- Students are going to take any polygon that they would like to and create an art piece that shows the dilations
of the polygon. - The polygon that is the beginning polygon should be in red.
- That way you can tell which polygon is being transformed.
- Students should create dilations which are smaller and larger.
- The scale factor can be decided by the student.
- The scale should be the same whether the polygon is being dilated smaller or larger.
- Allow students time to work.
- Display student work when finished.
III.TechnologyIntegration
- To look at different dilations, students can do some research on Christmas Tree Farms.
- Because farms often use the same kind of tree, there will be small versions of the tree and large versions of
the tree. - This is a real life look at dilations.
- Students can do some work drawing different trees.
- Have them choose one to begin with and then dilated two or three times.
- This will show a “growth progression” of the tree.
IV.NotesonAssessment
- Ask the students to share their dilated polygons.
- What works about the polygon and what doesn’t work?
- Is there an accurate scale factor?
- Are both images correctly dilated?
- Provide students with feedback.
Self- Similarity (Fractals)
I.SectionObjectives
- Appreciate the concept of self- similarity.
- Extend the pattern in a self- similar figure.
II.Cross-curricular-T-shirtDesign
- Review the concept of fractals and what makes a fractal image.
- Then show students the image on this website.
- This is Figure 07.08.01
- http://www.redbubble.com/people/archimedesart/art/3390955-4-bright-lights
- Then show students this second fractal.
- This is Figure 07.08.02
- http://www.zazzle.com/right_angles_tshirt-235230222951842274
- Discuss these fractals with the students.
- Notice the quadrilaterals in the image.
- This is a T- shirt design.
- Have students design their own fractal t- shirt.
- This can be as complicated or simple as you wish.
Chapter 3. Geometry TE - Enrichment