School Year Session 12: March 19, 2014 Similarity: Moving from Theory to Classroom Practice 1.1

Agenda Jigsaw similarity Standards alignment Break Assessment Planning time Homework and closing remarks 1.2

Learning Intentions & Success Criteria Learning Intentions: We are learning one approach to teaching geometric similarity according to CCHSM expectations Success Criteria: We will be successful when we can explain how the development of the concept of similarity in a sequence of lessons is aligned to Grade 8 CCSSM standards. 1.3

1.4 An approximate timeline The Big Picture

Jigsaw Similarity Two geometric figures are defined to be congruent if there is a sequence of rigid motions (translations, rotations, reflections, and combinations of these) that carries one onto the other. Two geometric figures are defined to be similar if there is a sequence of similarity transformations (rigid motions followed by dilations) that carries one onto the other. Two geometric figures are defined to be congruent if there is a sequence of rigid motions (translations, rotations, reflections, and combinations of these) that carries one onto the other. Two geometric figures are defined to be similar if there is a sequence of similarity transformations (rigid motions followed by dilations) that carries one onto the other. Activity 1: (From the CCSSM Geometry overview) 1.5

Jigsaw Similarity Activity 1: 1.6 In table groups, work on the assigned lesson from Engaged NY. Be prepared to share out some experiences from your lesson with the whole group. Lesson 1: What Lies Behind “Same Shape”? Lesson 2: Properties of Dilations Lesson 3: Examples of Dilations Lesson 4: Fundamental Theorem of Similarity

Standards Alignment Activity 2: 1.7 As you reflect on the lessons from Engage NY, how do you see these lessons aligning with the Grade 8 CCHSM standards—both Practice and Content Standards? (Be specific!)

Break 1.12

1.9 Assessment Activity 3: As you think about how the lessons progress, how might the assessment look? What would the rubric include? Compare your prediction of the assessment and rubric to Engage NY, how did they measure up? What would you change or add?

Learning Intentions & Success Criteria Learning Intentions: We are learning one approach to teaching geometric similarity according to CCHSM expectations Success Criteria: We will be successful when we can explain how the development of the concept of similarity in a sequence of lessons is aligned to Grade 8 CCSSM standards. 1.10

1.11 Find someone who is teaching similar content to you, and work as a pair using the Case Story Protocol to provide feedback to the task/assessment you brought. Case Story Protocol The story-teller shares the story (e.g., brief description of what occurred during the lesson) or classroom artifacts with a small group of colleagues. The group members review the story and/or artifacts and use a recording sheet (a T-chart marked with the headings “noticing” and “wondering”) to make note of what they see in the evidence and the questions it raises for them. (5 minutes) The group members make factual statements in the form of “I noticed…” that draw on the presented evidence and refrain from making evaluative comments or statements of personal preference. The group members make statements in the form of “I’m wondering…” that focus on aspects of instruction that appear to be influencing students’ opportunities to learn (during this time, the story-teller remains quiet, listens, and takes notes on her own “noticing” and “wondering” T-chart). (5 minutes) The story-teller shares his/her perspective on the lesson, and may respond to the “noticing” and “wonderings” of the group, drawing on the notes (s)he recorded during the earlier phases of the process. (5 minutes) Planning Time Activity 4:

1.12 Homework & Closing Remarks Homework: Complete your lesson planning, in light of today’s discussion, and teach the modified lessons. Prepare to discuss the lessons in an informal debrief with your colleagues on April 2. Activity 5: