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The purpose of this lesson is to define that two figures are similar if there is a sequence of translations, rotations, reflections, and dilations that takes one figure to the other. It is important to note that there are many different sequences that could show two figures are similar.
Students begin the lesson by studying pairs of triangles where some pairs are scaled copies of each other and some pairs are not. Next, in order to show that scaled copies are similar, students find and describe a sequence of transformations that takes one figure to the other using precise mathematical language (MP6).
Students also look at quadrilaterals and ways to decide whether or not they are similar. Since the transformations we have studied (translations, rotations, reflections, dilations) do not change angle measures, similar polygons will have congruent corresponding angles. Also, since dilations change all side lengths by the same scale factor, similar polygons will have proportional corresponding side lengths. While these two key ideas can determine whether two polygons are not similar, using them to determine that polygons are similar will not be formally proven until high school. In this course, similar figures are identified using transformations.
In the optional activity, students are given a card with a figure and must find another student in the room with a similar (but not congruent) figure, again explaining why their two figures are similar (MP3).