Unit Plan - Dilation and Similar Triangle Unit Plan
Context: This is the first and second week of instruction for a High School Geometry math class. I
will teach the same content to five periods during the day, each 55 min in length.
Week 1 Monday – Day 1
Do Now -Have student introduce
themselves to the class and give
one fact about themselves
- review class procedures &
syllabus
- Take quick pre-assessment test
to determine students’ levels of
understand on this unit.
Objective - Students will introduce
themselves and know some of
their classmates’ names.
-Students will be able to
understand the syllabus and
daily agenda
-students take a per-assessment
test to see which group they
should sit in.
Classwork 2m – Welcome Class & roll call
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Tuesday – Scale Drawing
- Have students find their
assigned seating.
- watch scale drawing video
- Ask students for ideas on
how that applies in the real
world
- quick lesson
- pair work
-Students will be able to
understand the concept of
'scale drawing' and be able
to create their own.
3 m – Have students find
their names on desk for their
Wednesday – Making Scale
Drawing Using the Ratio Method
- Have students explain what
dilation is to their partner sitting
next to them.
- Next have students figure out the
distance between City A and City B
on the map on the white board
- Have students individually work
through the problems on the
worksheet.
2 minutes - For them to quietly
solve the problem on their own
2mintues –whole class solves out
loud - one student to explain the
next step for a mini jolly rancher.
Repeat
-Students will be able to solve scale
problems using ratios.
-Students will be able to understand
how dilation and scaling is used in
everyday items.
2m – Welcome Class & roll call
2m – Go over agenda
Thursday – Scale Factors
- Watching a quick video on
dilation
- reviewing what dilation
theorem is
- Teach how to solve two to
three problems.
- Mini white board work. To
have students solve problems on
their own using mini
whiteboards
-Students will be able to explain
dilation theorem.
- Student will be able to
Describe how a figure is
transformed under a dilation
with a scale factor.
- Student will be able to solve a
scale factor problem.
2m – Welcome Class & roll call
2m – Go over agenda
Friday – Dilation as
Transformations of the Plan
- Friday quick quiz
- review and grade quiz
Lesson: have student complete
dilation problems.
Real-world- show how map of
the unbuilt California high speed
RR, tell them they need to move
the coordinates slightly for a
portion of the tracks … Ask the
students how they think they
would go about doing this?
-Students will be able to develop
procedural fluency with dilation
on a plan.
2m – Welcome Class & roll call
2m – Go over agenda
 2 m- Go over agenda
13 m – Self intro each student
tells us their name & one fact
about themselves
10m- syllabus -materials needed
for class
3m – daily agenda on the white
board (everyday)
2m- review where and how to
turn in work
20 m – have students complete
a per-assessment test.
5m - wrap-up and dismissal
Exit ticket Review the materials
checklist. Check-off materials
you already have from the list.
Homework Get materials needed for class,
have parent sign syllabus
Notes/Prep/ For each student print out….
Materials Pre-assessment
Syllabus
printout of needed material
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new seats (time them to see
if they can do it faster than
the other class)
2m – Welcome Class & roll
call
2m – Go over agenda
4m – Watch quick video on
Scale drawing.
Lesson:
4mCritical thinking- ask
students how scale drawing
applies in everyday life. Ask
them to share their ideas.
4m – Review 2 problems
with class
2m – pass out worksheets
and have students pair up.
20m- have students work
through worksheet in pairs,
assist those that need help
or have questions.
5m - exit ticket, wrap-up and
dismissal
Exit ticket worksheet Scale
Drawing
Finish worksheet
Agenda on the whiteboard
print worksheet & exit ticket
1m -Have students break into pairs
to do the following:
3m – explain dilation to each other
4m solve the distance map problem
on the white board.
2m Pass out worksheets
6m Lesson: As a class we will go
over the first two problems.
30 minutes to work our way
through the worksheet as follows:
2 minutes - For the students to
quietly solve the problem on their
own
2mintues – For one student to
explain the next step out loud for a
mini jolly rancher.
5m - exit ticket, wrap-up and
dismissal
Exit ticket worksheet Making
Scale Drawing Using the Ratio
Method
Finish worksheet
Agenda on the whiteboard
print worksheet & exit ticket
Map problem on whiteboard.
3m - watch quick video
explanation of scale factors
3m – Review dilation theorem
3m – ask student to write a
summary of the theorem in their
own words. See if they need
clarification.
4m – Show class how to solve
two problems
4m – Pass out worksheets and
mini whiteboards
30 minutes – Have student
workout the problem and then
hold up their answer on their
mini whiteboards.
5m - wrap-up and dismissal exit
ticket, wrap-up and dismissal
Exit ticket worksheet Scale
Factors
Finish worksheet
Agenda on the whiteboard
print worksheet & exit ticket
have mini white-boards & dry
erase markers for students.
10 m – Friday quiz
8 m – pass to your neighbor,
review and grade the quiz.
5m. Real-world- show how map
of the unbuilt California high
speed RR, tell them they need to
move the coordinates slightly
for a portion of the tracks … Ask
the students how they think
they would go about doing this?
20 m – with graph paper have
students solve problems.
5m - exit ticket, wrap-up and
dismissal
Exit ticket worksheet Dilation
as Transformations of the
Plan
Finish Worksheet
Agenda on the whiteboard
print worksheet & exit ticket.
Graph paper and rulers for
students.
Week 2 Monday - What Are Similarity
Transformations, and Why Do
We Need Them?
Do now Review what are Similarity
Transformations with 2-minute
video
Collaborative group learning –
Have students pair up and work
through their worksheet.
Students will analysis problems:
Give the coordinates on the plan
to identify a similarity
transformation and if one exists,
using graph paper.
Objective -Students will be able to
understand Similarity
Transformations, shrinking
object down or up (dilation)
and adjusting it on the plan
Classwork 2m – Welcome Class & roll call
2m – Go over agenda
5m – quick video & discussion
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Tuesday – Construction
Project
Review a real-life scenario
A place where you might see
this in action is with building
plans for everyday items
such as houses, cars,
building, TVs etc. All of these
items are typically built as a
mini model to get an idea of
the overall look of their
design.
Group Activity
The class will from groups of
4. Each group will be given a
simple building plan and a
ratio. Each member will have
their own shapes to scale
and cut out for the group
building. Then as a team
they glue their shapes
together for their mini
model.
-Students will be able to
scale a model down to
desired size.
Student will be able to build
their own model.
2m – Welcome Class & roll
2m – Go over agenda
Wednesday – Similarity
Have students Identify patterns -
Solve four problems out loud with
class (draw student’s names on
Popsicle sticks out of a jar to answer
questions)
Collaborative group learning - Have
students pair up and work through
the 4 visual problems and then
work through their worksheet.
Fleming’s VAK Visual learning- Have
four Visual problems on poster
board around class for students to
solve
-Students will be able to identify
which shapes are similar and which
are not.
2m – Welcome Class & roll call
2m – Go over agenda
Thursday – The Angle-Angle
(AA) Criterion for Two
Triangles to Be Similar
Visual learning- Have a short
video clip on angle degrees on a
triangle
Apply knowledge - Work three
to four problems out loud with
class (draw student’s names on
Popsicle sticks out of a jar to
answer – what’s the next step)
Independent work – through
worksheet.
-Students will be able to apply
180 degrees triangles principle
to solve for similar triangles.
2m – Welcome Class & roll call
2m – Go over agenda
Friday – The Side-Angle-Side
(SAS) and Side-Side-Side (
Visual learning Quick videos on
Side-Angle-Side & Angle-
Side- Side
Group hands on project
in groups of four the teams will
build two similar triangles using
the provided sticks, protractor
rulers, small Styrofoam balls,
label each side and angle.
-Students will be able to
compare the corresponding side
and angles and determine
similarity of a triangle.
2m – Welcome Class & roll call
2m – Go over agenda
 5m – Work two problems out
loud with class (draw names out
of popsicle jar to answer –
what’s the next step)
2m - Pass out graph paper and
have students pair up to work
through their worksheet.
25 minutes of pair work –
teacher will observer and check
in with student and help when
needed
5m - exit ticket, wrap-up and
dismissal
Exit ticket Exit ticket – What Are
Similarity Transformations,
and Why Do We Need Them?
Homework Finish worksheet
Notes/Prep/ Agenda on the whiteboard
Materials print worksheet & exit ticket
Have graph paper for students
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10m – Quick video &
discussion
2m – explain group project
for today.
5m – break up into groups
and pass out materials
30 min group project. Each
group will be given a simple
building plan and a ratio.
Each member will have their
own shapes to scale and cut
out for the group building.
Then as a team they glue
their shapes together for
their mini model.
5m - exit ticket, wrap-up and
dismissal
Exit ticket Construction
Project
-Finish Worksheet
Agenda on the whiteboard
print worksheet & exit ticket,
have graph construction
paper, scissors, glue and
each groups dimension for
their buildings.
8m – explanation of Similar – show
them how to solve 2 problems
10m - Have students Identify
patterns - Solve three to four
problems out loud with class (draw
names out of Popsicle jar to answer
questions)
15m- Collaborative group learning -
Have students pair up and work
through the 4 visual problems and
then work through their worksheet.
10m- Visual learning- Have four
Visual problems on poster board
around class for students to solve
four problems
5m - exit ticket, wrap-up and
dismissal
Exit ticket Similarity
- Finish Worksheet
Agenda on the whiteboard
print worksheet & exit ticket
Graph paper
5m – Short clip Visual learning-
Have a short video clip on angle
degrees on a triangle
15 - Apply knowledge - Work
three to four problems out loud
with class (draw names out of
Popsicle jar to answer – what’s
the next step)
25m - Independent work –
through worksheet.
5m - exit ticket, wrap-up and
dismissal
Exit ticket The Angle-Angle
(AA) Criterion for Two
Triangles to Be Similar
-Finish Worksheet
Agenda on the whiteboard
print worksheet & exit ticket
3m – Short clip – which angle
side combination works
3m – Short clip – which angle
side combination does not work.
10 m Review the topic with class
and work four problems
- use Popsicle stick in jar with
kids’ names to ask them for the
next step.
5 minutes to break up into
groups and pass out material.
20m- Hands on in groups of four
the teams will build two similar
triangles using the provided
sticks, protractor rulers, small
Styrofoam balls, label each side
and angle.
5m - exit ticket, wrap-up and
dismissal
Exit ticket The Side-Angle-
Side (SAS) and Side-Side-
Side (SSS)
Finish worksheet
Agenda on the whiteboard
print worksheet & exit ticket
- sticks, protractor rulers, small
Styrofoam balls
Standards:
Understand similarity in terms of similarity transformations

1. CCSS.MATH.CONTENT.HSG.SRT.A.1Verify experimentally the properties of dilation given by a center and a scale factor:
A. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through
the center unchanged.
B. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

2. CCSS.MATH.CONTENT.HSG.SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations
to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all
corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

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

Prove theorems involving similarity

4. CCSS.MATH.CONTENT.HSG.SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a
triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

5. CCSS.MATH.CONTENT.HSG.SRT.B.5Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
Assessment Plan:

Formal Assessments
1. Students will be given an assessment at the end of this unit. This will be test based on the curriculum and homework.
2. Students will be given a short quiz based on the curriculum and homework for the week on Fridays.

Informal Assessments
Through the unit, one or more of these informal assessments will be utilized per day:

1. At the beginning of class the teacher will have the students answer review questions on the whiteboard to demonstrate their
understanding of previously day’s material.
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2.At the beginning of class the teacher will review and grade the homework from the previous lesson with the entire class.
3. At the beginning of class the teacher will ask brief review questions of previous lessons out loud in class. For example fill in the
blank, true or false, what’s the step...
4.During the lesson, the teacher will periodically ask the students what the next step is to check for understanding and make sure the
students are paying attention.
5. During the lesson the teacher will have the students do “white board work”. The students will work in pairs to solve problems out on
individual small white boards, and then hold up their answers.
6. At the end of some of the class the teacher gives an exit slip. The students will be given a question to answer and turn it in. The exit
slips will be a piece of paper with a problem or two.
7. At the end of some of the class days I will have a quick summary discussion with the class about of what they learned today. Ask
true, false questions and next step questions out loud.

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