Lesson Plan : Scale Factor

Teacher Name:
 Shari Brownell
Grade:
 Grade 7-8
Subject:
 Math

Topic:
 Scale Factor/Dilatons - Scale the Toon.
Content:
 NC Competecy Goal 3 - The learner will understand and use properties in geometry. Objective 3.03 - Identify, predict, and describe dilations in the coordinate plane. Vocabulary - dilation, coordinate plane, coordinate points, scale, scale factor, enlargemet, reduction, dot grid, similar figures, new/old, printer paper, bulletin board paper (white, other various colors)
Goals:
 The learner will understand and apply scale factor in all applicable situations.
Objectives:
 The learnr will understand that scale factor is a multiplicative operation that either enlarges or reduces the size of an object. The learner will also be able to identify where scale factor is used in real world concepts. With 100% accuracy, a student will be able to calculate the scale factor in a given situation. They will also be able to apply the concept to a larger and more life like activity, such as scaling an object larger or smaller to fit a certain criteria.
Materials:
 Smartboard, document camera, ruler, yard sticks, large paper, pictures of cartoon characters, crayons/markers, laminate, bulletin boards, construction paper.
Introduction:
 Before this activity begins, the teacher has already front loaded the concept of scale factor by providing vocabulary, discussing similar figures, plotting shapes on a coordinate plane and having students dilate the shapes according to a given scale factor. Students have seen a Notebook file of scale models and understand that scale factor either enlarges or reduces the size of an object. The focusing event for this project will be a short 5 minutes video about a company that designs billboards.
Development:
 On the document camera, teacher will first provide an example of taking a smaller picture and enlarging it by a specified scale factor by placing the two pictures next to each other so as to demonstrate the enlargement. Next, teacher will demonstrate the process. Have small picture of cartoon character ready, place marks along the bottom edge and side edge in 1/4 inch increments. Connect the corresponding marks making a grid over the character. Next, place a larger sheet of paper under camera and make marks in 1/2 inch increments. Make grid. Now demonstrate how to transfer the pieces of the cartoon character to the corresponding square on the larger sheet of paper. Complete transferring a small part of the character, due to time. Next, discuss the scale factor and how to calculate.
Practice:
 Give students a 3X5 card, have them draw their initial in bubble like letters. Students will create a grid over their initial in 1/4 inch increments. Next, students will make a grid on a larger sheet of paper in 1/2 inc increments, then transfer the initial to its respective squares.
Accommodations:
 Accommodations: When grouping students, instead of allowing students to choose partners, I would set them up so that there are both strong and weak students. For students who are artistically challenged, I could take their respective character and place on an overhead sheet and allow them to trace their enlarged character. Provide already pre-drawn cartoon characters.
Checking For Understanding:
 For the assessment, take students individually and conference with them asking them what they leared and to decribe the method used to scale the bulletin board to it's appropriate size. Give a grade based on the use of a rubric. At this time, I can provide immediate feedback on how successful the student was. I will discuss the grade with them by explaining the rubric.
Closure:
 Have students write a reflection on what they learned, what parts of the project they liked/disliked, what parts were challenging, how did the group work together, would they do this project again and what parts might they add/change, and lastly, if they were the teacher, what grade would they honestly give their group and why.
Evaluation:
 Students will take a test covering all the various ways scale factor is utilized.

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