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ED 3601 Curriculum and

Instruction for Majors:


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)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

building upon previous material to develop their understanding. Ultimately, all


scaffolding will be provided and achieved through superior teaching strategies,
mindfulness, and resourcefulness on the part of the teacher.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and


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:

1. Similar figures plays an


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.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

What makes two figures similar?


What strategies can I use to determine
if two polygons are similar?
Why should I study similar figures?

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

Students will be able to


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 [C] use


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.

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 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.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and


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.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and


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 Overview


Assessment
Tool Title

Frayer Model

Outcomes

SLO 3

Observation
SLO 3
Conversation

Quiz Quiz Trade

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.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Fo
r

AS

OF

ED 3601 Curriculum and


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

Exit slips and exit tickets are forms of


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

1
0

2
0

ED 3601 Curriculum and


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

learning. For learning because they will


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.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

3
0

4
0

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

Monday to Thursday = 77 minute periods and Friday 48 minutes

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?

Spring 2016: Marynowski


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)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Fractions
Colons
(model:orig
inal)
Pg. 237

Examples and Non


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Mathematics
10-3
Similar Figures
10

Activity #2: Class


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)

ED 3601 Curriculum and


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

Spring 2016: Marynowski


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

ED 3601 Curriculum and


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

Closure: Exit SlipWorkbook pg. 271


#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

Spring 2016: Marynowski


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

ED 3601 Curriculum and


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

Key Concepts: All


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Assessment:
Text

Friday

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and


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

Mr. Brayden Wirzba

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

Walking around while they brainstorm


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and


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

Miniature and enlarged items


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

First we need to define what a similar figure is.


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.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

~ 15
min

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

Create a Wordle Poll Everywhere (create an


open ended poll which allows for texting
username: braydenw613)
Assessments/
Differentiation:

Conversations on a class scale.


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

Now they know a little about similar figures being


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

Examples of each type and how to make sense of


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

Make sure the solving for variables is well


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.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

~ 20
25 min

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

Make sure that students can write a proportion or


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

Examples and Non examples of similar figures.


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

Expectations: What does it sound like, look like,


and what happens when you find a mistake on
your friends quiz?
Assessments/
Differentiation

Have students submit their quiz quiz trades at


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Time
~5
10 min

ED 3601 Curriculum and


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

figures by applying it to more complex polygons.


Reflections

What went well? What


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

Mr. Brayden Wirzba

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)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Mathematics
10-3
Similar Figures
10

identifying similar figures.


Develop their understanding by applying their knowledge of angles.
Learnt about proportions in irregular polygons.

ASSESSMENTS
Observations:

Key Questions:
Products/Performan
ces:

Learning quest individual work


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

Alberta Program of Studies


Math Works 10
Math Works 10 teacher resource
Learn Everywhere: Geometry
Math 10 Workbook

General teachings supplies


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

Why have you never seen a cartogram?


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Time
~ 20
min

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

questions. (see Learn Everywhere book).


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

During the quest I will have the opportunity to


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

Print out preselected images of popular logos


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).

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

~ 30
min

ED 3601 Curriculum and


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

Quiz Quiz Trade with regular and irregular


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

Differentiation occurs for students when they


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

Find a building or start doodling a building they


want to scale down.
Reflections

What went well? What


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)

Mr. Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Mathematics
10-3
Similar Figures
10

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:
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:

Conversations and connections made during introduction


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

General teaching supplies


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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Time
~25
min

ED 3601 Curriculum and


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

Short presentations from the students on the key


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:

Time Lapse of a building being build or video of a


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

Ask students specific questions intentionally for


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

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.

~10
min

Same as activity #1
Introduction to the project which has students
create a scaled image and/or 3D construct (a

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

~25
min

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

building either imagined or already built)


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

General questions that the students have about


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

What went well? What


changes would you make
in your planning? What

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Time

~5 min

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Brayden Wirzba

Subject Area
Grade Level
Topic
Length of Unit
(days)

have you learned to


improve upon future
instruction?

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Mathematics
10-3
Similar Figures
10