7/28/2019 After Lesson
1/3
DAILY DOUBLE PLAN
Overview Key Lesson ElementsUnpacked Benchmark,CDAS, CRS, or IL
State
Standards.
Goal: Use ratios ofcorresponding sideswithin a figure
todetermine whether twofigures are similar.
What is the Teacher Doing? What are the Students Doing?Do Now (5
minutes):
Teacher will set expectations, and set timer. Theteacher will go
over Do Now after 3 minutes.
Do now: Determine the scale factor and ratioreview.
Students will complete the Do Now within threeminutes at a voice
level zero.
Students will track teacher as she goes over thanswer.
State Lesson Objective & Lesson Agenda (1 min)
The teacher will go over the days objective andexplain to
students that they will continue to
study similar and non-similar figures this time bystudying the
ratios of corresponding sides within
a figure.
Students are listening and tracking the teacheras she goes over
the days objective.
I Do Input (1-2 Key teaching points):Check for Understanding: (5
min)
The teacher will begin by reading page 58 to thestudents. The
teacher will then ask students toexamine the pictures on page
59.
Students will listen at a voice level zero when tteacher is
reading and will be following along itheir own books.
Objective(s) SWBAT:
SWBAT use ratios todetermine if two figures
are similar.
We Do Guided Practice:Check for Understanding: (11 min)
The teacher will then ask students the followingquestions
regarding the pictures at the top of
page 59:
How do you think this technique producedthese variations of the
original shape?
(Answers may vary.)
If we think of these images as we did theWumps, which ones would
be in the samefamily? How do you know?(The image on
the right because she has the same shape ofthe original.The
figure on the left is too tall
and thin.The figure in the middle is too shortand wide.)
Are these the similar figures?(The image on
the right appears to be similar to the originalfigure.)
THINK PAIR SHARE BELOW
These figures dont have straight sides tomeasure as the Wumps
did. What can we
measure?(You could measure their heightsand widths.)
The teacher will then proceed to read the rest ofpage 59.
Students should examine the table. The
teacher will then ask students the followingquestions:
Students will listen at a voice level zero when tteacher is
speaking.
Students will actively participate in thediscussion of ratios
and the think/pair/shareactivity.
Name: Fiona ConnaghanSubject/Time:SS 4.1 55 mins. Date:
01/24/2013
7/28/2019 After Lesson
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DAILY DOUBLE PLAN
What patterns do you notice about thesemeasures?
Ask them to pay close attention to the figure webelieve is
similar to the original. What do they
notice?
Go on and read page 60 t0 students. Note that fortwo figures to
be similar, the ratio of their sidesmust be equivalent. Go over how
ratios can be
written in both decimal and fraction form.
Go on the introduce problem 4.1 and assignletters A-C.
Vocabulary words/KeyConcepts:
RatiosEquivalent ratios
You Do Independent Practice:Check for Understanding: (20
min)
Teacher will circulate the classroom as students
work on problem 4.1, assisting and answeringany questions
regarding the problem. The
following questions may used to help guidelearning.
Can you form a different ratio? (Yes, lengthto width if width to
length was written or vice
versa.) How do these two ratios compare? (They are
reciprocals of each other.)
Students will work at a voice level of 0 or 1, and
may work either independently or collaborativewith their table
group.
Modifications/Accommodations
Students needingadditional assistanceand support in
themathematicalcomprehension willreceive it during the I Doportion
of this lesson.
Exit Ticket (aligned to lesson objective) orassessment: (3
min)
Teacher will set expectations: Complete exitticket at a voice
level zero in 3 minutes.
Teacher will pass out the exit tickets, and collectthem when
students are finished.
Students will complete their exit tickets at avoice level zero
in a timely fashion.
Exit Ticket: Determining ratio and whether ornot two figures are
similar.
Materials & Technology
Document camera
Closing/Preview for next lesson: (10 min)
The teacher will take time to go over problem 4.1. Students will
be asked to share the scale factors the rectangle from question A.
The following questions will be used to help guide learning:
What two rectangles are similar?
How can we tell this by using the ratios?Now that we know they
are similar, who can tell me the scale factor going from small to
big? From
big to small?Look at the parallelograms in question B, which two
are similar? How can we tell?
Homework: Pg. 66, #1 a-c
