Lesson Plan Guide

Teacher Name: Bryan Kurkewicz

Class and Grade Taught: 7th Grade General Mathematics
Lesson Date: 10/13/14
Lesson Logistics and Setting
Unit Topic: Stretching and Shrinking ; Finding similar figures
- Previous Lesson Topic: Drawing Wumps; students were given multiple Wumps to draw on a coordinate grids given
the coordinates or transformations of those coordinates.
- Current Lesson Topic: Comparing Similar Figures; students will use the figures and our previously learned
information on similar figures to compare Wumps. They will also decide if a few other objects are similar or not.
- Next Lesson Topic: Continuing on Similar Figures ; students will continue their exploration of similarity.
Lesson Objectives:
(The learner will know/understand/be able to )
-

Standards Addressed:
o 7.RP.A.1 - Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units.
o 7.RP.A.2 - Recognize and represent proportional relationships between quantities
o 7.RP.A.2a - Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios
in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the
origin.
o 7.RP.A.2b - Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
o 7.G.A.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and
areas from a scale drawing and reproducing a scale drawing at a different scale.
o SWBAT identify similar figures by comparing corresponding parts.
o SWBAT use scale factors and ratios to describe relationships among the side lengths of similar figures.
o SWBAT draw shapes on coordinate grids then use coordinate rules to stretch and shrink those shapes.
o SWBAT predict the ways that stretching or shrinking a figure affects the lengths, angle measures, perimeters,
and areas.
o I can identify similar figures.
o I can find scale factors

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Lesson Plan Guide

o
o
o
o
-

I can use scale factors.

I can explain how stretching and shrinking will affect a figure.
I can work productively with others.
I can explain my reasoning to my classmates.

How will I know students have met the objectives?

o 7.RP.A.1- I will know students can find the unit rate via the worksheet and them finding it correctly given two
similar objects.
o 7.RP.A.2- I will know students can recognize and find proportional relationships via the worksheet and by giving
them two similar figures and the students being able to recognize that they are similar in any way.
o 7.RP.A.2a- I will know students can decide similarity by them correctly using calculations of and proportions of
the corresponding sides in the similar objects.
o 7.RP.A.2b- I will know students can identify the unit rate if they can correctly indicate the corresponding sides of
the similar objects and find the correct unit rate using multiplication or division or proportions.
o 7.G.A.1- I will know students can use scale drawings to find similarity by students realizing that it is a scaled up
or scaled down object and that they can find the correct corresponding lengths and scale to find the unknown
quantity.

Materials Needed:
Worksheet
Graph paper (if needed)
Calculators (if needed)
Ruler (if needed)
Wumps drawings (students made prior to lesson)
Whiteboard
Dry erase marker
ELMO
EasiTeach/SMART Board
Introductory Routines (announcements, homework review, etc.)

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At this time I will collect their homework and ask if they have any questions on it. I will then ask if they have any questions
on anything such as the calendar, what were doing that week, and material. (2-4 mins)
I will also at this time introduce Ms.Wolfer, Mr. Frank, and Mr. Wills and mention how they are there to simply observe this
lesson and not to answer any questions.
Lesson Activities
(Attach any handouts you will use)
The worksheet I will hand out is at the end of the lesson. The Wumps worksheet has been previously given to the
students inside of a unit book provided to each student.
Students
are
working
Lesson

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(details about
how students
are
configured,
what work
they are doing
and how they
are recording
their work)

Anticipated Student
Thinking/Questions

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Teacher Moves

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Lesson Plan Guide

Launch
1. (8-10 min.)
Students will be discussing as a class what
we have went over so far about similarity. I
will be anticipating a student driven
discussion where they build ideas off of
each other about what we know about
similarity. Then we will discuss unit rates
and everything that students can remember
or tell me about it. Students have previously
learned about scale factor, corresponding
sides and angles, and about the word
similarity. During this lesson, the students
will continue learning about similarity. They
will use their knowledge of similarity to
complete the different levels involved in this
Superitem.
2. (2-3 min.)
Hand out worksheet to students and explain
that I want the students to try their best on
this worksheet. However, it is okay if they
struggle with some of the problems. I will
then hand out three different color pens;
black, red, and blue. Each pen corresponds
to a certain part of the activity flow. The
black being the individual work, blue being
the partner work, and red being the small
group work.

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1. Students
will be at
their seats
and
participating
in whole
class
discussion.
They should
be looking
at their
notes as a
reference
as well as
taking notes
for any
information
that is new
to them.
2. Students
are still in
whole group
as the
worksheet
is handed
out.

1. I anticipate students to be
able to tell me what is unit
rate based on class work we
have done the previous
week. There should be
some students who do not
recall the information, which
will add to the learning
because the ones who do
know will be asked to
explain their reasoning.
2. I anticipate that students
will not understand the
concept of the worksheet as
you do not need to do Level
A in order to complete Level
C. They might get confused
on the fact that it is alright to
not know how to do
something on the worksheet.

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1. I will try to use all talk

moves (ie. Wait time,
restating, forwarding, etc.) to
create a more student driven
discussion. If all students are
confused and lost, I will try to
refresh their memories of
what we discussed in the
previous lesson. Worst case
scenario I will refresh their
memories by feeding them
with definitions and
examples, all of which they
should have remembered.
2. I will answer any
questions by using some
scaffolding. I will use wait
time to encourage them to
ask questions so that there
is minimal confusion.

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Lesson Plan Guide

Explore Description of Task(s)
1. Individual work (7 minutes) The students
will work on the worksheet to see how much
of it they can complete on their own. This
work will be done in black ink.
2. Pair work (7 minutes) The students will
work on the worksheet in pairs to see if they
can learn from each other and compare
answers. This work will be done in blue ink.
3. Group work (7 minutes) The students will
work on the worksheet in groups to see if
they can learn from each other and compare
answers. This work will be done in red ink.

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1. Students
will work
individually
to see how
much of the
worksheet
they can
complete on
what they
know.
2. Students
will work in
pairs (or
groups of
three) with
people
around
them to see
if they can
learn
something
from each
other. They
will also be
expected to
not just ask
what the
answers
were for
each one
but also
explain how
they got

1. Level ACorrect Solution:

9/3 =3
3x3 = 9
Possible Incorrect Solutions:
9-3 = 6
and
3/9 = .
2. Level BCorrect Solution: Yes, the bigger
figure is 2 times bigger than the
smaller figure.
Possible Incorrect Solutions: No,
their sides arent the same.
or
No, the figures arent the same
size.
3. Level CCorrect Solution: Lug, Bug, Glum,
and Tum
Possible Incorrect Solutions: All off
them; Sum, Crum, Lug, and Glug
are all not related to Mug
4. Level DCorrect Solution: You can find the
corresponding sides and see if it is
multiplied by a scale factor. They
should also have equal angles
between corresponding sides.
Possible Incorrect Solutions: You
cant use the noses to determine a
Wump family member. I can see
that one is the same shape as
another one.
or
None of the Wumps are related so
you do not need to compare the
noses.

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Exact question that you will pose

to students to begin the
exploration.

Knowing what we know

about similarity and unit
rates, how much of this
worksheet can you
complete? It is alright if you
are unsure on parts. Ill give
you a chance alone at first,
then with pairs, then with a
group. During the alone
time, if you have any
questions or anything, write
that down. Also, for this
worksheet, I would like it if
instead of erasing, please
just put a line through it. Are
there any questions?

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Lesson Plan Guide

Summarize/Share and Discuss
After students have worked on the
worksheet individually, in pairs, and finally in
small groups, I will collect the worksheets
then as a class we will go over the solutions
having students demonstrate how they
solved each problem as well as explain their
thinking. The reason Im going to collect it at
this point is so students dont add more in
whole group keeping the data on the
worksheet the same.

Summary Statement:

Presentation
mode
Sharing
solutions,
teacher-led
discussion,
student led
discussion,
etc.
The post
worksheet
discussion will
be whole class
and primarily
student driven.
I will ask
students about
each part of
the worksheet
looking for
their answers.
For those who
dont have the
answer I will
tell them to
take out a
piece of paper
and record
any notes. It
will also be at
this point
where we will

For this discussion I anticipate

both correct and incorrect
solutions. Those who share their
solution will be asked their
reasoning behind their answers.
Those with no solution or an
incorrect solution will be expected
then to take notes on and ask
questions.

What will you say or do to set up

the discussion of the big math
ideas?
Similarity between two figures can
be found by looking at
corresponding sides and angles. If
the two are similar, the objects will
be related by a scale factor.
At this point I will show more
examples of similar and not similar
figures testing their ability to
recognize similarity.

(May change based on what actually happens in class)

From this lesson we have discussed what it means for two items to be similar. We have also learned that it is alright to
not know but to never give up because that perseverance is helping your brain grow. Keep that in mind for everything you
do.

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Homework: None

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Name:___________________
Hour:__________
Similar Figures and the Wumps
Stem: Carl says, Two figures are similar to each other if they are related by a scaling factor.
Jenny says, Two figures are similar to each other if the corresponding sides are proportional and
corresponding angles are kept the same.
Level A: What is the scale factor of the sides of these two figures?
3in

9in

Level B: Are these two figures similar?

4 cm

2 cm
1cm

2 cm

Level C: Who is/are related to Mug Wump?

Level D: How could you use the nose to determine a Wump family member?

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