1. Dilations! Part 2

2. 43210 In addition to level 3.0 and above and beyond what was taught in class, I may:  Make connection with real-world situations  Make connection with other concepts in math  Make connection with other content areas. I understand and use informal arguments to prove congruency and similarity using physical models, transparencies or geometry software.  informally prove similarity of triangles  Use scale factors to create and analyze dilations. I understand congruency and similarity using physical models, transparencies or geometry software.  construct triangles  Calculate dilations with scale factors. With help from the teacher, I have partial success with the unit content. Even with help, I have no success with the unit content. Learning Goal 1 (8.G.A.3 & 4): The student will understand and use informal arguments to prove congruency and similarity using physical models, transparencies or geometry software.

3. Dilations make similar figures. Similar means same shape but different size. Are the following figures similar? How can you tell that shapes are similar?

4. Is the dilation an enlargement or reduction from the shaded figure to the non-shaded figure.

7. How do you find the scale factor? Take the second figure’s size and divide it by the first figure’s size. 8 4 4 = 8 ½

8. Find the scale factor for the dilation from the solid figure to the dashed line figure. 16 4 4 = 16 1/41/4

9. Find the scale factor for the dilation from the solid figure to the dashed line figure. 6 18 18 = 6 3

10. Find the scale factor for the dilation from the solid figure to the dashed line figure. 24 48 48 = 24 2