Lesson Plan

LES title: Similar Figures

and Dilatation

Reproductions at scale

Course: Mathematics 2
Cycle/Year: Cycle 1/ Year 2

Duration: 75 minutes
Date: Tuesday, March 17, 2015
Objectives
(SWBAT)

Learning content: Arithmetic

- Understanding real numbers
Specific content
5. Expresses numbers in a variety of ways (fractional, decimal percentage
5. notation)
6. Represents, reads and writes numbers written in fractional or decimal
notation
- Operations involving real numbers
Specific content
2d. Multiplies a natural number by a fraction and a fraction by a natural
number
- Understanding and analyzing proportional situations
Specific content
7. Recognizes a proportional situation using the context, a table of values
or a graph

Learning content: Geometry

- Spatial sense and analyzing situations involving geometric
figures

Specific content:
C2.Identifies properties and invariants resulting from geometric
constructions and
transformations
C3. Identifies congruence (translation, rotation and reflection) between two
figures
C4. Constructs the image of a figure under a translation, rotation and
reflection
C5. Recognizes dilatation with a positive scale factor
C6. Constructs the image of a figure under a dilatation with a positive scale
factor
- Analyzing situations using analytic geometry
Specific content
C4. Anticipate the effect of a geometric transformation on a figure

Subject-Specific Competency 1 Solves a situational problem

Competency:
Students are given a map scale and asked to find the distance between 2
places in real world.
Competency 2 Uses mathematical reasoning
For example, in order to determine if two figures are similar or not,
students need to organize their thoughts and apply their
mathematical knowledge they already obtained in this topic.
Students need to use mathematical reasoning in order to distinguish
if a dilatation is a reduction or an enlargement.

Cross-Curricular Competency 1 Uses information

Competencies:
Students have to use the given information such as the given map scale and
the scale factor in a transformation to find the distance between 2 places and
the length of one side in image figure respectively.
Competency 2 Solves problem
In this lesson, students need their problem-solving skill to find the scale factor
of a dilatation or a missing measurement in similar figures
Professional
Competency:

Professional Competency 3: To develop teaching/learning situations that

are appropriate to the students concerned and the subject content with a
view to developing the competencies targeted in the programs of study.
Using visual tools for teaching some mathematical concepts such as
scale is a very good learning situation for students. It results in
deeper understanding and developing subject-specific competency 2
(mathematical reasoning).
Professional Competency 4 - To pilot teaching/learning situations that
are appropriate to the students concerned and to the subject content with
a view to developing the competencies targeted in the programs of study.
Doing some problem solving practice questions related to the topic
students were taught recently is a good opportunity for them to
apply their knowledge in real life examples. It directly improves
subject specific competency 1 and cross-curricular competency 2.

Big Idea

Similar Figures and Dilatation

Reproductions at Scale

Skills

Materials needed

Time

Recalling previous mathematical knowledge

- Problem solving skills
- Computational skills
- Connecting mathematical concepts to real word
-

Plan

Workbook
Smart board
Calculators
Visual aids (videos and drawings)

5 min

Take attendance & check homework

Homework correction (W.B. p.47, #1, p. 48, #3 & p. 49, #5)

- I do the correction of previous assigned homework on the smart
board and then post the correction on Schoology, so that students
who do not take notes or are absent have access to the correct
answers.

15 min

10 min

30-35 min

3-5 min

Lesson:
- Continuing from last class: Notes, p.13 (identifying a dilatation)
In order to review dilatation, I ask students what dilatation means and what
characteristics the produced image has. Then I will ask them to fill in the
blanks and do the following example as a practice. When they are done, I will
ask volunteers to explain their answers.
- Reproduction to scales:
I introduce the concept of scale by showing a YouTube video
(https://www.youtube.com/watch?v=8HNsG6qhl60). We will see the first 5
minutes of this video. In this video scale factor is shown in a very fun and
interesting way. Since students are familiar with scale factor from Dilatation
lesson, I connect it to the concept of scale. Then I will use some drawings as
more examples.
The other source in which students have been exposed to the concept of
scale, is maps. I further explain how scale can be used in maps and show
students a video (https://www.youtube.com/watch?v=IYizlhPvMWQ) on how
we can calculate the distance between two places by using map scale.

Closing discussion
I finish the lesson by asking students what was it that they learned and
what are the most important things they have to remember about scale
and reproduction at scale. It is a good way to summarize the lesson.

Differentiated Learning:

Since some students are visual learners, particularly in learning geometry, I

considered using visual aids such as videos and drawings in addition to notes in
my lesson plan. It makes math class more fun and students become more
engaged. Whats more, introducing an application of the content they are
learning (using scales in map and measuring distances) and connecting it to real
life is a way to make math more meaningful to students.