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Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Rationale

In this unit, students will learn more about the similarities of figures. This unit

is intended to build off of those things learnt in grade 7 and grade 9 where students

also investigated polygons. In turn, the things learnt in this unit will be a foundation

for student learning in grade 11 and 12 where students learn about scale diagrams,

exploded views, and component parts of simple 3-D objects. In these later topics

students will need to further develop their spatial senses and recognize how to

create and how two objects are similar by nature. Making sure that students make

and will make connections in the future is a key principle which will kept in mind

throughout this units vision and individual lesson plans.

This unit is important for students because it constructs understanding of

scale factors and helps advance their understanding of proportional reasoning. This

can be applied when students need to evaluate situations involving similar figures

critically and to determine whether arbitrary figures are proportional or not. These

applications are prevalent in everyday life. The ability to spatially determine

proportions and the similar denominators between objects permeates everyday life.

Not to mention, many occupations utilize this mathematical principle.

As already previously mentioned, this unit will further develop students

spatial senses by learning about similarity between figures. This will be

accomplished in a variety of ways. Students will draw, replicate, construct, problem

solve, think critically, identify, and understand the characteristics which make

figures similar (especially polygons). Throughout this unit students will also

accomplish the unit goals by working individually, in groups, work stations, and

presentations. All of these methods are intended to work together towards the

goals of developing their spatial sense through different modes which will diversify

and strengthen learning. This will also require the students to be able to

communicate, connect, visualize, and reason with themselves, their classmates, and

their teacher in order to learn the material to their fullest potential. The scaffolding

and inquiry used throughout this unit aids the students in developing their skills.

Assessment in this unit is in line with LCIs Assessment Guidelines. Learning

will primarily be assessed formatively. However, these assessments will not be

taken for marks. Out of class assignments/prep work will be periodically given on an

as-needed basis and are intended to maximize the time we have in class to learn.

There will be several summative assessments which will ultimately make up the

students final mark in this unit. These assessments will be based on individual

achievement and not based on any form of group work in order to keep in line with

the guidelines.

Differentiation will occur in every lesson to reach the learning needs of each

student. The sequence of this unit allows for the use of natural progression and

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

scaffolding will be provided and achieved through superior teaching strategies,

mindfulness, and resourcefulness on the part of the teacher.

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Established Goals:

GLO:

Mathematics 10-3: Develop spatial sense.

Understandings:

Students will understand that

Essential Questions:

important role in many

occupations and everyday life.

2. Two different polygons can be

similar under specific

circumstances.

3. They can identify general

criteria which can be tested for

similarities.

4. They can determine if two

polygons are similar given

limited, or complete,

information about the polygon.

5. Drawing similar polygons is

possible through multiple

different techniques.

6. Triangles, which are the simplest

polygons, follow the same and

more rules as more complex

polygons when determining

similarity.

Adapted from Wiggins and McTighe (2005)

What strategies can I use to determine

if two polygons are similar?

Why should I study similar figures?

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Note: SLO 3 is the primary outcome

with SLO 6 as a supporting SLO which

comes from the previous unit.

3. Demonstrate an understanding of

similarity of convex polygons,

including regular and irregular

polygons.

[C, CN, PS, V]

[ICT: C64.1]

communication in order to learn and

express their understanding

Connections [CN] make

connections among mathematical

ideas, other concepts in mathematics,

everyday experience and other

disciplines.

Problem Solving [PS] develop

and apply new mathematical

knowledge through problem solving

Visualization [V] develop

visualization skills to assist in

processing information, making

connections and solving problems.

including acute, right, obtuse, straight and

reflex, by:

drawing

replicating and constructing

bisecting

solving problems.

[C, ME, PS, T, V]

[ICT: C64.1]

-Students will work individually and together

on work which will result in them

communicating, either on paper or verbally,

their finding.

-In this unit, we are going to make many

connections to what is all around them. They

are also going to make many strong

connections to the previous unit and units in

the future.

-Problem solving is going to be a big part of

this unit. We are going to do lots of inquiry

activities and problems which require the

students to think critically in order to solve.

-Although we are not going to be using

manipulative, we are going to use tools and

real materials and objects in order to

visualize our learning. This will be time

consuming yet worth the time to have

students make stronger connections which

will last over time.

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Resources Needed:

Teacher

Alberta Education Program of Studies

Alberta Education Achievement Indicators

Learn Everywhere 10 : Geometry

Math Works 10 Teachers Resource

Youtube

Learn Alberta

Apprenticeship and Workshop Mathematics 10 https://yukon-education-math-grade10.wikispaces.com/file/view/AWM+10+Unit+6.pdf

Student

Math Works 10

Materials

Pens, Markers, Clinometers, Protractor, Paper, Grid Paper, Projector, Pencils, Poster

Paper, Miniature Items, Enlarged Items, Cardboard, and Computers.

Adapted from Wiggins and McTighe (2005)

Subject Area

Grade Level

Topic

Length of Unit

(days)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Mathematics

10-3

Similar Figures

10

Assessment

Learnin

g

Outcom

es

Title

Fray

er

Mod

el

Type

(Formativ

e/Summa

tive)

Weig

ht

3. Demonstrate an

understanding of

similarity of convex

polygons, including

regular and irregular

polygons.

[C, CN, PS, V]

6. Demonstrate an

understanding of

angles, including

acute, right, obtuse,

straight and reflex,

by:

drawing

replicating and

constructing

bisecting

solving problems.

[C, ME, PS, T, V]

[ICT: C64.1]

F

0

Observati

on

Conversat

ion

Quiz

Quiz

Trade

Exit

Ticket

or Slip

Checklis

t

Quiz

Workshee

t/

Assignme

nts

Project SelfAssessment

Test

F/S

F/S

10

20

30

40

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Assessment

Tool Title

Frayer Model

Outcomes

SLO 3

Observation

SLO 3

Conversation

SLO 3, 6

Brief Description

A Frayer model is a simple chart with four

quadrants which requires students to fill

in each quadrant. Typical quadrants are

labeled as definition, example, nonexample, and illustrate or

characteristics. This model will be used

twice to formatively assess foundational

concepts of the unit. Shortcomings in

these models need to be addressed

immediately if and when they occur. This

will be done in the first five lessons to

assess their knowledge of similar regular

and similar irregular polygons.

This assessment is very self-explanatory.

Throughout the unit I will continuously

wander and monitor the class instead of

staying at my desk. In this process, I will

also ask thoughtful questions to all

students. This will inform me of students

learning on an individual scale while they

are learning, before they learn a new

concept (pre-assessment), and after they

have learnt.

This Kegan Structure puts students in

control of formulating small quizzes for

their peers. It allows students to become

the master of the subject by testing their

skills to create questions accurately

which will then test their peers

knowledge. After a students has created

a quiz they find a friend and quiz them on

their knowledge. This strategy will be

used several times in the unit in order to

solidify key concepts. It will also be a

great time and tool to assess students as

they are learning. I am going to use this

at the beginning of the unit to show their

knowledge of similar rectangles.

Adapted from Wiggins and McTighe (2005)

Fo

r

AS

OF

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Exit Ticket or

Slip

SLO 3

Checklist

SLO 3

Quiz

SLO 3

Assignment /

Worksheet

SLO 3, 6

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

assessing students as they finish or begin

a class (entrance slips). The exit slip

typically contains a single question which

students answer before leaving the class

and can be assessed after class for

learning. The exit ticket is a little more

immediate. The ticket contains a

question which students need to respond

to correctly in order to be done work for

the class. This formative strategy will

happen a couple of times a week in order

to keep me involved in their learning. An

example of this would be asking students

to identify the similar figures on in the

PowerPoint presentation.

While students are working on specific

tasks (like quiz quiz trade and their

projects) I will have simple checklists

which address students understanding,

engagement, and learning. This is meant

to inform my future practice, lesson

planning, and student formative

assessment. Some examples of

categories are are on topic and

engaged and making connections

between complex polygons and

triangles.

There will be one mid-unit quiz which will

take about a half hour to complete. The

quiz will involve T/F, MC, and short

answer responses in order or to assess

the students before we close out the unit.

Assignment will predominantly be done in

class time and be used to both assess

and test knowledge. This will be done by

giving students multiple different types of

questions about the topic. Similar to

assignment, worksheet are guided by the

teacher in order to have a unifying theme

and learning of mathematical concepts.

This contains, definitions, examples, and

uncompleted problems. This assessment

category will be done as, of, and for

Adapted from Wiggins and McTighe (2005)

1

0

2

0

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Project / SelfAssessment

SLO 3, 6

Test

SLO 3

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

inform me what gaps they still possess as

well inform successive lessons. As

learning because the worksheets will

provide me the opportunities to assess

them as they learn. Finally, of learning

because these will be graded and tallied

towards their final unit grade.

The project is intended to help students

learn key concepts in an interesting way

where they can show various skills both

mathematical and other skills. After the

project is completed, the students will do

a self-assessment on the work they

completed for the unit. The assessment

will mainly grade based on mathematical

concepts learnt and presented. However,

there will be a small self-assessment

portion which will be taken for a grade

and subjectively given by the student. I

will take their self-assigned grade and put

it towards their project grade.

The unit exam will assess all of the

required concepts and SLO #3 in order to

keep students accountable of their

learning. This format will be done on

paper and through two modes (MC, Short

response). Their grade will be calculated

based on their responses and will account

for the greatest single summative percent

in this unit.

Adapted from Wiggins and McTighe (2005)

3

0

4

0

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Monday

Personal first-time

introduction to the

class.

Name

Schooling

Likes

Classroom

expectation

s

Question

box (graffiti

it)

Learner

profiles

Tuesday

Typical day

includes the

following:

1. Formal lesson

on new

material.

2. Activities either

in groups or

individually.

3. Movement

4. Closure to

reiterate key

concepts of the

day.

Wednesday

Topic: Introduction

to the Unit /

Identifying similar

figures with

rectangles

Introduction:

What to the

objects have in

common? (Bring in

miniature or

enlarged objects

to class and put

them at the back).

Body:

Define similar

figures

Contextualize the

unit conversation:

Why is knowledge

of scale and

similar figures

important? Why

do we care?

Have students

work in groups to

brainstorm as

many instances

where they think

that proportions

and scales are

used. Encourage

them to use their

electronic devices.

Create a Wordle.

Now they know it

is an important

skill, introduce

math terminology

(pg. 227). Then

continue to do

example #1.

How do we write

proportions?

Adapted from Wiggins and McTighe (2005)

Thursday

Friday

Topic:

Introduction to

the Project /

Similar, regular

figures with

angles

PD DAY

Introduction:

What do the

following images

have in common?

(5 graphic images

which display

scaled images)

Body:

Introduction to

the project which

has students

create a scaled

image and 3D

construct (a

building either

imagined or

already built)

Review of

polygons

names, sides,

irregular, regular.

Activity #1:

Connection quest

- draw a 5 sided

figure on quarter

inch grid paper.

Duplicate it on

1/8 and then

grids. Then

proceed to

answer a series of

questions.

Alternate A1:

Print out

preselected

images of popular

logos which the

class can learn

with.

Subject Area

Grade Level

Topic

Length of Unit

(days)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Fractions

Colons

(model:orig

inal)

Pg. 237

examples of

similar figures.

Textbook pg. 233

#3.

Quiz Quiz trade

on grid paper,

have students

create short

quizzes for their

peers using strictly

rectangles and

squares.

Closure: Frayer

Model for similar

figures.

Assessment:

Frayer Model, Quiz

Quiz Trade sheets,

Observation,

Conversation

Key Concepts:

Similar rectangles,

ratios, proportions,

congruent,

correspondence

Key Questions:

What does it mean

when I call two

figures similar?

What are

congruent sides

and angles?

What are

corresponding

sides and angles?

How do we

communicate that

two figures are or

are not similar?

What makes two

Adapted from Wiggins and McTighe (2005)

Mathematics

10-3

Similar Figures

10

conversation on

what they

observed through

A1. Clarify terms

such as

congruency,

similar figures.

Activity #3:

Unifying

examples and

conversations.

Workbook pg. 257

#1, #3

Closure: Create

a poster of the

things which we

need to look for

when checking if

two figures are

similar.

Assessment:

Observing and

asking questions

during A1.

Focused

questions to

specific people in

A2. Critique the

final poster which

the class made.

Key Concepts:

Ratios,

Proportions,

Identifying similar

polygons,

Corresponding

angles, congruent

Key Questions:

What makes two

similar polygons

similar?

What are the

similarities and

differences

between different

sized similar

Subject Area

Grade Level

Topic

Length of Unit

(days)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Mathematics

10-3

Similar Figures

10

rectangles similar?

figures?

SLO: Math 3

Homework: Find

a building or start

doodling a

building they

want to scale

down.

Resources: Math

Works 10,

Miniature items

from home,

Introduction

pictures and

question box,

printed

worksheets and

Frayer model

Brain Break:

Time Lapse of a

building being

build or video of a

building being

demolished.

SLO: Math 3, 6

Resources:

Learn

Everywhere:

Geometry

Monday

Topic: Extend

Proportions into

the third

dimension/

irregular

polygons / Start

Project

Introduction:

Toss the Hacky

Sack review

questions

Body:

Reinforce

yesterdays lesson

by working

through some

short guided

notes. Defining

and exemplifying

corresponding

angles and

corresponding

sides (i.e. show

similarity).

Show this through

Tuesday

Wednesday

Topic: Methods of

Drawing Polygons

Larger and

Smaller

Topic: Scaling

large things down/

Quiz / Project

Period

Introduction:

Review activity to

highlight angles

and sides of

irregular

polygons.

Introduction:

Review game

before we start

work period.

Body:

Distribute several

stencils which

students will copy

onto a piece of

paper. Question:

Make this polygon

larger. Challenge:

Make this polygon

twice as large.

Activity #1:

Having a shape

and we want to

scale it up by X.

How can we do

Body:

Scaling down

activity. Show the

trailer for honey I

shrunk the kids

and give them the

Vesuvius mans

proportions. Have

students inquire

about scale.

Quiz

Allow students to

use this period as

a work period in

the computer lab

with the middle

Adapted from Wiggins and McTighe (2005)

Thursday

Friday

Topic: Similar

Triangles

Topic: Clinometer

Day

Introduction:

What are 9 facts

about triangles?

Work individually

for 2 min, then in

pairs for 3, then

share as a group.

See:

http://bit.ly/1lxBw

rw

Introduction:

My favorite NO of

the day Do this

with a similar

triangle and a

similar polygon.

Give out half and

half.

Body:

If I said finding

similar triangles

is just like finding

similar polygons,

what should we

be looking for?

Triangles are

polygons.

Rules to find

similar triangles.

SSS

Body:

Introduce and

teach students

how to use a

clinometer.

Activity #1: Make

the activity

consistent. Have

students work in

pairs or trios

(potentially premade). Have

students create

known triangles

with their height

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

a simple example

and another non

example.

Activity #1: House

floorplan

conversion

activity. Students

will convert units

and apply

proportions.

Activity #2: Add

another dimension

and solve similar

figures of a 3D

object. Workbook

pg. 361 #3

Or

Convert the size of

the room based on

sizes of the floor

tiles and bricks on

the wall.

Activity #3: Begin

working on the

project (book

computer lab)

Closure: Come

back to the class

and share ideas as

a class.

Type of

building

Shapes

involved

Blueprint or

model

Key Concepts:

Corresponding

angles and sides,

proportions,

rations, complex

polygons.

Key Questions:

How can I interpret

and convert units

found on a scaled

this? Textbook

pg. 248.

Workbook pg. 272

#1

Activity #2: Two

methods the

ratio method and

the parallel

method Textbook

pg. 250-251

Reinforce parallel

lines are key to

having similar

figures.

Activity #3:

Workbook

question 273 #2.

Class

conversation: If

you were given

these two images

side by side

without knowing

which on came

first, how would

you correctly

write the

proportion? 2.5:1

or 1:2.5?

Subject Area

Grade Level

Topic

Length of Unit

(days)

island (book

computer room).

Bring materials

which students

may need to

construct their

project.

Closure: Preassessment

conversation

about similar

triangles which will

inform the teacher

about next

lessons.

Assessment:

Quiz, Observation,

presentations,

Differentiation:

inquiry activity

Key Concepts:

Proportions

SLO: 3, 6

#3

Assessment:

Observation, exit

slip, worksheet

Key Concepts:

drawing similar

polygons,

Proportions,

Corresponding

sides,

Corresponding

angles

Key Questions:

Is there a simple

way to enlarge or

shrink a polygon

Adapted from Wiggins and McTighe (2005)

Mathematics

10-3

Similar Figures

10

SAS

ASA

Activity #1:

Partner

presentations

SEE-I activities

(assign specific

triangles to each

group e.g. acute

triangle with

SAS).

Class work:

Workbook 278 #1

Individual work:

Workbook 279 #1

Activity #2:

Reducing

Triangles (see

textbook pg. 261

and stress

parallel) Test

knowledge on pg.

262 #4

Closure: Exit

Tickets (make

sure there are 5

different ones

and distributed

with 5 minutes to

spare)

Assessment:

Exit ticket,

worksheet

Key Concepts:

similar triangles

Key Questions:

Do similar

triangles act the

same as similar

polygons?

SLO: 3, 6

and distance to

their partner

looking through

the clinometer.

Then when they

are outside they

are creating

extended

triangles.

Set up

expectations

before going

outside - Take

students into the

common area

outside the main

entrance of the

building.

Things which we

want to use as

references.

LCI sign

Flagpole

Evergreen

by the sign

Vents in

between

the 2nd and

3rd stories

Activity #2:

Classroom

conversations

about what went

well, what was

hard, errors, etc.

Closure: Question

box in

preparation for the

project and test.

Assessment:

worksheet,

observation,

conversation

Key Concepts:

similar triangles

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

image?

Can I

into a similar

polygon?

Homework:

Continue working

on their project at

their leisure.

SLO: 3

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Key Questions:

How can I solve for

unknowns with

triangles?

SLO: 3, 6

SLO: Math 3, 6

Monday

Topic: Project

work period

Introduction:

Peer progress

sharing activity

Body:

Review

assignment before

the students begin

their project work

period.

Tuesday

Topic:

Presentations /

Review

Introduction:

Drawing for

presentation

order

Body:

Rearrange the

class to promote

learning and

presentation

Wednesday

Thursday

Topic: Review

Topic: Test

Introduction:

Question box

Introduction:

Any final

questions? Set

up expectations.

Body:

Review stations

Class review

Closure: Test

taking strategies

for tomorrow

Body:

Test

Closure: When

done, have

anchor activities

ready to go which

they can do.

Remainder of the

time for their

project

Have students

present

Assessment:

General

assessments

during the review

Sponge activity:

Print any image

and resize it on

large paper.

Cubing activity to

ask questions

after each

presentation

pervious

Key Concepts:

All pervious

Closure: Self

assessments on

their

understanding of

the unit material.

Closure:

Question box to

know what to

review tomorrow

Key Questions:

Am I prepared for

the test?

SLO: 3, 6

Assessment: selfassessment,

assignment,

questioning,

observation,

question box

Key Concepts: All

previous

Key Questions: a

Assessment:

Checklist, rubric,

observation,

conversation,

cubing

Brain Break:

Something

SLO: 3, 6

Key Concepts:

All pervious

Key Questions:

What did I learn

this unit about

similar figures and

Adapted from Wiggins and McTighe (2005)

Assessment:

Text

Friday

Subject Area

Grade Level

Topic

Length of Unit

(days)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Brain Break:

Something

Mathematics

10-3

Similar Figures

10

their significance?

SLO: 3, 6

SLO: 3, 6

Note: All classes in 10-3 will have worksheets for students unless otherwise stated.

Lesson Plan 1

Lesson

Introduction to the Unit / Identifying

Title/Focu similar rectangles

s

Teach

er

LEARNING OBJECTIVES

GLO: Develop spatial sense.

3. Demonstrate an understanding of similarity of convex polygons, including

regular and irregular polygons.

[C, CN, PS, V]

Students will

Contextualize the unit by finding its applications in the world.

Identify similar rectangles through activities.

Learn about key terms which are foundational to the unit by learning definitions and

applying them.

ASSESSMENTS

Observations:

Key Questions:

Products/Performan

Quiz Quiz Trade construction and sharing

General classroom management

What is a similar figure?

How can I know two rectangles are similar?

Are congruent shapes also similar shapes?

What is the importance of corresponding sides when determining

similar figures?

Why is learning about this unit important?

Frayer Model

Quiz Quiz Trade quizzes

Adapted from Wiggins and McTighe (2005)

Subject Area

Grade Level

Topic

Length of Unit

(days)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

ces:

Mathematics

10-3

Similar Figures

10

Wordle

Worksheet

LEARNING RESOURCES

CONSULTED

Alberta Program of Studies

Math Works 10

Poll Everywhere

MATERIALS AND

EQUIPMENT

Frayer Model handout

Grid paper

Worksheet handouts

Math Works 10

General teaching supplies (pens, paper,

etc.)

PROCEDURE

Attention Grabber

Assessment of

Prior Knowledge

Expectations for

Learning and

Behavior

Transition to Body

Learning Activity

#1

Why learn this?

Introduction

What to the objects have in common? (Bring in

miniature or enlarged objects to class and put

them at the back).

What are the things which these items have in

common with their real sized counterparts?

How do we write things which are proportional?

Today we are going to work with our phones set

up expectations

Everybody get out there phone and do a practice

Wordle Everyone send me your name in the

Wordle (this will tell me about students maturity

and their abilities to use their phones in class)

Body

Contextualize the unit conversation:

Time

~10

min

Time

A similar figure is something which is the same

shape but different size.

1. Why is knowledge of scale and similar

figures important?

2. Why do we care? Or why should you care?

Have students work in groups to brainstorm as

many instances where they think that proportions

and scales are used. Encourage them to use

their electronic devices.

Adapted from Wiggins and McTighe (2005)

~ 15

min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

open ended poll which allows for texting

username: braydenw613)

Assessments/

Differentiation:

Observations while they are brainstorming

together.

Wordle look for key words, occupations, and

general relativity to life and other mathematical

concepts.

Differentiation occurs when students can use any

tool they feel would help them answer the

question.

Learning Activity

#2

an important skill, introduce math terminology

(textbook pg. 227). Then continue to do example

#1. (created a handout for them to complete)

How

do we write proportions?

Fractions

Colons (model : original)

Equality statements

these at stations activity.

e.g. one station is making sense of fractions as

proportions.

Do examples of solving for variables VERY

IMPORTANT from example sheet.

e.g. what is X/10 = 9/30. Solve for X

Pg. 237 in text (if they easily understand this

information so far)

Assessments/

Differentiation

assessed because it will be a foundation for the

entire unit. Do at least 5 examples with varying

points of differences which will give students a

firm foundation.

Adapted from Wiggins and McTighe (2005)

~ 20

25 min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

scale in all forms (keep this in mind all unit: to

use all ways of writing it).

Differentiation occurs when asking some students

easier questions instead of more challenging

ones in front of the class.

Learning Activity

#3

Textbook pg. 233 #4.

Quiz Quiz trade on grid paper, have students

create short quizzes for their peers using strictly

rectangles and squares.

Have students quiz and trade at least twice.

~ 30

min

and what happens when you find a mistake on

your friends quiz?

Assessments/

Differentiation

the end of the lesson for observation.

Making notes of those things which stand out and

address them next class.

Look for social dynamics in the class and create a

rule midway through the trading if you feel the

need.

Differentiation will occur when students create

their own quizzes to the difficulty they are

comfortable with.

Assessment of

Learning:

Feedback From

Students

Feedback To

Students

Closure

Frayer Model for similar figures.

Exit with KW on the back of their Frayer Models.

This sheet will form a basis for unit concepts.

Excitement for our first lesson together and

positive outlook for this semester.

Tomorrow we are going to look at more similar

Adapted from Wiggins and McTighe (2005)

Time

~5

10 min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Transition To Next

Lesson

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Reflections

changes would you

make in your planning?

What have you learned

to improve upon future

instruction?

Lesson Plan 2

Lesson

Introduction to the Project / Similar,

Title/Focu regular and irregular figures with angles

s

Teach

er

LEARNING OBJECTIVES

GLO: Develop spatial sense.

3. Demonstrate an understanding of similarity of convex polygons, including

regular and irregular polygons.

[C, CN, PS, V]

6. Demonstrate an understanding of angles, including acute, right, obtuse, straight

and reflex, by:

drawing

replicating and constructing

bisecting

solving problems.

[C, ME, PS, T, V]

[ICT: C64.1]

Students will:

Demonstrate an understanding of similar figures by creating similar figures and

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area

Grade Level

Topic

Length of Unit

(days)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Mathematics

10-3

Similar Figures

10

Develop their understanding by applying their knowledge of angles.

Learnt about proportions in irregular polygons.

ASSESSMENTS

Observations:

Key Questions:

Products/Performan

ces:

Opening review race

Quiz quiz trade construction and peer quizzing

A2, look for quicker connections because of A1

What makes regular and irregular polygons similar?

Can the angles of two polygons change and similarity remains?

Can the sides of two polygons change and similarity remains?

Quiz Quiz Trade quizzes

Proportions worksheet

Posters

LEARNING RESOURCES

CONSULTED

MATERIALS AND

EQUIPMENT

Math Works 10

Math Works 10 teacher resource

Learn Everywhere: Geometry

Math 10 Workbook

Grid paper

Printouts for A1

Projector

Poster paper

PROCEDURE

Attention Grabber

Assessment of

Prior Knowledge

Transition to Body

Learning Activity

#1

Introduction

Compare the uses of a cartogram and a regular

world map

Time

Proportion is something everyone can relate to,

make judgements about, and spatially interpret

easily.

~5 min

Review and clarify polygons names, sides,

irregular, regular. Do this by having two team in

a race to draw them on the board.

e.g. card 1 says: draw an irregular pentagon

(allow them to converse with group if they need

help).

Body

Connection quest - draw a 5 sided figure on

quarter inch grid paper. Duplicate it on 1/8 and

then grids. Then proceed to answer a series of

Adapted from Wiggins and McTighe (2005)

Time

~ 20

min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Writing summaries of what they learnt 2X.

Write one summary with only 10-15 words

Write a second summary with 30-50 words

Compare the differences between the two

in a hands-up-pair up-share up.

Class conversation on what they observed

through the quest. This is to understand regular

polygons. Clarify terms such as corresponding

sides, corresponding angles, and what make

figures similar.

Assessments/

Differentiation

look at the students as they are learning and ask

them questions.

Assess students summaries while they share

with their peers. Do this long enough until I have

the chance to assess enough or all the students.

Differentiation occurs while students can

summarize in a way that they wish. Some

students can draw pictures or have alternate

methods of completing their summaries.

Learning Activity

#2

which the class can learn with. Repeat the

previous activity with fewer questions to respond

to which highlight key concepts of similar figures.

Another conversation about what they found

about irregular polygons compared to the first

activity.

Assessments/

Differentiation

Learning Activity

#3

~ 10

min

Same as activity #1

Activity #3: Unifying examples and

conversations. Workbook pg. 257 #1, #3 and

more if needed (take examples from the

assessment bank).

Adapted from Wiggins and McTighe (2005)

~ 30

min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Assessments/

Differentiation

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

polygons.

One side of the paper has the quiz.

The second side is the answers which the

creator has created.

Anecdotally assessments during class questions.

Have students hand in their quizzes for review

and assessments.

Assessment of

Learning:

Transition To Next

Lesson

have the opportunity to create their quizzes.

Closure

Create a poster of the things which we need to

look for when checking if two figures are similar.

We will present posters at the beginning of

class tomorrow as review.

Time

~ 10

min

want to scale down.

Reflections

changes would you

make in your planning?

What have you learned

to improve upon future

instruction?

Lesson Plan 3

Lesson

Extend Proportions into the third

Title/Focu dimension/ Start Project

s

Teach

er

LEARNING OBJECTIVES

GLO: Develop spatial sense.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area

Grade Level

Topic

Length of Unit

(days)

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Mathematics

10-3

Similar Figures

10

regular and irregular polygons.

[C, CN, PS, V]

6. Demonstrate an understanding of angles, including acute, right, obtuse, straight

and reflex, by:

drawing

replicating and constructing

bisecting

solving problems.

[C, ME, PS, T, V]

[ICT: C64.1]

Students will:

Extend their knowledge of proportions by adding another dimension to talk about

proportions in three dimensions.

Link their knowledge of similar figures and an authentic project.

Draw similar figures which are proportional representations of regular and irregular

polygons.

ASSESSMENTS

Observations:

Key Questions:

Products/Performan

ces:

Floorplan activity

Project progress and work

Peers sharing ideas during closure

What role does proportions plan in planning buildings?

How do we make scaled images and structures of buildings?

Does proportion laws extend into the third dimension?

Worksheet

Preliminary work for project

LEARNING RESOURCES

CONSULTED

Alberta Program of Study

Math Works 10 teachers resource

Math Works 10

MATERIALS AND

EQUIPMENT

Projector

Computers

Project overview and pertaining

documents

PROCEDURE

Attention Grabber

Introduction

Have students get in their groups immediately

from the day before. Prepare for short

Adapted from Wiggins and McTighe (2005)

Time

~25

min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

presentations.

Assessment of

Prior Knowledge

concepts of similar figures which they have

learnt so far and can look back to during the

semester.

Transition to Body

What do the following images have in common?

(5 graphic images which display scaled images of

buildings and scaled models of buildings)

Why are these things useful? Or Why do these

exist?

Learning Activity

#1

Assessments/

Differentiation:

building being demolished.

Body

House floorplan conversion activity. Students will

convert units and apply proportions.

In the workbook there is an example of a

floorplan on pg. 373. Use this example in

the worksheet.

Time

~10

min

responding to specific sides and specific angles.

Differentiation is asking students to come to the

board and explain it visually or mathematically.

Also, I will ask certain students easier or harder

calculations based on their ZPD.

Learning Activity

#2

Assessments/

Differentiation

Learning Activity

#3

of a 3D object. Workbook pg. 361 #3

Or

Convert the size of the room based on sizes of

the floor tiles and bricks on the wall.

~10

min

Same as activity #1

Introduction to the project which has students

create a scaled image and/or 3D construct (a

Adapted from Wiggins and McTighe (2005)

~25

min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

10-3

Similar Figures

10

Requirements:

1. Three different polygons

2. Scaled factor

3. Presentation requirements (rubric)

4. Self-assessment introduction

5. Timeline

6. Progress check-ins

If students have any other ideas of ways they

want to do the project or what they want to scale

they can come to me and talk about alternatives

which would be best for their learning.

Begin working on the project in the classroom for

the day.

Assessments/

Differentiation

the project will inform me about what scaffolding

I need to incorporate later for the students to do

begin and do more of their projects.

Differentiation for the project can occur for

students who need and ask for it. Some students

may need to enlarge small objects which they

can touch, feel, and measure tangibly.

Feedback From

Students:

Transition To Next

Lesson

Closure

Come back to the class and share ideas as a

class.

Type of building

Shapes involved

Blueprint or model

Give students an example a question to think

about over night until tomorrow. The example

will be a simple question about how to draw a

polygon larger from a given case.

Reflections

changes would you make

in your planning? What

Adapted from Wiggins and McTighe (2005)

Time

~5 min

Instruction for Majors:

Mathematics

Unit Plan Brayden Wirzba

Subject Area

Grade Level

Topic

Length of Unit

(days)

improve upon future

instruction?

Adapted from Wiggins and McTighe (2005)

Mathematics

10-3

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10

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