How can we use scale factors to draw similar figures with missing lengths?AIM: ACE #7-8; p.62-64HW: We dove deeper into similarity and scale factors by producing similar figures that met given criteria such as: an image that has a perimeter 4 times greater than the original; an image that has an area 1/4th the size of the original; an image that has a scale factor of 2.5.Classwork: Resources: How can we assess our understanding of similarity?AIM: No HWHW: Unit 2 Quiz 1 - SimilarityClasswork: None for todayResources: How can we practice similarity-based problems?AIM: Corresponding Parts WkshtHW: Scale factors were the focal point of today's lesson. We reinforced the concept of enlargement (scale factors greater than 1) and reduction (scale factors less than 1). We worked backwards by dividing corresponding sides to find what the scale factors were. We also discussed that scale factors can be expressed as percents, fractions, or decimals. So we briefly reviewed how to convert between all three. Classwork: Resources:
How can you determine whether or not two figures are similar?AIM: ACE #5-7; p.38HW: Today we continued checking for similarity. We worked backwards by dividing corresponding sides to find scale factors. If the scale factors from all of the corresponding sides were the same, we were able to determine that was the scale factor of the similar figure.Classwork: Resources: How can you determine whether or not two figures are similar?AIM: No HWHW: Students checked for similarity today. They performed these checks by identifying scale factors between original figures and their possible images. If the sides increased (or decreased) by a proportional amount (scale factor), then the figures were said to be similar. We reinforced that if we have a reduction in size, the scale factor must be smaller than 1 and greater than 0 [ think proper FRACTIONS! ]. We connected these ideas to perimeter and area to see how scale factors influenced those as well.Classwork: Resources:Copy and paste the links into your browser. http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/SSCongruentSimilar.htm What types of coordinate rules produce similar and non-similar figures?AIM: ACE# 16-18; p42; Similar Figures Graphing TaskHW: We continued our exploration of the coordinate plane and how adding and subtracting x and y values impacts the original figure. Yesterday, we determined that multiplying by a scale factor will stretch or shrink the original Classwork:uniformly to produce the similar image. Today, we found out that adding and subtracting moves the original figure to produce the image. The image turns out to be congruent to the original. We performed some investigative tasks involving rectangles and hats to arrive at a conclusion.Things we noticed: (x+2, y -3) will move the original figure two units to the right, and three units down - congruent (0.5x,0.5y) will produce figure half the size of the original - similar (x-3, 2y) will move three units left, and stretch twice as tall - neither similar nor congruent Resources: How can we create our own similar figures on a coordinate plane?AIM: Work on Similar Figures Graphing TaskHW: Today we reviewed the graphs from the Wump family. We talked about how scale factors need to be applied uniformly when stretching or shrinking a figure, otherwise you will not get similar figures. Rules to coordinates such as (2x,2y) multiply the original x and y coordinates by the same scale factor (2) which results in a similar figure. Students will use the Wump graphs as a framework for their own graphing similar figures mini-project.Classwork: Resources:See the file below for full instructions and rubric.
How do you determine if two shapes are similar by looking at the rule for producing specific image coordinates?AIM: Finish graphing Zug, Lug, Bug, Glug; p.29 [Each character needs to be on a separate graph]HW: Today we investigated similarity on a coordinate plane. We explored this idea through the lens of an animator plotting a character on an x-y grid. For homework, students will be finding the coordinates of other characters and determining if they are similar to the original character, Mug.Classwork: For help with the homework, please see below. I have gotten you started for each column.Resources: What does it mean for two figures to be similar?AIM: ACE #5-6; p.17-18HW: With the start of a new unit came new CMP3 textbooks. Students traded in their "Accentuate the Negative" books on rational numbers for "Stretching and Shrinking" books based on similarity. We investigated what it means for two figures to be similar (the same shape, but different size). We also determined that similar figures have corresponding sides and angles and used a variety of examples to identify them. Students were also introduced to scale factor, which is a number that gets multiplied by some quantity to get another quantity. We compared this idea to a copy machine and that if you type in 200%, you will make a copy that is twice as large as the original. Likewise, a 50% scale factor would produce an image that is half the size of the original. Lastly, we tackled the concept of congruence, or same shape an size.Classwork: Resources: How can we assess our Unit 1 skills?AIM: Enjoy the weekend!HW: Students took an exam today. 15 multiple choice questions, 2 out of 3 short answer responses.Classwork: Resources: |
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June 2018
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