Secondary 3 Math

Similarity & Equivalence

Learning & Evaluation Situation Macrocycle

By Gregory McBean

Overview of LES

Similarity & Equivalence

Description of LES: Evaluation Criteria:

Students will be learning about similar figures, similar
solids as well as equivalent figures. They should be
able to find dimensions and/or area and volume of
different shapes by knowing that two shapes are
similar. They should also be able to find the
dimensions of two shapes given the knowledge that
they are equivalent.
Description of ES:
At the end of the LES, students will be writing a test
consisting of multiple-choice questions, short answer
questions and long answer questions, this will be a
similar format to the final exam, so students will be
familiar with this format by that point in the school
● Uses mathematical reasoning: Correct application of concepts
and processes suited to the situation
● Uses mathematical reasoning: Proper implementation of
mathematical reasoning suited to the solution
● Uses mathematical reasoning: Formulation of a conjecture
appropriate to the solution
● Uses mathematical reasoning: Correct justification of the steps in
a proof suited to the solution
● Uses mathematical reasoning: Proper organization of the steps
in a proof suited to the solution
● Communicates by using mathematical language: Correct
translation of a mathematical concept or process into another
register of semiotic representation
● Communicates by using mathematical language: Production of a
message appropriate to the communication context

G. McBean 2019
year. The test will evaluate their knowledge of similar
figures, similar solids and equivalent figures. The test
will also evaluate the relationship between the ratios
of sides, areas and volumes of figures/solids.
● Communicates using mathematical language: Correct
interpretation of a mathematical message involving at least two
registers of semiotic representation
● Communicates by using mathematical language: Production of a
message in keeping with the terminology, rules and conventions
of mathematics
Enduring Understanding:
● Students will understand the definitions of similar figures and
equivalent figures
● Students should be able to use these definitions to find the
missing measurements of a given figure.
Essential Question:
● How can proportions and ratios help to find missing
measurements?

Big Idea(s):
● Similar figures
● Similar solids
● Equivalent figures

Cross-curricular competencies:
● Uses information
● Solves problems
● Cooperates with others
Lessons and Formative Assessments
Title of Lesson Evaluation Criteria Assessment
Similar Figures
Uses mathematical reasoning: The exit tickets will be a formative assessment
Learning intentions Correct application of concepts of how well the students understood what we
Students’ knowledge of similar figures and processes suited to the talked about today, what will need to be re-
should be expanded, and they should situation. covered next lesson and what can be moved on
from.

G. McBean 2019
be able to apply this new knowledge in
order to solve practice problems. Uses mathematical reasoning:
Proper organization of the
Lesson Description steps in a proof suited to the
This lesson will re-introduce the concept solution
of similar figures. Students worked with
similar figures last year, but we are
taking it a step further in sec 3 by
introducing the relationship between the
side ratio and the area ratio. Once
definitions have been given and a few
examples have been completed as a
class, the students will be doing an exit
ticket to demonstrate their
comprehension of the topic.
Title of Lesson Evaluation Criteria Assessment
Similar Figures #2
Uses mathematical reasoning: In this lesson we will be going over the common
Learning intentions Proper implementation of mistakes from the exit ticket last class, this will
Students should use their knowledge of mathematical reasoning suited serve as a self-assessment for students as they
side/area ratios to be able to understand to the solution can see which mistakes they made and can
the scale factor and apply that learn how to prevent them in the future.
knowledge to practice problems. Uses mathematical reasoning:
Correct application of concepts The homework will be a formative assessment
Lesson Description and processes suited to the of the students’ understanding of the topic thus
In building on the previous lesson, situation. far. Because the homework is on math help
students will learn that there is more services, it can easily be seen how each student
than one way to solve a problem did on the assignment (or in some cases, if they
involving similarity. Last class, we did it at all)
learned about comparing two shapes
with ratios, this lesson we will talk about
scale factors (example: the area of the
larger shape is 4 times the area of the

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smaller shape). The students will see a
few examples done on the board and
then they will have 3 questions to do as
homework on MHS.
Title of Lesson Evaluation Criteria Assessment
Equivalent Figures + Quiz
Uses mathematical reasoning: Students will be writing a small quiz at the end
Learning intentions Correct justification of the of the lesson, this will count for marks but not for
To be able use their past knowledge of steps in a proof suited to the nearly as many marks as a unit test. This quiz is
area of polygons (specifically squares, solution more to let myself and the students know what
rectangles and triangles) in order to find they will need to work on in order to be prepared
the missing measurements of two Uses mathematical reasoning: for the unit test coming up soon.
equivalent shapes. Formulation of a conjecture
appropriate to the solution
Lesson Description
This lesson, students will be learning
about equivalence in polygons.
Equivalence between two polygons
means that both polygons have the
same area. A few examples will be done
as a class and then the students will be
writing a quiz.
Title of Lesson Evaluation Criteria Assessment
Similar Solids
Communicates by using This lesson will end with an exit ticket, which will
Learning intentions mathematical language: be a formative assessment of how well the
To use their knowledge of the previous Correct translation of a students understood what we talked about
unit (Area & Volume of Solids) as well mathematical concept or during this lesson, what will need to be reviewed
as their knowledge of similar figures to process into another register of more next lesson and what they have mastered.
learn about similar solids. semiotic representation

Lesson Description Uses mathematical reasoning:

Proper organization of the

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Moving one step further from similar steps in a proof suited to the
figures, this lesson we will be covering solution
similar solids. This means that students
will be learning how to go from side
ratios/scale factors to volume
ratios/scale factors. In order to do this, a
few real-life examples will be shown as
well as definitions in order to make sure
students understand how to solve
problems such as these. At the end of
the class, students will be handing in an
exit ticket to see how well they
understood the concept of similar solids
and if they would be prepared to be
evaluated on them.
Title of Lesson Evaluation Criteria Assessment
Similarity & Equivalence Review
Communicates by using This whole lesson will serve as a self-
Learning intentions mathematical language: assessment for students to see if they are
Students should be comfortable with the Production of a message prepared for the unit test next class or not.
concepts covered in this unit and should appropriate to the
be prepared to write the unit test next communication context The Kahoot game will be a formative
class. assessment of students’ preparedness for the
Uses mathematical reasoning: test as well since the scores can all be
Lesson Description Correct application of concepts monitored from the computer that runs the
This lesson is dedicated to making sure and processes suited to the game.
that students feel ready for the situation
upcoming unit test. First, a brief
summary of what was covered in this
unit will be presented, then students will
be asked if they have any questions or
concepts that they were unsure of. Once
this is finished, the students will be

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doing a kahoot game with questions like
ones that could be asked on a test.

Title of Lesson Evaluation Criteria Assessment

Similarity & Equivalence Unit Test
Learning intentions
To be able to demonstrate knowledge of
the material learned in this unit through
the test.
Lesson Description
This lesson is dedicated to the unit test,
the test will be handed out at the
beginning and read once over to make
sure that all questions are clear and that
no one has any questions. From there,
students will all work on their individual
tests for the remainder of the period.
Uses mathematical reasoning:
Correct application of concepts
and processes suited to the
situation
Uses mathematical reasoning:
Proper organization of the
steps in a proof suited to the
solution
Students will be writing a test consisting of
multiple-choice questions, short answer
questions and long answer questions, this will
be a similar format to the final exam, so
students will be familiar with this format by that
point in the school year. The test will evaluate
their knowledge of similar figures, similar solids
and equivalent figures. The test will also
evaluate the relationship between the ratios of
sides, areas and volumes of figures/solids.

Evaluation Situation Plan

Enduring Understanding Title of Culminating Task

● Students will understand the definitions of similar
figures and equivalent figures
● Students should be able to use these definitions to
find the missing measurements of a given figure.
Essential Question
● How can proportions and ratios help to find missing
measurements?
Similarity & Equivalence Unit Test
Description
At the end of the LES, students will be writing a test consisting of
multiple-choice questions, short answer questions and long answer
questions, this will be a similar format to the final exam, so
students will be familiar with this format by that point in the school

G. McBean 2019
 year. The test will evaluate their knowledge of similar figures,
Big Ideas similar solids and equivalent figures. The test will also evaluate the
● Similar figures relationship between the ratios of sides, areas and volumes of
● Similar solids figures/solids.
● Equivalent figures

Evaluation Criteria

Uses mathematical reasoning: Proper organization of

the steps in a proof suited to the solution

Uses mathematical reasoning: Correct application of

concepts and processes suited to the situation

Uses mathematical reasoning: Formulation of a

conjecture appropriate to the solution

Uses mathematical reasoning: Proper implementation

of mathematical reasoning suited to the solution

Uses mathematical reasoning: Correct justification of

the steps in a proof suited to the solution.

G. McBean 2019