Lesson Planning Sheet Title: Similar Areas Learning Objectives: By the end of the lesson: All students should

be able to calculate the area scale factor as the square of the length scale factor. Most students should be able to determine and apply the area scale factor to calculate unknown areas. Some students should be able to determine and apply the area scale factor to calculate unknown areas and lengths. Keywords: Scale factor, similar, area scale factor, length scale factor, square, square root Learning Activities Starter/Introduction The start of the lesson is used to review writing and simplifying ratios using the area of a framed picture. Have the class attempt this on mini-whiteboards to ensure an understanding of equivalent ratios and compound shapes. To extend this further the frame and picture could be given as squares so that the lengths can also be considered. Development Use the first example on the second slide to introduce the area scale factor. A common misconception is to consider the area and length scale factors to be equal. This can be addressed using the Figure 1 example. It is important at this point for students to recognise the link between the two as . Use the interactive Geogebra file to work through a few similar examples with the class in order for them to recognise this relationship. Resources: Mini-whiteboards Interactive Geogebra File

Figure 1

Demonstrate how to calculate a length by square rooting the area scale factor to consolidate the link between the two. Again, use the interactive Geogebra file for additional practise. At this point they should be able to attempt the problems on the third slide independently. Feedback solutions throughout to maintain pace. Plenary The plenary is intended to consolidate and extend the progress made throughout the lesson by considering a compound shape made by two similar triangles. The main challenge here is recognising the large triangle is similar to the smaller one with the difference between the two being the shaded region. Have the class work in pairs or small groups on a single mini-whiteboard to promote discussion. Feedback solution at the end. Differentiation More able: Students could consider more problems involving triangles and compound shapes. Calculating the length when the area scale factor is known consolidates the link between the two. Less Able Students may need additional practise calculating the area scale factor.