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Standards Addressed:
o 7.RP.A.1 - Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units.
o 7.RP.A.2 - Recognize and represent proportional relationships between quantities
o 7.RP.A.2a - Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios
in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the
origin.
o 7.RP.A.2b - Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
o 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.
o SWBAT identify similar figures by comparing corresponding parts.
o SWBAT use scale factors and ratios to describe relationships among the side lengths of similar figures.
o SWBAT draw shapes on coordinate grids then use coordinate rules to stretch and shrink those shapes.
o SWBAT predict the ways that stretching or shrinking a figure affects the lengths, angle measures, perimeters,
and areas.
o I can identify similar figures.
o I can find scale factors
o I can use scale factors.
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Materials Needed:
Worksheet
Graph paper (if needed)
Calculators (if needed)
Ruler (if needed)
Wumps drawings (students made prior to lesson)
Whiteboard
Dry erase marker
ELMO
EasiTeach/SMART Board
Introductory Routines (announcements, homework review, etc.)
At this time I will collect their homework and ask if they have any questions on it. I will then ask if they have any questions
on anything such as the calendar, what were doing that week, and material. (2-4 mins)
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I will also at this time introduce Ms.Wolfer, Mr. Frank, and Mr. Wills and mention how they are there to simply observe this
lesson and not to answer any questions.
Lesson Activities
(Attach any handouts you will use)
The worksheet I will hand out is at the end of the lesson. The Wumps worksheet has been previously given to the
students inside of a unit book provided to each student.
Students
are
working
Lesson
(details about
how students
are
configured,
what work
they are doing
and how they
are recording
their work)
Anticipated Student
Thinking/Questions
3/8
Teacher Moves
Launch
1. (8-10 min.)
Students will be discussing as a class what
we have went over so far about similarity. I
will be anticipating a student driven
discussion where they build ideas off of
each other about what we know about
similarity. Then we will discuss unit rates
and everything that students can remember
or tell me about it. Students have previously
learned about scale factor, corresponding
sides and angles, and about the word
similarity. During this lesson, the students
will continue learning about similarity. They
will use their knowledge of similarity to
complete the different levels involved in this
Superitem.
2. (2-3 min.)
Hand out worksheet to students and explain
that I want the students to try their best on
this worksheet. However, it is okay if they
struggle with some of the problems. I will
then hand out three different color pens;
black, red, and blue. Each pen corresponds
to a certain part of the activity flow. The
black being the individual work, blue being
the partner work, and red being the small
group work.
1. Students
will be at
their seats
and
participating
in whole
class
discussion.
They should
be looking
at their
notes as a
reference
as well as
taking notes
for any
information
that is new
to them.
2. Students
are still in
whole group
as the
worksheet
is handed
out.
1. I anticipate students to be
able to tell me what is unit
rate based on class work we
have done the previous
week. There should be
some students who do not
recall the information, which
will add to the learning
because the ones who do
know will be asked to
explain their reasoning.
2. I anticipate that students
will not understand the
concept of the worksheet as
you do not need to do Level
A in order to complete Level
C. They might get confused
on the fact that it is alright to
not know how to do
something on the worksheet.
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1. Students
will work
individually
to see how
much of the
worksheet
they can
complete on
what they
know.
2. Students
will work in
pairs (or
groups of
three) with
people
around
them to see
if they can
learn
something
from each
other. They
will also be
expected to
not just ask
what the
answers
were for
each one
but also
explain how
they got
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Presentation
mode
Sharing
solutions,
teacher-led
discussion,
student led
discussion,
etc.
The post
worksheet
discussion will
be whole class
and primarily
student driven.
I will ask
students about
each part of
the worksheet
looking for
their answers.
For those who
dont have the
answer I will
tell them to
take out a
piece of paper
and record
any notes. It
will also be at
this point
where we will
discuss what it
means for two
figures to be
similar.
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Summary Statement:
(May change based on what actually happens in class)
From this lesson we have discussed what it means for two items to be similar. We have also learned that it is alright to
not know but to never give up because that perseverance is helping your brain grow. Keep that in mind for everything you
do.
Homework: None
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Name:___________________
Hour:__________
Similar Figures and the Wumps
Stem: Carl says, Two figures are similar to each other if they are related by a scaling factor.
Jenny says, Two figures are similar to each other if the corresponding sides are proportional and
corresponding angles are kept the same.
Level A: What is the scale factor of the sides of these two figures?
3in
9in
2 cm
1cm
2 cm
Level D: How could you use the nose to determine a Wump family member?
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