Nicholas Hein 1 3 December 2013 EDS 351

Scaffolded Lesson Plan

Dilations and Similar Polygons
Content Area and Course: High School Geometry Grade Level and student population: This class is composed of 18 students ranging from
grades 9-11; 2 9th graders, 3 10th graders, and 13 11th graders. Approximately 83% (15) of the students in this class are English Learners (EL) at the Expanding or Bridging levels; there are no students in the Emerging level. Approximately 22% (4) are at the early Emerging level, 33% (6) are at the exit Emerging level, 17% (3) are at the early Bridging level, and 11% (2) are at the exit Bridging level. The 3 non-EL students are considered grade level. The class also has 5 students with an IEP plan, and one of these students has difficulty with the written English language. The student understands the words verbally and visually, but has trouble remembering how to spell and will often rely on the phonetics of the word to guide the writing.

Unit of Study: Dilations and Similar Polygons. The lesson should encompass roughly 3-4
class periods.

Objective and Purpose: Students will be able to demonstrate the properties of dilations
given by a center and scale factor through both individual and collaborative tasks on an I do, we do, you do activity, carousel activity, and dilations and similar polygons pair project. Students will also be able to determine if two polygons are similar by identifying equal corresponding angle measures and a common scale factor as evidenced by an adapted closed word sort, dilations and similar polygons pair project, and a reflection on a prediction chart.

California Common Core Standards:

CCSS.Math.Content.HSG-SRT.A.1 Verify experimentally the properties of dilations given by a center and a scale factor CCSS.Math.Content.HSG-SRT.A.1a A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. CCSS.Math.Content.HSG-SRT.A.1b The dilation of a line segment is longer or shorter in the ratio given by the scale factor. CCSS.Math.Content.HSG-SRT.A.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. CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. CCSS.Math.Practice.MP5 Use appropriate tools strategically. CCSS.Math.Practice.MP6 Attend to precision.

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CCSS.Math.Practice.MP7 Look for and make use of structure. CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

ELD Standards:
1. A. 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topic 1. A. 3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 1. A. 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) 1. B. 5. Listening actively to spoken English in a range of social and academic contexts 1. B. 7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area 1. C. 11. Justifying own arguments and evaluating others arguments in writing 1. C. 12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

Language considerations:
This lesson is the beginning of a new unit on similarity. The key words in this unit are dilations, scale factor, and similar. For many of the students, this will be the first time they are exposed to these words, especially in a mathematical context. Some students may have a vague understanding of the word similar and understand that it has to do with two items that resemble each other, but it is vital that the students have a firm grasp on the precise and accurate definition of similar in the context of similar polygons. Previous to this unit, the students have studied congruent polygons and proving if two triangles are congruent. This understanding makes many of the other vocabulary words and terms review. These words include prove, transformation, polygon, congruent, sides, angles, triangles, and corresponding. Specifically, the term corresponding has also been seen in another unit on parallel lines and transversals. Although the students have studied and applied these words in context to justify their answers in previous units, it is still important to review these terms to refresh their memory and fill in any gaps in understanding they may have missed. This lesson will also cover and include Geometric measurements where students will be drawing and constructing polygons and line segments. This construction requires students to be familiar with the names of the tools they will be using and their corresponding actions. This includes rulers, straight edges, draw, protractor, and measure. These are also review words and terms since students have constructed multiple drawings throughout the year. Providing an action with these words in a new context will help strengthen the students grasp of each term.

Nicholas Hein 3 3 December 2013 EDS 351 To help prepare the students for the unit, students are first introduced to the words in the vocabulary self-inventory. This activity is a non-threatening activity that exposes the students to the new vocabulary words that they may not know in addition to review words that the students should be familiar and confident about. Once students are exposed, the quickwrite and definition prediction are great tools to introduce students to the term dilation since it provides a real life application of the words that some of the students may have seen or experienced before. In the quickwrite, students are able to build on their background knowledge of enlarging and shrinking photos on the computer and relate it to a dilation transformation, and in the definition prediction, a picture of a comparison between dilated pupils and non-dilated pupils that an optometrist uses to assess a patients eyes also builds on students background knowledge from eye appointments and helps students get another visual understanding of what dilation might mean. Students are then provided the mathematical definition of dilation and scale factor in the advanced organizer fixing and strengthening their initial ideas about the words. After the formal definition, students are given plenty of time and support to practice and apply these words individually and with partners during the I do, we do, you do, carousel, and pair project. For the vocabulary term similar, a similar approach is provided where students will try to build their own definition individually and with partners using the carousel activity and prediction chart as a support before students can apply and practice the definition in the closed word sort and pair project. The reflection on the prediction chart should fill in any holes in their initial understanding and cement the definitions of each word.

Preparation:
Vocabulary Self-Inventory (EDS 376): Students individually complete the self-inventory of 8
key vocabulary words that will be used in this unit using one of three symbols for each word. Students put a if they have never heard of the word before, ? if they are vaguely familiar with the word, and if they are confident and know what the word means. The words are chosen so students will know a few words to build confidence for the words that they may not have seen before. Once students complete this activity individually, students will share their answers with a partner and then as a whole group.

Quickwrite (EDS 376): Students are shown a picture a small photo on the board. For 4
minutes, students individually write freely and non-stop about the question, If you made the picture bigger, how do you think the picture would change? To guide the students thinking and to prevent students from only stating simple answers, the teacher tells the students to think about the outside and the inside of the picture. Once students are finished writing individually, students share with a partner and then as a whole group.

Definition Prediction [adaptation] (EDS 376): Students are told that they are optometrists
and are shown a picture of a comparison between dilated and non-dilated pupils. In pairs, students write down what they think the word dilated means using the picture. After each pair creates their own definition, approximately 3-5 pairs are chosen to share their definitions out loud as a class. Students are then provided the opportunity to volunteer their answers or justify why a particular definition may or may not be the correct definition.

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Assistance:
Advanced Organizer (EDS 376): After students have finished creating their definition of
dilated, students are provided an advanced organizer that is a copy of the powerpoint notes on the board with missing blanks in the formal definitions of the vocabulary words. Students individually copy and fill in the blanks in their notes from the powerpoint as the teacher lectures to go along with the powerpoint.

I Do, We Do, You Do (EDS 351): Once students complete the advanced organizer, the
teacher goes over an example of constructing a dilation of a line segment using a ruler and pencil on the dotcam/overhead projector. On a sheet of graph paper provided by the teacher or students, the teacher goes over a second example of constructing a dilation of a line segment including a written explanation calling on different students to answer each step of the problem. Afterwards, students are provided 3-5 problems to practice constructing dilations and its justifications in partners and small groups. After a specified time limit, the teacher chooses one problem to have a student go over as a class together.

Carousel (EDS 374): In groups of 3-4 students, each student draws their own point P and a
line segment consisting of two points A and B on a sheet of graph paper. Students then pass their graph paper clockwise to the next member within their group. Students then use the new paper in front of them to measure and label the distance from the center to each point using a ruler. Afterwards, students pass the graph paper clockwise once again. Students then choose a scale factor to multiply the distance and create a new line segment consisting of points from a new distance from the center. Once students are finished, they pass the paper back to its original author.

Prediction Chart (readwritethink.org): Using the papers from carousel activity, each student
writes his/her own definitions on similar polygons based on the two polygons on his/her paper. Students should also predict how to tell if polygons are similar. Once each student is finished writing his/her predictions, students share their predictions with their group from the carousel activity followed by a whole class shout-out.

Closed Word Chart [similar polygons sort] (EDS 351): In pairs, students are given a paper
with a t-chart on it. The left column represents similar polygons and the right column represents polygons that are not similar. Pairs are also given an envelope with 10 pairs of polygons with the side lengths and angle measures provided for each polygon. Students work together to try and place all the pairs of similar polygons in the left column and the remaining pairs of polygons in the right column. The teacher circulates and then goes over the answers on the board as a class and asks the groups that got it correct to reveal how they knew polygons were similar using the scale factor of the sides and angle measures in their explanations.

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Reflection:
Dilations and Similar Polygons Pair Project (EDS 374): On one piece of graph paper,
students in pairs are responsible for drawing 1 point and a polygon with more than 4 sides around the center point. The groups must construct a similar polygon by enlarging or reducing the first polygon by a scale factor using dilation transformation around the center point. Students must measure and label the distance from the center to each point for both polygons. Once students have both polygons drawn and the distances are measured and labeled, the students must include a written explanation of why their polygons are similar. The project should last approximately 1 class period. This project is a good project to assess their understanding of dilations and similar polygons since it relies on the understanding that dilation transformations preserve shape, not size, and that similar polygons have the same scale factor for each side. After the groups are finished, groups share their project with the entire class.

Return to Prediction Chart (readwritethink.org): Students return and reflect on their initial
predictions on the prediction chart on the definition of similar polygons. Students add or subtract information and rewrite the definition of similar polygons and its properties. Students are encouraged to rewrite the definition using their own words incorporating academic language to assess the language as well as the content. Students then share their new definitions with a partner and then as a whole class.

ELD Standards-Appropriate Activities Chart

by Proficiency Level Activities Preparation Vocabulary SelfInventory Quickwrite Definition Prediction Assistance Advanced Organizer I Do, We Do, You Do Carousel Prediction Chart Closed Word Sort Reflection Dilations and Similar Polygons Pair Project Return to Prediction Chart Early Emering
Exit Emerging

Early Expanding X X X

Exit Expanding X X X

Early Bridging

Exit Bridging

X X X X

X X X

X X X

X X X X

X X X X X

X X X X X

X X X X X

X X X X X

X X X

X X

X X

X X