Sample lesson plan

The Micro-Teaching Lesson Plan

Subject: Modelling of Triangle Similarity

Curriculum:
My topic is triangle similarity and it is in 9th grade in the MEB
curriculum. It is under triangle topic and after students learn what
congruence means and what conditions are necessary for congruence,
similarity of triangles is taught. It is covered in 12 hours. First the parallel
line to a side of triangle is examined to understand that pieces are
proportional to each other and then necessary conditions for similarity are
stated. Lastly real world problems of triangle similarity are examined by
modelling.
Mathematical Big Ideas:
What they means to proportionally expand and proportionally shrink.
Similarity of any two objects means the one of them is proportionally
expanded condition of the other by multiplying its sides with a
constant number k.
Congruence means similarity proportion is equal to one.
If the midpoints of any two sides of a triangle is connected then this
line segment will be parallel to the other side.
All the parallel line segments to any side of a triangle divides other
sides into two pieces with the same proportion.
Proportion of consecutive side, angle and side of triangles is
sufficient condition for similarity.
Proportion of consecutive side,side and side of triangles is sufficient
condition for similarity.
Proportion of consecutive angle and angle of triangles is sufficient
condition for similarity.
Proportion of secondary elements of similar triangles is equal to
similarity proportion.

Sample lesson plan

Proportion of areas of similar triangles is the square of similarity

proportion.

Lesson Plan:
a) Objective:
9.4.2.3. genlerin benzerliini modelleme ve problem zmede
kullanr.
b) Materials: Triangle cardboards, ruler, mirror, a drawing of an ordinary
building, pencil, rubber, notebook and a torch.
c) Introduction: At the beginning of the lesson, I will make a quick review
about similarity rules S.A.S., S.S.S. and A.A by using triangle cardboards
that I prepare before. I will divide students into groups and distribute
different triangle cards to every group, then I want them to match
triangles that are similar and take a paper for explanations of the
procedure. This will be a basic activity and it will be completed about five
minutes. Then I will pass to modelling of similar triangles.
d) Mathematical Tasks: Firstly, I will start with a simple task to model
similarity. For this task, I will hand out a photograph of a building having
gable roof to each student and they will calculate the length of the height
of the roof by proportion of bases. Students will be able to see proportional
expansion in a real world with this task. Then I will hand out the second
task. It is about calculating shadow length of objects. Thanks to this
activity, they will experience using A.A. rule of similarity in real world by
comparing height length of objects. My next task is again about
application of A.A. rule of similarity but in a little different way. This time,
triangles will not be interbedded. Students will place a mirror between an
object and themselves in a way that they will be able to see the top of the
object on the mirror and calculate the height length of the object. Then in
the last task, triangles will be placed as a butterfly and A.A. rule will be
made use. Students will examine the change of position of an object with
respect to their thumbs when their left or right eye is closed.
Task 1:
In the photograph, you see a drawing of an architect. This building is
constructing by workers and the body of the building was completed. Now,
in order to construct the gable roof on the photograph, how long iron bar
for height of the building should the workers use with 15 m base length?
Do your measurements, calculations and draw the solution model below
and explain the procedure.

Sample lesson plan

Expected:
measured base length onthe photograph
real bas e lenght of the building
=
measured height length on the photograph real height length of the building

Task 2: (This is a group work for four studens)

Imagine you have a baby and you have to make him sleep in a room.
The lamp is 6 unit away from the baby and has 12 unit height. You have to
create a shadow by a cupboard since your baby wakes up in the light.
What is the farthest distance you can put cupboard?
In order to model this experience, you can use your rubber as a baby
and pencil as a cupboard and a torch will be given you. Place the torch in a
given distance (decide yourself that how many cm is one unit) and try to
put cupboard away as possible as. Measure the distance between baby
and cupboard. Then discuss how could you find the distance without doing
measurement. Compare your measurement result and solution result.
Draw your structure below and write your findings.
Expected design:

Expected solution:

Sample lesson plan

? height of pencil
=
6
12
Task 3: (This is a group work for four students)
You have a 30 cm ruler and a small miror as a group but each
student will write his own report.
Place mirror horizontal and ruler straight in any distance you want
and walk towards the mirror until you can see the top of the ruler on the
mirror. Mark your position and measure the distance from the mirror. Also
measure your height from base to your eyes. Then try to calculate this
height with the help of similar triangles you will discover. Compare the
results. Draw your model below and make an explanation for your
calculations.

Expected model:

height length of student

height length of ruler
distance between rulermirror
base their eyes =

distance between mirrorthe student

Task 4:
Place your notebook away from you. Hold one arm straight out in
front of you, elbow straight, thumb pointing up. Close one eye,and align
one side of your thumb with a particular spot on the front of your

Sample lesson plan

notebook. Without moving your head or arm, sight with the other eye. Your
thumb will appear to jump sideways. Mark first and second position of your
thumb on your notebook.
What is the distance the image of your thumb moved?
Determine the distance the object is from you. Then draw your
diagram below and indicate all known measurements on the diagram.
Include units. Identify which triangles are similar. Label the triangle
vertices.
Expected model:

Distance
the image
moved
In the diagram:
T is the position of your thumb.
AT represents the length of your arm.
TB represents the distance from your thumb to the notebook.
e) Review: At the end of the lesson, we will make a discussion in the class.
Students are asked their experiences and ideas about the tasks and
solutions. After I listen to them until they finish the discussion, I will make
short explanations for each task and summarize the lesson.
Assessment:
I will use matching triangles activity at beginning of the lesson as a
formative assessment. At the end of the lesson I will want them to design
a model for triangle similarity with a solution and this will be a summative
assessment.
Reflection:
1. I added designs and solutions to my lesson plan. Also I arranged
the last task again. I had copied it from the source I had found
before and now I organized it in respect of my needs.
2. I did those changes because it is a little confused while reading
and shapes and diagrams made it more clear. Also my last task

Sample lesson plan

was not good and understandable enough in the source that I

found. With these changes, I will not forget or confuse with my
tasks. Even a substitute teacher can easily understand and
implement my plan now.
3. In my opinion an effective lesson plan means that it is applicable
in the class and understandable by any teacher. Since my lesson
plan shows the diagrams, it is more clear now. Also it requires
simple materials. It allows students to discuss about tasks with
group works and provides to explore similar triangles. It can be
easily implemented.
References:
http://www.edugains.ca/resources/LearningMaterials/TIPS/tips4rm/grade
10applied/Unit1_SimilarTriangles.pdf
MEB High School Mathematics Curriculum