Friday, January 17, 2014 Warm-up (independent, level 0 noise): Please complete this in your journal below the CQ. Warm-up (independent, level 0 noise): Please complete this in your journal below the CQ. Challenge Question: How does scale factor change coordinate points when similar figures are graphed on a coordinate plane? Directions: Please come in and get your journal. On your next blank page, write today’s date on the top line. Title this page ~ Graphing Similar Figures on a Coordinate Plane. Below the date, write the Challenge Question. 6 cm 8 cm SF = ¼ 1.What are the new dimensions of the similar trapezoid? 2.How many times smaller is the area of the new trapezoid compared to the original? 3.How many times smaller is the perimeter of the new trapezoid compared to the original?

Graphing Similar Figures: Creating Dilations and Reductions

Presentation This past week, we have learned about similar figures and scale factor. We have learned that a sf > 1 makes the new figure larger (dilation) and a sf < 1 makes the new figure smaller (reduction). Today, you will graphing similar figures on a coordinate plane and discovering how scale factor changes coordinate points.

Our class wants to design a computer game that involves several animated characters. Mrs. Camp asks her uncle Carlos, a programmer for a video game company, about computer animation. Carlos explains that the computer screen can be thought of as a grid made up of thousands of tiny points, called pixels. To animate a figure, you need to enter the coordinates of key points on the figure. The computer uses these key points to draw the figure in different positions.

Sometimes the figures in a computer game need to change size. A computer can make a figure larger (dilation) or smaller (reduction) if you give it a rule for finding key points on the new figure, using key points from the original figure. To give it a rule, we will use scale factor!

Presentation: How did we do today? Did we complete the daily warm-up with 0 noise level? Did we maintain classroom operating procedures? Did we take all the notes without being asked several times?

With a partner: 1.Fold the grid paper that was provided for you in half 2.Title the top half: Original Character 3.Draw your character on the grid paper using Quadrants I-IV, Locate and label 8 coordinate points for your character (2 in each quadrant) 4.Title the bottom half of the paper: Dilated Character (this means you are making it bigger!) 5.Create a table, like the one shown on the board, and find your new coordinate points if your character is dilated by a scale factor of 2 6.Draw your character on the grid paper using Quadrants I-IV, Locate and label the same 8 coordinate points for your character (2 in each quadrant) Learning Together

Learning Together: How did we do today? Did we maintain classroom operating procedures? Did we work toward our learning goals? I can use my knowledge of scale factor to graph similar figures on a coordinate plane. Did we stay on topic (no sidebar conversations) to complete the tasks?

Just For Me By yourself: 1.Title the top half of the back of your paper: Reduced Character (this means you are making it smaller!) 2.Create a table, like the one shown on the board, and find your new coordinate points if your character is dilated by a scale factor of 2 3.Draw your character on the grid paper using Quadrants I-IV, Locate and label the same 8 coordinate points for your character (2 in each quadrant)

Just for Me: How did we do today? Did we maintain classroom operating procedures including 0 noise level? Did we work toward our learning goals? I can use my knowledge of scale factor to graph similar figures on a coordinate plane. Did we ask Mrs. Camp for help instead of our partner?

Assessment Take a notecard, write the following coordinate points on the top: (0, 0) (3, 6) (0, -3) (-6, -12) (-9, 0) (1, 3) 1.List the new coordinates if a scale factor of 2 is applied. Does this create a dilation or reduction? 2.List the new coordinates if a scale factor of 1/3 is applied. Does this create a dilation or reduction? Hint: the x value can be written as a fraction

Wrap-Up Homework : Complete your character if you did not finish all 3: original, dilation and reduction… it is due on Tuesday at the beginning of class for a quiz grade. Supplies : Put your journal in the class bin (if you do not need it at home) and place any supplies used back in the supply bins. How did we do today? Did we maintain classroom operating procedures? Did we work toward our learning goals? I can use my knowledge of scale factor to graph similar figures on a coordinate plane. Did we complete the tasks?