1. Instructional Multimedia Project
Breanne Kessenich

2. Day 1 - Introduction
Students will be able to…
 Define and apply ratios
 Solve algebraic proportions
 Apply proportions to real world scenarios

3. Day 1 – Introduction
 Class will begin by discussing what it means to be
“similar.” Students will come up with different examples of
similarity from the classroom or real life.
 Next, we will discuss ratios and proportions and use
students prior knowledge to come up with a definition of
ratios. Again, students will discuss ratios in real life (i.e.
recipes, mixing paint, repairing car parts or easy ones like
days per week or hours per day…)
 To end day 1, we will discuss how ratios and proportions tie
into our lesson on similar triangles. Students will receive
homework on simplifying ratios and solving proportions.
Then, we will view this video from teachertube to wrap-up.

4. Day 2 – Similar Figures
Students will be able to…
 Apply the property of scale factor
 Solve problems using similarity of triangles

5. Day 2 - Instruction
 The majority of the notes will be teacher-led direct
instruction. However, this instruction will stem from
discussions held by the class.
 Students will come to the board to complete examples
as we complete notes.
 After notes, students will complete an activity in pairs.

6. Day 2 – Similar Figures
 After completing a “Bell Ringer” and going over the
previous night’s homework, we will take our notes on
similar figures. We will discuss “scale factor” and how it
relates to reducing ratios. We will then “solve similar
figures” by setting up and solving proportions.
 We will then work on an activity in pairs where students
work to determine the height of their classmates without
measuring them.
 Materials needed: Objects such as
books, calculators, folders, etc. and pictures of students with
these objects that have already been printed.

7. Day 2 - Activity
 During day 1 of instruction, volunteers would have posed
for photos holding different objects
(calculator, book, folder, etc.). I would then print these
photos and set up different stations around the room.
Each station would contain 2 rulers, the photo and the
object being held in the photo.
 Students will move through stations and work together to
set up and solve proportions to determine the height of
their classmate in the picture.
 They will measure the student’s height in the picture, the
object’s height in the picture, and the actual object. They
will then set up and solve a proportion to determine the
height of their classmate.

8. Day 3 – Exploring Similar Triangles
Students will be able to…
 Use the definition of similarity, in terms of
transformations, to decide if two figures are similar
 Show that triangles are similar by AA, SSS and SAS
 Solve problems using similarity of triangles

9. Day 3 - Instruction
 Rather than complete a SketchPad tutorial, I will
provide the tutorial by demonstrating the steps for
constructing triangles on Geometer’s SketchPad as my
example projects on a screen at the front of the
computer lab.
 Students will follow me through the “tutorial,” and
they will then follow the directions provided to
measure angles, side lengths, and calculate ratios and
area.

10. Day 3 – Exploring Similar Triangles
 Students will be completing an activity on Geometer’s
SketchPad to determine relationships between the sides
and angles of similar triangles.
 Students will follow directions to complete the activity and
will record their findings on the record sheet.
 Upon completion of the SketchPad activity, students will
use their findings to complete their notes as
homework, filling in Theorems (Angle-Angle, Side-Side-
Side, Side-Angle-Side) and completing examples before
the next class.

11. Day 4 – Similar Triangle Practice
Students will be able to…
 Use the definition of similarity, in terms of
transformations, to decide if two figures are similar
 Show that triangles are similar by AA, SSS and SAS
 Solve problems using similarity of triangles

12. Day 4 - Instruction
 Day 4 will begin with a bell ringer “concept check” where
students will answer 3 easy-to-grade problems based on
topics covered thus far.
 As students complete the review activity, I will grade the
“concept check” and form a group of students who will
need additional instruction.
 Students in need of reteaching will not complete the
activity, but rather will work in a small group with me
completing guided practice and examples.

13. Day 4 – Similar Triangle Practice
 Day 4 will be used to recap and practice what we have learned
so far. Students will complete an “around the room” activity.
 Index cards will be hung around the room that will have
problems involving ratios, proportions, similar figures and
similar triangles. Cards will also have the answer to a different
problem in the bottom right corner.
 Students will choose a card to start on and solve the problem
on that card.
 Once the student has an answer to the question, they will
search the other cards for their answer. When they find it, they
will complete that problem.
 If the answer cannot be found, the student will know they
completed the problem incorrectly.

14. Day 5 - WebQuest
Students will be able to…
 Define and apply ratios
 Solve algebraic proportions
 Apply proportions to real world scenarios
 Solve problems using similarity of triangles

15. Day 5 - WebQuest
 Students will work in pairs to complete a WebQuest to
find the height of tall objects without measuring.
 This WebQuest can be adapted to be completed inside
of the building rather than outside. The teacher can
pick objects in a hallway (the height of a picture, the
height of a door, etc.) for students to calculate rather
than trees or flagpoles outside.

16. Day 6 - Review
 Students will complete a review in preparation for a quiz.
Day 7 - Quiz

17. Resources
 http://www.teachertube.com/viewVideo.php?video_id
=39271
 http://chatt.hdsb.ca/online%20conferences/mfm2p/T
ask1/pdfs/sketchpadassignments.pdf
 http://www.zunal.com/webquest.php?w=96984

18. Additional Useful Sources
 http://regentsprep.org/Regents/math/geometry/GP11/
Tsim.htm
 http://www.mathwarehouse.com/geometry/similar/tr
iangles/
 http://yourspace.minotstateu.edu/laurie.geller/TessaP
roj.pdf
 http://www.cut-the-
knot.org/Curriculum/Geometry/deVilliers.shtml