3:
Workbook
question 273 #2.
Class
conversation: If
you were given
these two images
side by side
without knowing
which on came
first, how would
you correctly
write the
proportion? 2.5:1
or 1:2.5?
Subject Area
Grade Level
Topic
Length of Unit
(days)
island (book
computer room).
Bring materials
which students
may need to
construct their
project.
Closure: Preassessment
conversation
about similar
triangles which will
inform the teacher
about next
lessons.
Assessment:
Quiz, Observation,
presentations,
Differentiation:
inquiry activity
Key Concepts:
Proportions
SLO: 3, 6
Mathematics
10-3
Similar Figures
10
SAS
ASA
Activity #1:
Partner
presentations
SEE-I activities
(assign specific
triangles to each
group e.g. acute
triangle with
SAS).
Class work:
Workbook 278 #1
Individual work:
Workbook 279 #1
Activity #2:
Reducing
Triangles (see
textbook pg. 261
and stress
parallel) Test
knowledge on pg.
262 #4
Closure: Exit
Tickets (make
sure there are 5
different ones
and distributed
with 5 minutes to
spare)
Assessment:
Exit ticket,
worksheet
Key Concepts:
similar triangles
Key Questions:
Do similar
triangles act the
same as similar
polygons?
SLO: 3, 6
and distance to
their partner
looking through
the clinometer.
Then when they
are outside they
are creating
extended
triangles.
Set up
expectations
before going
outside - Take
students into the
common area
outside the main
entrance of the
building.
Things which we
want to use as
references.
LCI sign
Flagpole
Evergreen
by the sign
Vents in
between
the 2nd and
3rd stories
Activity #2:
Classroom
conversations
about what went
well, what was
hard, errors, etc.
Closure: Question
box in
preparation for the
project and test.
Assessment:
worksheet,
observation,
conversation
Key Concepts:
similar triangles
into a similar
polygon?
Homework:
Continue working
on their project at
their leisure.
SLO: 3
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Key Questions:
How can I solve for
unknowns with
triangles?
SLO: 3, 6
SLO: Math 3, 6
Monday
Topic: Project
work period
Introduction:
Peer progress
sharing activity
Body:
Review
assignment before
the students begin
their project work
period.
Tuesday
Topic:
Presentations /
Review
Introduction:
Drawing for
presentation
order
Body:
Rearrange the
class to promote
learning and
presentation
Wednesday
Thursday
Topic: Review
Topic: Test
Introduction:
Question box
Introduction:
Any final
questions? Set
up expectations.
Body:
Review stations
Class review
Closure: Test
taking strategies
for tomorrow
Body:
Test
Closure: When
done, have
anchor activities
ready to go which
they can do.
Remainder of the
time for their
project
Have students
present
Assessment:
General
assessments
during the review
Sponge activity:
Print any image
and resize it on
large paper.
Cubing activity to
ask questions
after each
presentation
Key Concepts:
All pervious
Closure: Self
assessments on
their
understanding of
the unit material.
Closure:
Question box to
know what to
review tomorrow
Key Questions:
Am I prepared for
the test?
SLO: 3, 6
Assessment: selfassessment,
assignment,
questioning,
observation,
question box
Key Concepts: All
previous
Key Questions: a
Assessment:
Checklist, rubric,
observation,
conversation,
cubing
Brain Break:
Something
SLO: 3, 6
Key Concepts:
All pervious
Key Questions:
What did I learn
this unit about
similar figures and
Assessment:
Text
Friday
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
their significance?
SLO: 3, 6
SLO: 3, 6
Note: All classes in 10-3 will have worksheets for students unless otherwise stated.
Lesson Plan 1
Lesson
Introduction to the Unit / Identifying
Title/Focu similar rectangles
s
Teach
er
LEARNING OBJECTIVES
GLO: Develop spatial sense.
3. Demonstrate an understanding of similarity of convex polygons, including
regular and irregular polygons.
[C, CN, PS, V]
Students will
Contextualize the unit by finding its applications in the world.
Identify similar rectangles through activities.
Learn about key terms which are foundational to the unit by learning definitions and
applying them.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Wordle
Worksheet
LEARNING RESOURCES
CONSULTED
Alberta Program of Studies
Math Works 10
Poll Everywhere
MATERIALS AND
EQUIPMENT
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Transition to Body
Learning Activity
#1
Why learn this?
Introduction
What to the objects have in common? (Bring in
miniature or enlarged objects to class and put
them at the back).
What are the things which these items have in
common with their real sized counterparts?
How do we write things which are proportional?
Today we are going to work with our phones set
up expectations
Everybody get out there phone and do a practice
Wordle Everyone send me your name in the
Wordle (this will tell me about students maturity
and their abilities to use their phones in class)
Body
Contextualize the unit conversation:
Time
~10
min
Time
~ 15
min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Learning Activity
#2
do we write proportions?
Fractions
Colons (model : original)
Equality statements
~ 20
25 min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
~ 30
min
Assessment of
Learning:
Feedback From
Students
Feedback To
Students
Closure
Frayer Model for similar figures.
Exit with KW on the back of their Frayer Models.
This sheet will form a basis for unit concepts.
Excitement for our first lesson together and
positive outlook for this semester.
Tomorrow we are going to look at more similar
Time
~5
10 min
Transition To Next
Lesson
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Lesson Plan 2
Lesson
Introduction to the Project / Similar,
Title/Focu regular and irregular figures with angles
s
Teach
er
LEARNING OBJECTIVES
GLO: Develop spatial sense.
3. Demonstrate an understanding of similarity of convex polygons, including
regular and irregular polygons.
[C, CN, PS, V]
6. Demonstrate an understanding of angles, including acute, right, obtuse, straight
and reflex, by:
drawing
replicating and constructing
bisecting
solving problems.
[C, ME, PS, T, V]
[ICT: C64.1]
Students will:
Demonstrate an understanding of similar figures by creating similar figures and
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
LEARNING RESOURCES
CONSULTED
MATERIALS AND
EQUIPMENT
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Transition to Body
Learning Activity
#1
Introduction
Compare the uses of a cartogram and a regular
world map
Time
Time
~ 20
min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3
~ 10
min
Same as activity #1
Activity #3: Unifying examples and
conversations. Workbook pg. 257 #1, #3 and
more if needed (take examples from the
assessment bank).
~ 30
min
Assessments/
Differentiation
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Assessment of
Learning:
Transition To Next
Lesson
Time
~ 10
min
Lesson Plan 3
Lesson
Extend Proportions into the third
Title/Focu dimension/ Start Project
s
Teach
er
LEARNING OBJECTIVES
GLO: Develop spatial sense.
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
LEARNING RESOURCES
CONSULTED
Alberta Program of Study
Math Works 10 teachers resource
Math Works 10
MATERIALS AND
EQUIPMENT
PROCEDURE
Attention Grabber
Introduction
Have students get in their groups immediately
from the day before. Prepare for short
Time
~25
min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
presentations.
Assessment of
Prior Knowledge
Transition to Body
What do the following images have in common?
(5 graphic images which display scaled images of
buildings and scaled models of buildings)
Why are these things useful? Or Why do these
exist?
Learning Activity
#1
Assessments/
Differentiation:
Time
~10
min
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3
~10
min
Same as activity #1
Introduction to the project which has students
create a scaled image and/or 3D construct (a
~25
min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Feedback From
Students:
Transition To Next
Lesson
Closure
Come back to the class and share ideas as a
class.
Type of building
Shapes involved
Blueprint or model
Give students an example a question to think
about over night until tomorrow. The example
will be a simple question about how to draw a
polygon larger from a given case.
Reflections
Time
~5 min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10