Scale Factors

Teacher(s) Name(s): Lucas Winkler

Where the Lesson is Taught: University Prep Academy
Grade Level: High School Geometry
Unit: Scale Factors
Day: 1
Title of Lesson: Parallel Pyramid
Total Time Planned: 60 minutes
Materials and Digital Tools Needed

1. Parallel Pyramid worksheet – 1 per student

2. DO NOW – attached to lesson plan, display on projector
Equipment and Set-Up for 3. Poster board if class works in pair
Lesson: 4. Graph paper if working individually
5. Overhead projector or smart board
6. Color markers – 3 per group or student

OUTCOMES AND ASSESSMENT

CCLS - Math: G.SRT.1.a - A dilation takes a line not passing through

the center of the dilation to a parallel line, and leaves a line passing
through the center unchanged.

State Standards Addressed:

CCLS - Math: G.SRT.4 - Prove theorems about triangles. Theorems
include: a line parallel to one side of a triangle divides the other two
proportionally, and conversely; the Pythagorean Theorem proved using
triangle similarity.

Lesson Objectives:
SWBAT prove the dilation theorem:
1- If a dilation with center O and scale factor r sends point A to A’
and B to B’, then .
2- If and O, A, & B are the vertices of a triangle, then ||
.

SWBAT use the dilation theorem to show that the scale drawings
constructed using the ratio & parallel methods have a scale factor that is
the same as the scale factor for the dilation.
 Objectives for Differentiated Instruction
Same objectives will still apply

1. Teacher will formatively assess student’s ability to construct a

triangle by using the dilation theorem.

2. Teacher will use a summative assessment through a worksheet.

The students will construct multiple triangles using the dilation
theorem. The students will be asked questions about the laws of
the dilation theorem and parallel lines.

3. Teacher will use a summative assessment through an exit slip on

the worksheet. The students will be asked questions about the
laws of dilation theorem and parallel lines.

4. Hook – on the do now is a riddle. Listed below are the clues.

Lesson Assessments:
Display on the projector the clues, but hide the picture of the
pyramid. Once the discussion part of the lesson starts, ask the
students what they think the answer is. Try to pull the answer
from them by offering more obvious clues if needed. Explain that
all the work needed to build the pyramids would have been for
not if they did not correctly do their calculations. First show the 3
main pyramids in Egypt, and then compare the designs with the
bent pyramid. Show that no matter how smart a civilization thinks
they are, they too can make mistakes. This is why in mathematics
it is important to not take shortcuts to get to an answer because
they may end up drastically wrong.

Assessments for Differentiated Instruction

Same assessments will still apply

DO NOW:
Describe how a figure is transformed under a dilation with a scale factor
� = �, � > �, and � < � < �. Sample student responses should include
the following points:
1- A dilation with a scale factor of � = � produces an image that is
congruent to the original figure.
2- A dilation with a scale factor of � > � produces an image that is
larger in size than the original, but the angles of the figure are
unchanged, and the lengths of the larger figure are proportional
with the original figure.
3- A dilation with a scale factor of � < � < � produces an image
 that is smaller in size than the original, but the angles of the
figure are unchanged, and the lengths of the smaller figure are
proportional with the original figure.
Riddle answer: Egyptian Pyramids

Lesson Development:

1- DO NOW (10 minutes)

2- DISCUSSION (10-15 minutes)
a. Place the dilation theorem on the board and ask a student to read it.
b. Provide students time to discuss the meaning of the theorem with a partner, and then select
students to share their thoughts with the class. Shown below is a sample student response.
Consider scripting responses that students might give. Be sure to elicit facts (1) and (2)
from students to ensure their understanding of the theorem. Some students may comment
on the lengths of segments. These comments should be acknowledged, but make it clear
that the dilation theorem focuses on the parts of a diagram that were not dilated; that is, the
points A and B were dilated, so there is an expectation of what that means and where the
images of those points will end up. The focus now with respect to the theorem is on the
segments AB and A′B′ and what happens to them when the points A and B are dilated.
c. The dilation theorem states two things:
1) If two points, A and B, are dilated from the same center using the same scale
factor, then the segment formed when you connect the dilated points A′ and
B′ is exactly the length of ̅ AB multiplied by the scale factor
2) The lines containing the segments A′B′ and AB are parallel or equal. For
example, if points A and B are dilated from center � by a scale factor of � =

, then the lines containing the segments A′B′ and AB are parallel, and

, as shown below..
3- Project (30 minutes)
a. Pass out the worksheet and have the students either get into pairs and get a poster board or
pass out graph paper for them to use.
b. Explain the expectations by going over the worksheet with them before they begin. An
example of what their work should look similar to.

CB||C'B'||C''B''
AB||A'B'||A''B''
AC||A'C'||A''C''
AD||A'D'||A''D''
 CD||C'D'||C''D''
BD||B'D'||B''D''

4- Closure (5 minutes)
a. Discuss the questions on the worksheet with the class and tie it back to the dilation theorem.

References and Resources 1 Common Core Learning Standards

Used: 2. Dante Vogel’s previous lessons

TEACHER REFLECTION

TEACHER VERSION
1. Use the paper horizontally. Using a marker, construct an XY-axis, no more than an inch along the
left side of the paper and the bottom of the paper. Label the X-axis with ten points every two
columns. Label the Y-axis with ten points every two rows.
2. Plot and label the following points:
 A = (5,2)
 B = (7,2)
 C = (6,4)
 D = (6,2.25)
 O = (6,1)
3. WITH A MARKER: Make solid lines , ,
4. WITH SAME MARKER: Make dashed lines , ,
5. WITH A PENCIL: Dilate A, B, C, & D from point O using a scale factor of r=2
6. Plot and label the new points A’, B’, C’, & D’ respectively.
7. WITH A DIFFERENT COLOR MARKER: Make solid lines , ,
8. With the same color as in #7 make dashed lines , ,
9. WITH A PENCIL: Dilate A, B, C, & D from point O using a scale factor of r=3
10. Plot and label the new points A’’, B’’, C’’, & D’’ respectively.
11. WITH A DIFFERENT COLOR MARKER: Make solid lines , ,
12. With the same color as in #11 make dashed lines , ,
13. How many parallel lines can you find?
 6 different sets of parallel lines (listed below)

14. Make a list of the parallel lines that you found. (i.e. if is parallel to you would write: ||
)
 CB||C'B'||C''B''
 AB||A'B'||A''B''
 AC||A'C'||A''C''
 AD||A'D'||A''D''
 CD||C'D'||C''D''
 BD||B'D'||B''D''
1) Use the paper horizontally. Using a marker, construct an XY-axis, no more than an inch along the
left side of the paper and the bottom of the paper. Label the X-axis with ten points every two
columns. Label the Y-axis with ten points every two rows.
2) Plot and label the following points:
a. A = (5,2)
b. B = (7,2)
c. C = (6,4)
d. D = (6,2.25)
e. O = (6,1)
3) WITH A MARKER: Make solid lines , ,
4) WITH SAME MARKER: Make dashed lines , ,
5) WITH A PENCIL: Dilate A, B, C, & D from point O using a scale factor of r=2
6) Plot and label the new points A’, B’, C’, & D’ respectively.
7) WITH A DIFFERENT COLOR MARKER: Make solid lines , ,
8) With the same color as in #7 make dashed lines , ,
9) WITH A PENCIL: Dilate A, B, C, & D from point O using a scale factor of r=3
10) Plot and label the new points A’’, B’’, C’’, & D’’ respectively.
11) WITH A DIFFERENT COLOR MARKER: Make solid lines , ,
12) With the same color as in #11 make dashed lines , ,
13) How many parallel lines can you find?

14) Make a list of the parallel lines that you found. (i.e. if is parallel to you would write: ||
)

DO NOW
1- Describe how a figure is transformed under a dilation with a scale factor � = �, � > �,
and � < � < �.

2- Can you answer this riddle? The question is: what am I?

 There are approximately 140 of me, but 3 of us are very famous
 The oldest of us was built during the 27th century
 The tallest of us once stood 481 feet tall
 One of us took an estimated 2.3 million stone blocks to make. Some weighing over
50 tons a piece
 One of us weighs 6 million tons
 There have been many attempts to destroy us, but every attempt failed
 The temperature inside of us stays around a constant 60 degrees Fahrenheit