Geometry, Teacher\'s Edition

You could do 1[U+0080][U+009D]per foot, etc.

Allow time for students to share their work when finished.

III.TechnologyIntegration

Students can go to the following website to explore similar polygons.

When the students go to this website, they need to go to the section on similar polygons.

From there, they can watch the animation which explains all how to determine similar polygons and how to
create similar polygons.

IV.NotesonAssessment

Check student work for accuracy.

Is the scale accurate?

Does the model or design match the scale?

Do the students have a good understanding of similar polygons?

Provide students with correction/feedback on their work.

Similarity by AA

I.SectionObjectives

Determine whether triangles are similar.

Understand AAA and AA rules for similar triangles.

Solve problems about similar triangles.

II.Cross-curricular-Pyramids

This lesson will work best with the technology integration.

Have students complete the study of Thales first and then move to a hands- on activity.

Once students have selected a pyramid, they are going to work on this activity.

Students are going to use the researched dimensions of the pyramid to build a model to scale.

Students can build this model out of sugar cubes and glue.

Sugar cubes tend to work well.

After completing the model, use a darkened room and a high powered flashlight to demonstrate the shadow of
the pyramid.

Is it accurate according to Thales?

See if the students can develop a way to test out this theory.

Allow time for students to share their work when finished.

III.TechnologyIntegration

Have students complete some research on Thales and on indirect measurement.

Students can read about Thales at the following website.

Conduct a discussion on Thales and on how he discovered and figured out the height of the pyramids using
indirect measurement.

Once students have a good understanding of this, move on to the next part of this lesson.

3.7. Similarity