If I were to use this activity with my students, I would take all of the questions from the activity sheet and infuse them into various components of my lesson. For example, I would provide students with a coordinate grid, and have them plot the pre-images and images for the triangle and pentagon. I think this would be a great question to start the class prior to beginning a full lesson on dilations; therefore, I would use this question as the Problem of the Day.

Once the P.O.D is complete, I would have a student re-plot the images on my drop-down coordinate grid so the entire class can see the answer and check their work. Subsequently, I would engage students in a class discussion about Question #3. Based on student’s answers to Question #3, I would then ask the folowing questions:

** Teacher: **What do you notice about the size of the images?

* Student Response: *One is bigger than the other.

** Teacher:** Why do you think one is bigger than the other

*?*

** Student Respone: **Because we had to multiply each coordinate by two.

** Teacher: **What do you think would happen if we multiplied each coordinate by .2?

**Student Response: **The image would probably get smaller.

*Teacher:** *Why?* *

**Student Response: **Because we’re not multiplying by a whole number

**.**** Teacher: ** Take a look at the angles, the distance, and orientation of the figures. Have they changed?

**Student Response: **The angles and the orientation are the same, but the distance is not the same.

* Student Question*: Why does it look like the images have been translated?

** Teacher Response:** Because with a diliation, the distance is not the same, but the points are enlarged or contracted on the same path of motion.

* Student Question: *So, is a dilation a transformation?

** Teacher Response: **Yes, a dilation is a type of transformation, but the dilated image is either smaller or larger than the original

**.**

**Post-Discussion Classwork/Reflection**

Students will complete Question #5 in class to re-inforce their understanding of the lesson. Subsequently, they will answer Question#4 in their journals.

sharoncas

Jul 09, 2012@ 17:46:13I really like how you broke this lesson up. You have also asked questions that require higher order thinking. I also like how they will respond to #4 in a journal. This will give you a good idea of their understanding of the lesson.