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* *Reflection: Vertical Alignment
Making Connections Between Art Project and Dilations Day 3 of 3 - Section 3: Wrapping Up the Lesson

*Making Connections Between Perspective Art and Dilations Day 3 Wrap up Refelction.mov*

*Making Connections Between Art Project and Dilations Day 3 of 3*

# Making Connections Between Art Project and Dilations Day 3 of 3

Lesson 13 of 23

## Objective: SWBAT make clear connections between the perspective art project and dilations on the coordinate plane from a center point of dilation.

## Big Idea: This lesson will really help your students connect the dots between the perspective art project and the math of performing dilations on the coordinate plane using similar triangles.

*50 minutes*

#### Introducing the Lesson

*10 min*

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.

*expand content*

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- LESSON 1: Introduction to Linear Equations in Two Variables
- LESSON 2: Speed Walking Through Proportional Relationships Day 1 of 2
- LESSON 3: Speed Walking Through Proportional Relationships Day2 of 2
- LESSON 4: Purchasing Cardstock - Earning Every Proportional Change
- LESSON 5: Discovering What it Means to be Similar Triangles
- LESSON 6: Discovering What it Means to be Similar Triangles Continued
- LESSON 7: Perspective Art Project
- LESSON 8: Movement In Linear Graphs Day 1 of 3
- LESSON 9: Movement in Linear Graphs Day 2 of 3
- LESSON 10: Movement in Linear Graphs day 3 of 3
- LESSON 11: Making Connections Between Art Project and Dilations Day 1 of 3
- LESSON 12: Making Connections Between Art Project and Dilations Day 2 of 3
- LESSON 13: Making Connections Between Art Project and Dilations Day 3 of 3
- LESSON 14: Applying Similar Triangles to Finding the Slope of a Linear Equation
- LESSON 15: Applying Similar Triangles to Finding the Slope of a LInear Equation Concluded
- LESSON 16: Applying Similar Triangles to Finding the Slope of a LInear Equation Concluded
- LESSON 17: Lines and Linear Equations Formative Assessment Lesson Day 1 of 2
- LESSON 18: Lines and Linear Equations Formative Assessment Lesson Day 2 of 2
- LESSON 19: Caffeinate Yourself Day 1 of 2
- LESSON 20: Caffeinate Yourself Day 2 of 2
- LESSON 21: Linear Equation Card Match
- LESSON 22: Linear Equations in Two Variables Unit Assessment
- LESSON 23: Linear Equations in Two Variables Unit Test Student Analysis