Making Connections Between Art Project and Dilations Day 3 of 3

I opened the lesson by re-examining the learning goals listed at the start of the activity.  I let them know that today would focus on the mechanics of dilations when centered somewhere other than on the origin.  I asked students to vote quickly on two options:  when dilations are centered at the point (0,3) you can follow the same property of multiplying the scale factors by each x and y coordinate to properly dilate the triangle and then no you cannot follow the same property.  I made it known that this dilation is straight from a high school lesson on dilations but graphing the line y = x + 3 is from 8th grade math.  We are going to explore the relationship each triangle has to the line when dilated from the point (0,3). Then I read all the student conjectures about how the project relates to dilations on the coordinate plane recorded the day before on a poster. I opened the floor for new conjectures (hypothesis) about how the mechanics of the project are related to the mechanics of performing a dilation on the coordinate plane.  Then we all agreed on the goals for the day and moved into completing graph two today.