5300 Lesson Plan Module 3

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.

Formative Assessment: Learning Objectives: Students will identify the learning objectives for the unit on dilations, such as:  Accurately identify and apply dilation transformations to geometric shapes.  Explaining the concept of dilation and its effects on shapes.  Calculating scale factors and applying them to solve problems. Assessment Components: I will create different types of assessments that will be used to measure student understanding, such as:  Quiz: A multiple-choice quiz to assess students' understanding of dilation transformations.  Concept Quiz : A short-answer quiz to assess students' understanding of the concept of dilation.  Classwork : A set of problems that require students to apply dilation transformations to solve problems.  Exit Ticket : A brief assessment at the end of each class to assess students' understanding of the day's material. Assessment Questions: I will create questions for each assessment component that align with the students learning objectives such as: Quiz:  Multiple Choice, Short Answers and Problem-Solving Questions.  What is the center of dilation?  What is the scale factor in a dilation?  If a shape is dilated by a factor of 2, what is the new size of the shape? Concept Quiz:  What is the effect of dilation on a shape?  How does the scale factor affect a shape after dilation?  What is the difference between a dilation and a translation? Classwork:  Dilate a triangle by a factor of 3 and draw the resulting shape.  Calculate the new length of a side after a dilation by a factor of 2.  Apply dilation transformations to solve problems, such as finding the new area of a shape. Exit Ticket:  What is the center of dilation in this problem?  How does the scale factor affect the shape in this problem?  Can you apply dilation transformations to solve this problem? Written Instructions to Students:  For multiple choice questions, read each question carefully and choose the correct answer.  For short answer questions, provide clear and concise explanations.  For graphing/problem-solving questions, show all your work and provide explanations for your answers.  Make sure to label your answers clearly. Administer and Review the Assessments:  The assessment will be administered at the beginning of the unit on dilations to assess students' prior knowledge and understanding of

the concept.  I will administer the assessments as planned and collect student work.  I will review student work using the rubric and provide feedback and encouragement to students.  The assessment will then be scored based on student responses to multiple-choice questions, short-answer questions, and graphing tasks. Assessment Rubric: 4 - Mastery :  A student demonstrates complete understanding of dilations and accurately applies the concept to solve problems. 3 - Proficient:  A student demonstrates a strong understanding of dilations but may have some minor errors or misunderstandings. 2 - Developing:  A student demonstrates some understanding of dilations but may have significant errors or misunderstandings. 1 - Novice:  A Student demonstrates limited understanding of dilations and may not be able to apply the concept to solve problems. Summative Assessment: Learning Objective:  To assess students' understanding of dilations, including the ability to identify and apply the concept of dilation in different contexts.  Students will be able to identify and apply the concept of dilation to solve problems involving scale factors and transformations. Assessment Format :  Assessment duration: 60 minutes  The assessment will consist of 3 parts.  20 Multiple-choice questions (20 points).  10 Short-answer questions (30 points).  5 Graphing and drawing problem (50 points). Written Instructions to Students:  Double-check your answers for accuracy before submitting the test.  Part A : Read each question carefully and choose the correct answer from the options provided.  Part B : Write your answers in complete sentences. Use diagrams or graphs to support your answers as needed.  Part C : Read the problem carefully and solve it using the concept of dilation. Show your work and explain your answer. Assessment Artifacts: 1. Multiple-choice questions:  What is the scale factor of a dilation with a center at (0, 0) and an image point at (6, 6)? A) 1 B) 2 C) 3 D) 4 2. Short-answer questions:

and assessment. By taking this approach, it allowed me to provide students with a clear understanding of the mathematical concepts involved in dilation, while also providing opportunities for them to apply what they have learned through guided and independent practice. By incorporating different combinations like visual aids, real-world examples, and self-directed activities, I aimed to engage students in promoting deep learning. Overall, the components included in this lesson plan were designed to provide students with a comprehensive understanding of dilation concepts and skills, while also promoting critical thinking, problem-solving, and communication skills. By providing a clear direction and purpose for the lesson, my goal was to support student learning and help them in achieving the concept of dilations. Reflection: This course has taught me a lot about what a teacher should do to be successful in a classroom and in preparing the students for success. The course has shown me that as a teacher, I also have to do my homework in creating proper lesson plans in order to teach the students properly. I need to also take my time when doing lesson plans and exit tickets so that I am not correcting my mistakes while I am trying to teach. I have learned to understand what formative and summative assessments are. I have a better understanding how important it is to challenge students to do their best. How to create lessons based on the students’ needs and having them work as a group to learn from one another. How important collaboration is in helping the students grow. This course has taught me all of this and much more.