IMPACT SAMR Cover Sheet Teacher David Keesling Louisiana

IMPACT SAMR Cover Sheet Teacher: David Keesling Louisiana Math Standard (include description): HSG-SRT. A Understand similarity in terms of similarity transformations Suggested Technology Students will create and publish a video demonstrating how to find the height of a tall structure using triangle similarity To determine the height of a i. Pad i. Movie building by applying the properties of similar triangles. Blackboard Students will model a triangle in the real world from one given to them on paper using GPS To model similar triangles on a large scale using GPS i. Phone compass app Google Earth Students will use the Geogebra app on an i. Pad to carry a figure onto another figure to determine whether the two figures are congruent. To prove figures congruent using a series of rigid transformations i. Pad Students will use the Promethean board to determine whether angles that look congruent are in fact congruent. To find and compare the measures of angles Promethean board Technology allows for the creation of new tasks that were previously not conceivable. MODIFICATION Technology allows for significant task redesign. . AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. SUBSTITUTION Technology acts as a direct tool for substitution with no real change. To determine whether angles are congruent transformation Learning Objective(s) Geogebra Active. Inspire Software enhancement REDEFINITION Task Overview

S Measuring Angles with Promethean Students will use the Promethean board to determine whether angles that look congruent are indeed congruent or not. This lesson builds a foundation for triangle similarity. 1. Use the Promethean board and built-in protractor tool in the Activ. Inspire software to measure each of the two angles in the flipchart page. 2. Determine, based on the angle measures, whether the two angles are congruent. 3. Discuss your conclusion with the class. Include how congruent angles apply to similar triangles. SUBSTITUTION Technology acts a direct substitute, with no functional improvement This task uses: Promethean board Active. Inspire Software Learning Objective(s): To determine whether angles are congruent To relate angle congruence to similar triangles

A Proving Congruence using Transformations Students will use the Geogebra app on an i. Pad to carry a figure onto another figure to determine whether the two figures are congruent. 1. Create three points: A(-5, 2), B(-3, 1) and C(-1, 5) using Geogebra. 2. Create triangle ABC by using the polygon tool and selecting points A, B, and C. 3. Create three additional points: D(1, -1), E(5, -4) and F(3, -5). 4. Create triangle DEF by using the polygon tool and selecting points D, E, and F. 5. Choose one of the triangles and use a combination of the reflect, rotate, and move and/or translate functions to try and carry the triangle onto the other triangle. 6. Keep track of the transformations you end up using during this process and share your method with your class. 7. Discuss the difference between congruence and similarity. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. This task uses: i. Pad Geogebra Learning Objective(s): • To prove triangles congruent using a series of rigid transformations

M Making a Similar Triangle Using GPS Students will model a triangle in the real world from one given to them on paper using GPS 1. Measure the sides of the triangle that you have been given in the handout. 2. Have one person in the group open Google Earth. Find the school and zoom in to the football field. 3. Design a triangle that will fit within the football field which is similar to the triangle on your handout. 4. Use Google Earth to map the three corners of the triangle onto the football field and note their GPS locations in the Google Earth software. 5. Once we get to the football field, use the GPS information from the compass app of an i. Phone to walk to each corner of the triangle you designed on the football field. Post one group member at each of these corners. 6. The teacher will proceed up to the press box and take a picture of your group while they are forming the triangle. 7. We will adjust the image to correct for the isometric point of view then print it out. 8. You will compare your real-world triangle with the triangle from your handout and see if you created a similar triangle. MODIFICATION Technology allows for significant task redesign. This task uses: i. Phone compass app Google Earth Learning Objective(s): • To model similar triangles on a large scale using GPS

R Triangle Similarity How-To Video Students will create and publish a video demonstrating how to find the height of a tall structure using triangle similarity 1. Document all of the following as videos on the i. Pad. 2. Choose a building on campus which has a shadow that is accessible. 3. Place one end of a yard or meter stick on the ground so that the stick is perpendicular to the ground. 4. Hold the yard stick still and have another in your group measure the length of its shadow on the ground. 5. Use lengths of the yard stick or a tape measure to then measure the length of the shadow of the chosen building. 6. Use the lengths you have measured and set up a ratio between the triangles framed by the building and its shadow and the yard stick and its shadow. 7. Use this ratio to solve the problem of how high the building is. 8. Use i. Movie to combine and edit the various videos you have taken to produce a movie that explains your process and demonstrates the answer to your problem. 9. Transfer the movie to PC then upload it to your groups' Blackboard blog REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. This task uses: i. Pad i. Movie Blackboard Learning Objective(s): To determine the height of a building by applying the properties of similar triangles.