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# B.kessenich instructional multimedia project 03.04.12

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### B.kessenich instructional multimedia project 03.04.12

1. 1. Instructional Multimedia Project Breanne Kessenich
2. 2. Day 1 - IntroductionStudents will be able to… Define and apply ratios Solve algebraic proportions Apply proportions to real world scenarios
3. 3. Day 1 – Introduction Class will begin by discussing what it means to be “similar.” Students will come up with different examples of similarity from the classroom or real life. Next, we will discuss ratios and proportions and use students prior knowledge to come up with a definition of ratios. Again, students will discuss ratios in real life (i.e. recipes, mixing paint, repairing car parts or easy ones like days per week or hours per day…) To end day 1, we will discuss how ratios and proportions tie into our lesson on similar triangles. Students will receive homework on simplifying ratios and solving proportions. Then, we will view this video from teachertube to wrap-up.
4. 4. Day 2 – Similar FiguresStudents will be able to… Apply the property of scale factor Solve problems using similarity of triangles
5. 5. Day 2 - Instruction The majority of the notes will be teacher-led direct instruction. However, this instruction will stem from discussions held by the class. Students will come to the board to complete examples as we complete notes. After notes, students will complete an activity in pairs.
6. 6. Day 2 – Similar Figures After completing a “Bell Ringer” and going over the previous night’s homework, we will take our notes on similar figures. We will discuss “scale factor” and how it relates to reducing ratios. We will then “solve similar figures” by setting up and solving proportions. We will then work on an activity in pairs where students work to determine the height of their classmates without measuring them.  Materials needed: Objects such as books, calculators, folders, etc. and pictures of students with these objects that have already been printed.
7. 7. Day 2 - Activity During day 1 of instruction, volunteers would have posed for photos holding different objects (calculator, book, folder, etc.). I would then print these photos and set up different stations around the room. Each station would contain 2 rulers, the photo and the object being held in the photo. Students will move through stations and work together to set up and solve proportions to determine the height of their classmate in the picture. They will measure the student’s height in the picture, the object’s height in the picture, and the actual object. They will then set up and solve a proportion to determine the height of their classmate.
8. 8. Day 3 – Exploring Similar TrianglesStudents will be able to… Use the definition of similarity, in terms of transformations, to decide if two figures are similar Show that triangles are similar by AA, SSS and SAS Solve problems using similarity of triangles
9. 9. Day 3 - Instruction Rather than complete a SketchPad tutorial, I will provide the tutorial by demonstrating the steps for constructing triangles on Geometer’s SketchPad as my example projects on a screen at the front of the computer lab. Students will follow me through the “tutorial,” and they will then follow the directions provided to measure angles, side lengths, and calculate ratios and area.
10. 10. Day 3 – Exploring Similar Triangles Students will be completing an activity on Geometer’s SketchPad to determine relationships between the sides and angles of similar triangles. Students will follow directions to complete the activity and will record their findings on the record sheet. Upon completion of the SketchPad activity, students will use their findings to complete their notes as homework, filling in Theorems (Angle-Angle, Side-Side- Side, Side-Angle-Side) and completing examples before the next class.
11. 11. Day 4 – Similar Triangle PracticeStudents will be able to… Use the definition of similarity, in terms of transformations, to decide if two figures are similar Show that triangles are similar by AA, SSS and SAS Solve problems using similarity of triangles
12. 12. Day 4 - Instruction Day 4 will begin with a bell ringer “concept check” where students will answer 3 easy-to-grade problems based on topics covered thus far. As students complete the review activity, I will grade the “concept check” and form a group of students who will need additional instruction. Students in need of reteaching will not complete the activity, but rather will work in a small group with me completing guided practice and examples.
13. 13. Day 4 – Similar Triangle Practice Day 4 will be used to recap and practice what we have learned so far. Students will complete an “around the room” activity. Index cards will be hung around the room that will have problems involving ratios, proportions, similar figures and similar triangles. Cards will also have the answer to a different problem in the bottom right corner. Students will choose a card to start on and solve the problem on that card. Once the student has an answer to the question, they will search the other cards for their answer. When they find it, they will complete that problem. If the answer cannot be found, the student will know they completed the problem incorrectly.
14. 14. Day 5 - WebQuestStudents will be able to… Define and apply ratios Solve algebraic proportions Apply proportions to real world scenarios Solve problems using similarity of triangles
15. 15. Day 5 - WebQuest Students will work in pairs to complete a WebQuest to find the height of tall objects without measuring. This WebQuest can be adapted to be completed inside of the building rather than outside. The teacher can pick objects in a hallway (the height of a picture, the height of a door, etc.) for students to calculate rather than trees or flagpoles outside.
16. 16. Day 6 - Review Students will complete a review in preparation for a quiz. Day 7 - Quiz