**Day 1**

**Bellwork – Open Ended question (10 minutes)**

Have a picture and a dilated version of the picture. Ask students to brainstorm how one might be able to create an enlargement of a picture. (By this point, students have seen coordinate rules of reflections, rotations and translations). You may also want to include asking students to write down as many coordinate rules as they remember (usually dilations comes in right after a study of reflections, rotations and translations and an introduction to scale factor).

**Introduce Project Expectations (10 minutes)**

I like to showcase student work and then introduce students to their dilation packet. See attached document for quality exemplar work.

- Suggestions:
- Have students partner up with a table partner [turn and talk] and analyze some of the exemplary student work. Ask them to explain things like how the exemplar notes and high quality student work shows a high quality understanding of dilations.
- Ask students to reflect on the difference between the 3- and the 4 point column of the rubric so that they understand the subtleties in the differences between a good and a great product.

**Note Taking/Portfolio Development [Part 1] (20 minutes)**

Students should answer questions 1-3 on the document to develop an understanding of the vocabulary. They can watch the video linked to explain some of the basic vocab surrounding dilations, enlargement, reduction and scale factor OR they can search for definitions and examples of these terms through internet searches. [TEACHER SHOULD CHECK THE QUALITY OF THE STUDENTS’ NOTES AT THE END OF THIS PART OF THE PROJECT] – When the students finish their basic note-taking, the students should come up to the teacher (or you come up to them) and you should inspect the quality of the notes based on the rubric. If the students’ notes are insufficient, you can suggest resources for the students to check out and ask them how they can achieve a higher score on the rubric. If the notes are sufficient, they should move onto the DeltaMath exercises.

**DeltaMath Practice over Dilations (30 minutes)**

Before starting the scale drawings, students should practice the basic techniques with the DeltaMath exercises. See Dilation DeltaMath Guidance For Teachers to see an overview of the types of questions and tasks that are good to assign students. If you do not have access to DeltaMath, a Kuta Software worksheet or something similar on basic dilations might also be effective as well. In my implementation of DeltaMath, I historically find that students who write the problems down on a sheet of paper as they do them, or utilize a Google Doc, are able to practice and internalize the feedback more effectively. For this project, I suggest that the students include the DeltaMath exercises or at least a summary of them in their Notetaking Portfolio.

For this project, I would assign “ Construction of a Dilated Triangle.” In my Geometry Course, I love assigning Geometric constructions through DeltaMath to the students. If you are going this route, I think that it is essential to tell the students that they must watch the video. I tell them to watch one step, stop, and then imitate it (this sort of approach to the video watching is similar to watching an instructional video on how to do a recipe or a do-it-yourself home improvement project).

**Project Proposal and Planning (15 minutes)**

Students should choose a logo and draft out and sketch their “game plan” before being given a graph paper. It does not need to be perfect but should demonstrate how coordinate rules or Geometric tools are used in the creation of their scale drawing. [TEACHER SHOULD CHECK AT THE END OF THIS POINT EACH STUDENTS’ PROPOSAL- IF THE PROPOSAL LOOKS GOOD, THE STUDENT HAS EARNED THEIR GRAPH PAPER OR POSTER PAPER]

**Day 2/Overnight**

Depending on whether you assign homework or not, the scale drawing can either be assigned as homework or started the next day in class. Effective scale drawings can take anywhere from 30 minutes to several hours (some students may get so into it that they may spend hours on it at home). Consider assigning 20-30 minutes in class to finish the students’ scale drawings.

**Reflection (10-15 minutes)**

When students have a final product, they should reflect on their final product by writing a page talking about the processes that they used and the effectiveness of these processes. Students should also think about obstacles they faced and what they would do differently the next time. You could even structure the reflection piece so that students reflect on how they might use precision tools or the concept of scale in a future career.

**Presentation (Remaining of the Period- time varies depending on class size)**

The presentations could be in the form of a learning event, where students’ scale drawings are posted around the room and students can write Post-it notes to give other students’ feedback on their scale drawings.