5300 Lesson Plan Module 3

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Mathematics

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Jun 12, 2024

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5300 Module 3 Lesson Plan Students dilate figures on the coordinate plane using various locations for the center of dilation and generalize the coordinates of images formed from a dilation. Students will be able to identify dilations as an enlargement or reduction by simple comparing two similar images. Grade Level and Subject: 8th Grade Math, Pre-Algebra State standards: Include both the reference number of the standard(s) and the full text of the standard: Dilations 8.G.3: Students dilate figures, scaling up and down on the coordinate plane with the origin as the dilation’s center.  Apply geometric methods to solve problems involving scale drawings and informal geometric measurements.  They dilate various objects using scale factors greater than and less than 1.  Students then determine side lengths and angle measures after enlargements and reductions to verify similarity.  They connect dilations to changing image sizes in software programs. Dilations 8.G.4: Students explore dilations on the plane using the terms dilation, center of dilation, scale factor, dilation factor, enlargement, and reduction.  Solve problems involving scale drawings of geometric shapes, including finding the length or area of a figure.  They explain how the vertices’ coordinates are affected and how the figures are similar by describing the relationship between the figures’ corresponding angles and side lengths.  Students then dilate figures using a point other than the origin as the center of dilation. 3-5 Objectives (Bold verbs and note Bloom’s level. Each objective should have one verb as its focus. At least two of the objectives are related to the two highest levels of Bloom’s higher- order thinking: Evaluating or Creating.) 1. The students will identify and recognize the scale factor of a pre-image when a transformation happens given the scale drawing. ( Remembering ) 2. The students will identify and interpret the relationship between the scale factor and image of the actual dilation of the scale drawing. ( Understanding ) 3. The students will analyze a scale drawing of a dilation of a given shape, including comparing two different dilations of the figure. ( Analyzing ) 4. The students will evaluate and assess the accuracy of a given scale drawing by determining whether it is accurate in terms of its dilation and geometric measurements. ( Evaluating ) 5. The students will generate their answer by creating their reasoning for solving problems involving scale drawings, pre-images, images, and dilations. ( Creating ) Learning Theory: Constructivist Learning Theory:  Encourage the students to make connections between their prior knowledge and the new concept of dilation.  Ask the students how does this relate to what we learned about scaling from last week?

 Provide the students with opportunities to explore and discover the concept of dilation through guided practice.  Have students explore different scenarios from the web to where dilations are used such as architecture, engineering, or any other example. Cognitive Load Theory:  Give the students a diagram of a figure that is already centered at the origin and ask them to dilate it by a scale factor of 2.  Hand the students a diagram of a figure that is not centered at the origin and asked them to dilate it by a scale factor of 3.  Give students multiple diagrams of figures and ask them to dilate each figure by different scale factors. (students need to manage multiple pieces of information and apply their knowledge of dilation to each figure).  Have students imagine they are taking a photo with a camera lens. If they zoom in on the subject, you are applying an enlargement dilation. If they zoom out, you are applying a reduction dilation. Lesson Warm-Up: Warm-up (20 minutes)  Show students pictures of geometric shapes and ask them to identify what is happening to the shapes (scaling up or down).  Write a simple equation on the board, such as 2x = 6, and ask students to solve for x.  Connect the equation (2x = 6) to the concept of dilation by asking students to explain how the scale factor of (3) is related to the change in size.  Once the warm-up is done, students are to put the warm-up in the bin that is on my desk. Instructional Strategies: (including at least two high-yield strategies from the module readings) Direct Instruction  Provide a brief overview of the concept of dilation, using visual aids and real-world examples to illustrate the concept.  Have students work in groups of four to complete a guided practice activity, where they will apply the concept of dilation to a set of problems.  Have students work independently using patty paper to draw objects that require them to apply the concept of dilations. High-Yield Strategies  Numbered Heads Together: Have students work in small groups of four to solve problems involving dilations. Each group member has a number (1-4) and must share their answer with the group.  Think-Pair-Share: Have the students work in pairs to complete the workbook activity, which allows them to share their thinking and ideas with each other on dilations.  Visual Aids: You will use visual aids such as diagrams and graphs provided to help students understand the concept of dilation. Teacher Behavior  The teacher will provide clear explanations and examples of the concept of dilation.

 The teacher will walk around the room during guided practice and independent practice, providing feedback and support as needed.  Ask open-ended questions during class discussions to encourage critical thinking and problem-solving. Student Behavior  Students are to work in pairs during guided practice to share their thinking and ideas with each other.  Students will complete independent practice activities on their own, applying the concept of dilations.  Students will participate in class discussions and share their thinking with each other. Questions Planned for the Lesson  What is a dilation? Can you give an example of a real-world situation where dilations are used?  How do you calculate the scale factor of a dilation? Can you give an example?  How do dilations affect the shape of a geometric figure? Can you draw an example? Materials:  Calculator  Patty paper.  Rulers  Diagrams and graphs related to dilations.  Handout with geometric shapes.  Guided practice activity worksheet.  Independent practice activity worksheet.  Real-world examples of dilations (ex: pictures of buildings or objects). Lesson Closure:  The students will review what they have learned during the lesson.  Students will then take a few minutes to reflect on what they have learned today and what they still need to work on.  Students will write down one thing they understand well about dilations and one thing they are still struggling with.  Students will then be placed in small groups of four to share their thoughts on dilations.  The teacher will then identify areas for improvement: Identify misconceptions or gaps in understanding to inform future instruction.  The teacher will then provide feedback to the students based on their brainstorming with other students. Homework or Reinforcement:  Students will be given a set of problems from a handout that requires them to apply the concept of dilations.  Give students directions to find an example outside of school of a dilation, in their everyday environment and share those findings with their peers the following day.

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