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Instruction Model

Students will engage in:

_X_independent activities _X_hands-on
_X_cooperative learning
_X_whole group inst.
___peer tutoring
_X_technology integration
___project work
____ other:

Teacher: Taylor Eppler

10th Grade
58 Minute Period

Standard / Benchmark

(Listed at end of lesson plan in greater detail)

Objective Met:
I Can- Define dilation and describe a dilation in function notation.
I Can- Demonstrate an understanding of dilations by successfully completing the dilations of an image.
I Can- Explain why a dilation is not an isometry.

Procedures Followed:

Materials/ Text or

Class Starter (Anticipatory Set):

To begin class students will do a quick write on the following Think
About It on the smart board:
10 minutes

*Are there any transformations that might not be classified as an

*How could you change the size or shape of a figure with still
recognizing it as the same figure?
*Write down your thoughts and if you think possible, include an
example of a figure that might fit this description.
After 7 minutes ask for student responses and have a short discussion
on their thoughts. The class consensus will hopefully be a yes to this
first question that will lead into enlarging and shrinking figures, and
then dilations.
Objectives (what will the students know at the end of the lesson):
I Can- Define dilation and describe a dilation in function notation.
I Can- Demonstrate an understanding of dilations by successfully
completing the dilations of an image.

Warm-Up Sheet

I Can- Explain why a dilation is not an isometry.

Presentation of new materials (Lesson):


Students will add the definition of dilation into their notebooks. They
will then learn the specific notation for dilations. I will also explain the
idea of a scale factor and needing a center. We will discuss the
similarities and differences to other transformations and discuss the
non-isometric properties of dilations.

Student notebooks

Next we will jump into the difference between enlargements and

reductions showing visual examples and having the students draw their
own examples in their notebooks.
Guided practice with corrective feedback (check for
After drawing an example of a dilation the students will practice
dilating a preimage to produce its image. They will work with scale
factors using a coordinate grid and plotting points to assist them. After Student notebooks
this guided practice I will ask the students the following question:
20 minutes If dilations are not isometries and do not produce congruent figures, do
their images and preimages have anything in common?
This question will lead into a discussion and then the idea of similar
Independent practice with corrective feedback (check for
Following the presentation of similar figures students will work
dilations in an example problem. After about five minutes we will go
over this example problem to address questions and allow students to
check they did it correctly.

Student notebooks

Students will also have a supplemental handout to complete for

homework as independent practice.
Lesson review or reteach (Closure):
To end class students will have the following short exit ticket to
complete and turn in before they leave.

Exit Ticket
1) Is a dilation an isometry? Explain your reasoning.
2) Does a dilation change the angle measure of a figure?
3) Draw an example of a dilaton.

I will also pass out the supplemental handout that the students will
complete for their homework assignment.
The warm up and exit ticket can both be used as a formative assessment
for this lesson checking the understanding developed throughout the
lesson. The questions asked during the notes and discussions can also
be used to evaluate student understanding and thought processes.
The homework assignment will also be used as a tool to assess the
students understanding of dilations and to monitor what areas of this
topic they may still be struggling with and what needs to be reviewed.

Warm up and exit

Supplemental handout
on dilations

There is a supplemental handout that will be assigned for homework
containing 6 dilation problems.

Supplemental handout
on dilations

*The handout will also be uploaded as a file on the unit site.

Standards in greater detail:

Represent transformations in the plane using, e.g., transparencies and geometry

software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance and
angle to those that do not (e.g., translation versus horizontal stretch).

Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.

Use geometric descriptions of rigid motions to transform figures and to predict the effect
of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.