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Let’s dilate figures in the coordinate plane.
In this final section, students have the opportunity to apply their thinking from throughout the unit. As this is a short section followed by an End-of-Unit Assessment, there are no section goals or checkpoint questions.
Let’s use shadows to find the height of an object.
This section connects the geometric understanding of dilations and similar triangles with the algebraic understanding of slope and equations of a line.
Students determine that all slope triangles for a given line are similar. Since corresponding side lengths in similar triangles are proportional, the quotient between the vertical and the horizontal side length of any slope triangle for a given...
Work in this section builds on the concept of scaled copies to introduce a new transformation—dilations. Students begin by sorting rectangles and notice that rectangles that are scaled copies of one another can be arranged so that the diagonal of the largest rectangle contains the diagonals of the smaller rectangles.
Next, students are introduced to the circular grid and draw...
Let’s dilate figures in the coordinate plane.
Work in this section introduces students to the concept of similarity. Students begin by describing a sequence of translations, reflections, rotations, or dilations that take one figure to another to prove that the two figures are similar. This prepares them to investigate the concept of slope in future lessons.
Next students examine quadrilaterals—some with congruent side lengths but different angle...