- Activity to differentiate this lesson.
- Ask students to draw a polygon and label the lengths of the sides of their polygon.
- Then ask the students to exchange polygons with someone else. Students may exchange more than once just
be sure that everyone has a different polygon than the one that they started with. - Students need to complete the following with this new polygon.
- Draw a similar polygon to the one that you have been given.
- Write proportions to demonstrate that the side lengths are similar.
- Determine the scale factor.
- Determine the ratio of the perimeters.
- When finished, divide into small groups to share their findings.
- Use peers to correct any errors in the work of each individual.
- Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal, intrapersonal
III.SpecialNeeds/Modifications
- Define similar.
- Similar in the context of polygons.
- Same number of sides
- For each angle there is a corresponding angle in the other polygon that is congruent.
- Lengths of all corresponding sides are proportional.
- Write all assignment directions on the board so that students can refer back to what is needed for each step.
- Use flexible grouping to assist students in understanding the activity.
- Ratios of similar perimeters- same as scale factor- be sure that students understand these two concepts.
IV.AlternativeAssessment
- Walk around and listen in on group discussions.
- Interject important information, offer feedback or constructive criticism when needed.
Similarity by AA
I.SectionObjectives
- Determine whether triangles are similar.
- Understand AAA and AA rules for similar triangles.
- Solve problems about similar triangles.
II.MultipleIntelligences
- The technology integration is a nice way to differentiate this lesson by adding the interactive element of
technology. - In addition, after covering the material in the lesson, the shadow problems with the similar triangles are a fun
way to help the students to gain a deeper understanding of the concepts in the lesson. - You could have the students write their own problems and solve each other’s using diagrams and drawings.
- You could also take the students outside, use a tree or a flagpole, the height of a student, and their shadow to
measure and actually create a real life problem. - This can be a fun way to bring the outdoors, nature and real life into the math classroom.
- Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal, intrapersonal
III.SpecialNeeds/Modifications
Chapter 4. Geometry TE - Differentiated Instruction