Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

1. LEARNERS & LEARNING ENVIRONMENT

a) Engaging and Supporting Diverse Learners: T h e s t u d e n t s s h o u l d b e

exposed to the dilation theorem and its properties. They will build
on the skills they have learned by building a connection with the
f a c t t h a t t h e d i l a t i o n t h e o r e m e f f e c t s l i n e s , r a ys , a n d c i r c l e s a l l t h e
same.

b) Materials & Digital Tools Needed (InTASC 7, 8):

• Olympic Rings worksheet (1 per student)
• DO NOW – attached to lesson, display on projector
• Poster board (groups) or graph paper (single work)
• Overhead projector or smart board
• Color markers
• Protractors
• Pencils
2. OUTCOMES & ASSESSMENT

a) State Standards and Student Outcomes—Learning Goals:

 Standards:
• CCLS - Math: G.SRT.1.a
• Similarity, Right Triangles, And Trigonometry
• Understand Similarity In Terms Of Similarity
Transformations
• A dilation takes a line not passing through the center of the
dilation to a parallel line, and leaves a line passing through
the center unchanged.
• CCLS - Math: G.SRT.4
• Similarity, Right Triangles, And Trigonometry
• Prove Theorems Involving Similarity
• Prove theorems about triangles. Theorems include: a line
parallel to one side of a triangle divides the other two
proportionally, and conversely; the Pythagorean Theorem
proved using triangle similarity.
 Outcomes:
• SWBAT prove the dilation theorem:
• If a dilation with center O and scale factor r sends point A to
A’ and B to B’, then ̅̅̅̅̅̅ ̅̅̅̅.
𝐴′𝐵′ = 𝑟𝐴𝐵
• SWBAT use the dilation theorem to show that the scale drawings
constructed using the ratio & parallel methods have a scale factor that is
the same as the scale factor for the dilation.
• SWBAT prove that a dilation maps a ray to a ray, a line to a line, and a
circle to a circle.
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

• Objectives for Differentiated Instruction

• Same objectives will still apply

b) Assessment and Evaluation—Evidence of Student Learning (InTASC 1):

 Teacher will formatively assess student’s ability to use the dilation theorem
through questioning in the opening & closing and walking about the room during
the exercise.
 Teacher will use a summative assessment through a worksheet. The students will
construct lines, rays, & circles by applying the dilation theorem. The students will
be asked questions about the laws of the dilation theorem.
 Teacher will use a summative assessment through an exit slip on the worksheet.
The students will be asked questions about the laws of dilation theorem.
 Hook – During or after the DO NOW time engage the class in a question about the
Olympics. Ask them random questions about it at first, but turn the conversation
with the question: What is the symbol for the Olympics. Explain how perfectly
shaped each ring is compared to the others and how it ties to geometry. Show them
the poorly constructed Olympic symbol. Explain how that today they will learn
how to fix the rings and make a proper symbol.

3. INSTRUCTIONAL PRACTICE

a) Introduction—Engaging Students, Activating Prior Knowledge, and

Setting Lesson Goals:
 Connect prior knowledge with the DO NOW (5 minutes)
• Discuss with class how we have been mapping lines to lines
through dilation. Compare the answers the students give in class
with the fact that a ray also dilates to a ray.
• Ask the students to give a similarity between both cases.
• Expand now and explain when you dilate anything, it is the same
thing. Albeit smaller, bigger, or the same size.
b) Instructional Procedure:
 Introduce example 1: (8 minutes)
 Does a dilation about a center O & scale factor r map a circle of a radius R
onto another circle?
• Two types of responses should be expected, both require the same
explanation:
• Draw the following figure on the board. Do not draw
the circle at this point. Have the students use their
protractors and follow your construction. (Give a
value for R to simplify if needed) Then propose the
problem: Dilate the line 𝑂𝐴 from point O with a scale
factor of 2.
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

•
Before they construct this solution, elicit a response
from them as to what the length of R is.
• Have them place a point on their paper exactly that
length above the point O. Then below, to the left,
diagonal… until they conclude that if they finished
placing every point possible, they will see a circle.
• Now have them construct the problem above.
• Repeat the placing the points again, and ask them a
question to get to the point more quickly than before.
• Once constructions are complete, ask for responses for
the similarities in them. The key points from the
dilation theorem you should elicit is that a ray maps to
a ray, a line to a line, and now a circle to a circle.
(With the centers mapping to each other as well.)
• Introduce example 2: (8 minutes)
• Draw the following picture on the board free hand. Have the students follow
suit. Have them first draw the line AB in the middle of their papers. Have
them then place a point O no more than 2 inches below the line.
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

• Review the fact that the line AB can be also seen as the radius of the circle shown.

• Have the students dilate the line AB with respect to point O to find A’ and B’
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

• Have them construct a larger circle with the radius equal to the line A’B’

• Now introduce the poorly constructed Olympic symbols again.

(The template to create them is below. You should have the small
circles already provided on the paper.) Have the students break up
into groups and have them follow the instructions from the
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

worksheet. (30 minutes)

c) Technology as a Tool for Effective Teaching & Learning:

 I used GeoGebra to construct the pictures included in my lesson plan.
 I will be using a smart board to translate my constructions for the class so
that they can see me constructing them.

d) Closure: (9 minutes)
 Once class gets close to the end of the period tell the class that these
constructions are their exit tickets for the day. Have them place their names on
them for credit. Then have the following questions asked:
• The dilation theorem for rays – A dilation maps a ray to a _____
sending the endpoint to the ______. (ray, endpoint)
• The dilation theorem for lines – A dilation maps a line to a _____.
(line)
• The dilation theorem for circles – A dilation maps a circle to a
______ and maps the center to the ______. (circle, center)
 This will help knock home the point that a dilation of something does not
change what that something is. It only changes the size.
 This will connect with previous lessons and work towards the next chapter in the
ongoing unit being taught by my mentor teacher.

4. REFERENCES & RESOURCES

• Common Core Learning Standards
• Dante Vogel’s previous lessons.
• Geogebra
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

5. PROFESSIONAL RESPONSIBILITY: Teacher Reflection

 Describe the portions/aspects of the lesson that worked well and why.
o The main objectives planned on touching on were executed and seemed to be
well received by the students. The project given to cover the objectives was
long enough so that the time was utilized correctly, and it wasn’t too hard for
the students to use previously learned skills to cover the new idea of dilating a
circle.
 Describe the portions/aspects of the lesson that did not go as planned and why.
o There was not too much that didn’t go as planned. I tried to consider and plan
for every possible deviation that this lesson could take. The transitions could
be more polished. Intertwining the idea of “This is what you are going to
learn, learn it, and then review by telling them what they just learned.”
 Discuss what you would do differently next time to better support your
students’ learning.
o If I was given more time with these students, I could better understand
their level of understanding of certain topics in the class. This would
allow for me to pair up the class that would facilitate a stronger student
with a weaker student when I divided them up for the project. This is
so that the stronger student might need to verbalize and explain the
necessary skills, which helps in the learning process. Also, that the
weaker student won’t be overwhelmed and lead to a possible shut
down of their want to learn.
 Provide evidence from the lesson that allows you to determine whether or
not each of the outcomes for the lesson were met.
o These pictures provide evidence that, for the most part, the students
understood what was expected of them.
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

o
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

o
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

o
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

o
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

 Describe how you will use data from the assessment portion of your lesson to
inform future lessons. For example, consider what you would do if a
significant portion on of the students did not do as well as expected in one or
more of the assessments.
o This lesson called for previously learned skills and coupled them with the
new skill of dilating a circle. The previous skills used were to dilate a line
from a point that was either on that line or located on a plane that was not
on that line. Taking that knowledge and connecting it by using that line as
the radius of a circle. Seeing how they can or can’t connect these ideas
would aid me in setting up the explanations of the steps better.
Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

DO NOW

⃗⃗⃗⃗⃗ by a scale factor of 2 from center O.

a. Dilate the 𝑃𝑄

 ⃗⃗⃗⃗⃗⃗⃗⃗ a ray?
Is the figure 𝑃′𝑄′

 How, if at all, has the ray 𝑃𝑄 been transformed?

Will a ray always be mapped to a ray? Explain how you know.

Lucas Winkler - High School Geometry - Dilations of Olympic Rings - 1 hour

Follow the instructions for your constructions. Answer the questions after construction is
complete. Turn in this worksheet and place your name on your construction for your exit
ticket.

1- Dilate the line 𝐴1𝐴2 with respect to point A with a scale factor of 3.
a. Use your protractor to construct the new circle with a radius of 𝐴1′ 𝐴2′.
2- Dilate the line 𝐵1𝐵2 with respect to point B2 with a scale factor of 2.
a. Use your protractor to construct the new circle with the radius of 𝐵2𝐵1′.
3- Dilate the line 𝐶1𝐶2 with respect to point C with a scale factor of 3.
a. Use your protractor to construct the new circle with a radius of 𝐶1′ 𝐶2′.
4- Dilate the line 𝐷1𝐷2 with respect to point D2 with a scale factor of 2.
a. Use your protractor to construct the new circle with the radius of 𝐷2𝐷1′.
5- Dilate the line 𝐸1𝐸2 with respect to point E with a scale factor of 3.
a. Use your protractor to construct the new circle with a radius of 𝐸1′ 𝐸2′.
6- Answer the following questions:

a. The dilation theorem for rays – A dilation maps a ray to a ____________ sending
the endpoint to the ______________.

b. The dilation theorem for lines – A dilation maps a line to a _____________.

c. The dilation theorem for circles – A dilation maps a circle to a ____________ and
maps the center to the ______________.