Name: ​Jose Bermudez

Title: ​Chapter 3.2 Similarity and Scale Factor

Subject: ​Geometry
AU Professor: ​Mrs.Turner
Date: ​December 2nd, 2019

1. Common Core:
CCSS.MATH.CONTENT.HSG.SRT.A.3
Use the properties of similarity transformations to establish the AA criterion for two
triangles to be similar.

CCSS.MATH.CONTENT.HSG.SRT.A.1b
The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

2. Educational Objectives:
● The students will be able to identify the two parts that make triangles similar.
● The students will be able to find the scale factor between two images and they’ll
be able to draw a new image given the preimage and scale factor.

3. Assessment On Learning:
● Academic Language:​ Chapter 3.2 Similarity and Scale Factor
● Content:​ Chapter 3.2 Similarity and Scale Factor

4. Central Focus:
● The students will be able to solve for the scale factor between two images, they’ll
be able to draw a new image given the preimage and the scale factor to do so.

5. Academic Language:
● Similar:​ Figures that are the same shape and have the same scale factor for all
corresponding sides, and corresponding angles are congruent.
● Congruent:​ Figures that have the same shape and size.
● Correspondence:​ When a pair of angles or sides are in the same position of
another pair of angles or sides of two different shapes.
● Scale Factor:​ The ratio of any two corresponding lengths in two similar
geometric figures.
● Dilation:​ A type of transformation that produces an image that is the same shape
as the original, but has a different size.

6. Materials Required for the Lesson:

 Teacher
● Dry Erase Boards
● Dry Erase Markers
● Paper
● Pencil
● Chapter 2.3 Similarity and Scale Factor Notes

Student
● Paper
● Pencil
● Eraser
● Chapter 2.3 Similarity and Scale Factor Notes

7. Set or Attention Getter:

● “Good morning students. Today we will be learning about similarity and scale
factors. We will learn what makes two figures to be similar to each other. We will
also learn how to find the scale factor between similar figures, and we’ll be able
to draw new figures using the preimage and the scale factor.”

8. Sequence of Activities:
● Attention Getter Statement
● ACADEMIC LANGUAGE
● To begin the lesson, the teacher will review the academic language with the
students.
○ Similar:​ Figures that are the same shape and have the same scale factor
for all corresponding sides, and corresponding angles are congruent.
○ Congruent:​ Figures that have the same shape and size.
○ Correspondence:​ When a pair of angles or sides are in the same position
of another pair of angles or sides of two different shapes.
○ Scale Factor:​ The ratio of any two corresponding lengths in two similar
geometric figures.
○ Dilation:​ A type of transformation that produces an image that is the same
shape as the original, but has a different size.
● Teacher says: ​“Okay students, to begin our lesson we will review the steps that
make two figures congruent. We will start by comparing two triangles.”
● EXAMPLES
 ○ △ABC ～△XY Z
● We know that these two triangles are similar because all the corresponding angles
are congruent, and all the corresponding sides have the same scale factor.
● Teacher says:​ “Alrighty students, now that we know how to identify if figures
are similar or not, let’s try practicing together.”

● We know that all of the corresponding angles are congruent, so the only thing we
must figure out for this question is the scale factor. After dividing the bigger sides
by the smaller sides we find that the scale factor is 2.3 for all the sides. Therefore,
the two triangles are similar.
● Teacher says: ​“Okay students, now I want you to work on this next example as a
Think, Pair, Share and find if the two triangles are similar.”

● We know that all of the corresponding angles are congruent, but the scale factor is
different for both of the given sides. Therefore, these two triangles are not similar.
● Teacher says:​ “Okay students, I wanted to go over a key idea that will help to
visually see the relationships between the scale factor.”

● We know that if a figure has a scale factor of 1, then it will be the exact same as
the original figure. If the scale factor is less than 1, then the image will be smaller
than the original. Lastly if the scale factor is bigger than one, then the image will
be bigger than the original.
● Teacher says:​ “Okay students, we will now practice graphing scale factors.”
○ Draw the image of △ABC under a dilation whose center is point A, and
has a scale factor of 2.
○ A = (-4,4), B = (-3,1), C = (-2,3)

● We know that since the scale factor is 2, then the image must be bigger than the
original. And since were going based off the center at point A then point A must
remain in the same coordinates.
● Teacher says:​ “Okay students, we will now go over an example of when the
scale factor is less than 1.”
○ Draw the image of △DOG under a dilation whose center is point G, and
has a scale factor of 1/2.
● D = (-4,3), O = (-4,-4), G = (1,0)
● We know that since the scale factor is less than one then the image must be
smaller than the original.
● Teacher says:​ “Alrighty students, for this last example I want you to work on it
on your own.”
○ Draw the image of △CAT under a dilation whose center is point T, and
has a scale factor of 1/3.
○ C = (-4,5), A = (5,4), T = (3,-3)

● We know that since the scale factor is less than one then the image must be
smaller than the original.
● Teacher says:​ “Okay students, that will conclude lesson for today. If there are
any questions please ask.”
9. Questions to Ask:
● Knowledge:​ “By looking at the example, what can we say about
Correspondence?” We can say that Correspondence​,​ is ​when a pair of angles or
sides are in the same position of another pair of angles or sides of two different
shapes.

10. Conclusion and Summary:

● To conclude the lesson, the teacher will answer any questions in regards to the
lesson.
● Teacher says:​ “Okay students, that will wrap up our lesson for today. We have
cleared up any questions in regards to Chapter 3.2.”

11. Self Reflection:

● Journal: Assessment on Teaching and Learning
 Chapter 3.2 Similarity and Scale Factor
Notes
Name: _________________________________ Date: ___________________________

Definitions
● Similar:​ Figures that are the same shape and have ________________ for all
corresponding sides, and ________________________.
● Congruent:​ Figures that have the _______________________.
● Correspondence:​ When a pair of angles or sides are _____________________ of
another pair of angles or sides of two different shapes.
● Scale Factor:​ The _______________________ lengths in two similar geometric figures.
● Dilation:​ A type of ______________ that produces an image that is the ____________
as the original, but may have ______________.

Example 1:​ △ABC ～△XY Z

Fill in the blanks….

Corresponding Angles
AB=k_____ ​ ______
<ABC ​≅ <

BC=k_____ ​ ______
<BAC ​≅ <

AC=k_____ <ACB ​≅​ <______

_____ = _____ = _____ =

Example 2:​ Determine whether each pair of triangles is similar. Justify your answer…
 KEY IDEA for Scale Factors

● When the scale factor is less than 1, _________________

● When the scale factor is 1, _________________
● When the scale factor is greater than 1, _______________

Scale Factor
Let’s practice graphing a Scale Factor!

Example 3:​ Draw the image of △ABC under a dilation whose center is point A, and has a scale
factor of 2.
A = (-4,4), B = (-3,1), C = (-2,3)
Example 4:​ Draw the image of △DOG under a dilation whose center is point G, and has a scale
factor of 1/2.
D = (-4,3), O = (-4,-4), G = (1,0)

Example 5:​ Draw the image of △CAT under a dilation whose center is point T, and has a scale
factor of 1/3.
C = (-4,5), A = (5,4), T = (3,-3)