Bhatia Lesson Plan Lesson Plan TCH 430 Rachna Bhatia Philip Pulley

Teacher: __Rachna Bhatia___ Grade Level: ___7th_______________________

Subject : ____Math________________ Topic: Using Geometers Sketchpad to understand Scale Factor and Areas of similar geometric figures.

Essential Standards Common Core State Standards for Mathematics [CCSSM] Time: Goal statement

CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

50 Minutes When making mathematical models, they (students) know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts (CCSSM, 2010).

The objective of this lesson is to make students understand about scale factor and Objectives for the Lesson (What students the relationship between scale factor and ratio of areas of geometric figures. The big idea is that students are able to make connections between similar figures. This will will be able to do) help students to develop an overarching concept that there is a relation between similar shapes and objects with respect to Areas as well as Volumes. My lesson is designed to address the visual understanding of this concept. Rationale for instructional decisions The CCSSM are driven by progressive understanding of the concepts. Once students understand a particular concept, they are ready to move to the next stage. This lesson is designed for seventh grade and aims at building conceptual understanding. This further keeps in consideration that higher CCSSM mentioned below require students to gain mastery over this basic concept. CCSS.Math.Content.HSG-SRT.A.1 Verify experimentally the properties of dilations given by a center and a scale factor:

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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.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Choice of Software Geometers Sketchpad [GSP] is dynamic geometry software that can be an essential aid to help students understand more fully the concepts of area, perimeter, and circumference. Students need this conceptual understanding to build upon future understanding. GSP allows students to make connections, develop conjectures and create powerful ideas inductively through visual representations, using this software. This also allows teachers to adopt a constructivist approach in teaching of mathematical concepts. GSP replaces pen and paper and allows students to actually explore and see the representations. What are similar figures? How do you determine if two figures are similar? What is scale factor? How do you make connections between scale factor and similar figures? What is the relationship between scale factor and areas of similar figures? Extra exploration: Can you make similar connections between scale factor and volumes of similar figures? Can you create a kaleidoscope using the concepts of dilation and reflection? I will assess student interests, and prior learning. This will provide me with a foundation to plan this lesson. Students will demonstrate an understanding of similar figures and areas. There will a review of these concepts. Later students will use the Geometers Sketchpad to explore similar figures and make conjectures. Students will also see how on GSP, the dot tool can change the dimensions of the geometric figure and the corresponding changes in the areas of the figures. Thus they can make conjectures and gain conceptual understanding. Lesson Steps: What steps will you take to implement the lesson Students will use the Geometers Sketchpad to explore similar figures and make conjectures. They will apply their current knowledge, understanding, and prior experiences to build upon the concepts. They will work in groups and collaborate. I will build upon the strengths of the students prior knowledge of congruent figures, similar figures, ratios, and areas. I will aim at visually representing the dilations of similar figures, with respect to scale factor. The reverse that is the shrinking of figures with respect to scale factor will be an extra activity for those students who have mastered the concept.

Essential Questions

Readiness: How will students be brought into the lesson? (Review, activity, etc.)

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I will discuss some real life examples. I will talk about the movies Honey I shrunk the kids and Honey I blew up the kids to engage the students and build up their curiosity. I will give them the Tips and Tricks handout to have them get started at the Geometers Sketchpad. Students will make different polygons and use the dilations on the sketchpad to dilate the figures. They will then calculate the ratio of the areas of the original figure and the dilated figure and make conjectures about the ratio of the areas and scale factor. Students will also construct a kaleidoscope to visually understand the reflections and dilations of shapes. This will allow them to make real life connections. After students have visually understood the relationship between scale factor and areas, they will work in groups and solve the problems on the worksheet provided to them. What the teacher will do I will encourage the students to collaborate with each other. I will facilitate the collaborations by asking questions about the representations on Geometers Sketchpad. I will aim at fostering further understanding of the concepts and encourage student discourse. I will provoke further discussion by asking students to make conjectures between scale factor and volumes of similar object. I will allow students to collaborate and ask questions so that students can challenge their own misconceptions as well as the misconceptions of their peers. The students will reflect on their prior knowledge about congruent figures, similar figures, ratios, and areas. They will build upon this knowledge to arrive at a conclusion demonstrating a conceptual understanding of scale factor and areas. I will use the software program, Geometers Sketchpad. I will also use digital tools and resources like YouTube videos, Prezi, student handouts, tutorials, assessment rubrics, and my own website on Weebly, to help or explain the content. I will expect students to have some previous technology skills like the knowledge of how to operate laptop/ desktop, start menu to locate GSP files, and knowledge of internet, manipulatives. Face to face instruction, email, worksheets, handouts, homework, and manipulatives. I will provide one to one instruction to special needs students. I will make sure that the visual representations are clear to the students. I will have some manipulatives to model similar objects and then use measuring tape to demonstrate the

What students will do

Materials and Technology

Varied methods of content delivery Differentiation including special education and

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linguistically diverse students

connections between sizes and scale factor. For example, similar toy cars, geometric shapes, or ice cream cones can be used to allow students to understand the connections between different sizes and the scale factor. I will apply similar strategies with linguistically diverse students. I will also pair them up with native students so that they can collaborate and develop strategies to gain understanding. Direct instruction, discussions, collaborations, practice problems, and real life connections (for example, what should be the size of pizza if more people come over, or why the nose of Statue of Liberty is too long). Students will gather information by sharing ideas. Students will look for patterns, and make conjectures, and develop strategies to solve problems. Congruent figures, similar figures, ratios, areas, scale factor, volumes, dilations, reflections. Students will be asked to write some real life examples of what they think will correctly describe the mathematical terms. The students will then discuss the same in class. Assessment will be ongoing and inform me where an adjustment to the lesson needs to be made. I will ensure that the students have gained understanding about the big ideas/concepts. I will assist students while they are working on the GSP and I will gauge the extent to which students achieve the lesson objectives. I will later grade the worksheets and the homework, to address the extent to which the lessons desired outcomes were achieved. Rubric will be provided to the students. I will also challenge students to find relationship between the scale factor and the volumes of objects. This will give students an opportunity to illustrate their learning and to generate new knowledge.

Strategies

Students exploration and engagement Key VocabularyMethods to review vocabulary

Assessment of Understanding (How will you assess learning) for the lesson objective

Supplemental materials Homework/ Practice (This is a good place to differentiate)

Handouts, worksheets, measuring tape. Homework will provide students opportunities to extend the concept and enrich their understanding. I will ask them to find the scale factor of real life objects and use measuring tapes to find connections between scale factor and areas. This will allow both students and me with an opportunity for coherence and continuity of the concepts discussed in the class. I will ask students to write a summary in which they will reflect on their understanding, real world connections and how the lesson promoted their active learning. As a teacher I will also reflect on the critical and creative thinking skills acquired by the students. I will use the rubric assessments to reflect on the future course of action for the next lesson plan.

Closure and Reflection

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Check the skills that this lesson incorporates:

21st Century Skills Global Awareness Reading Disciplinary Literacy Technology (student-centered) Assessments Higher Level Thinking

Learning Teams Collaboration Speaking Listening Writing Reading Differentiation of content or process

Real life connections

References Addressing common core state standards. (n.d.). The Geometers Sketchpad. Retrieved from https://www.keycurriculum.com/products/sketchpad/common-core Is the Statue of Libertys nose too long? Retrieved from http://www.figurethis.org/pdf/ch/challenges_6164.pdf#search="scale" iRubric: Scale Factors, Length Ratios, and Area Ratios rubric. (n.d.). Rcampus. Retrieved from http://www.rcampus.com/rubricshowc.cfm?sp=true&code=BAAW8A Lesson Plan Template for Essential Standards and Common Core. (n.d.). Retrieved from https://docs.google.com/document/d/1JtZ3JS5jfRBGnfq8YEpylfCylHxkF1KVjBD_5g7MgM8/e dit National Governors Association & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org Unit 19 Section 3: Line, area and volume scale factors. (1986). The Centre for Innovation in Mathematics Teaching (CIMT). Retrieved from http://www.cimt.plymouth.ac.uk/projects/mepres/book8/bk8i19/bk8_19i3.htm Wert, Thaddeus [fractad]. (2011, February 21). Creating a kaleidoscope with Geometer's Sketchpad [Video file]. Retrieved from http://www.youtube.com/watch?v=Wgxyd0Iveu4

Bhatia Lesson Plan