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IMPACT SAMR Cover Sheet
Teacher: David Keesling
Learning Objective(s)
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
building by applying the
properties of similar triangles.
iPad
iMovie
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
iPhone compass app
Google Earth
Students will use the Geogebra app
on an iPad 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
iPad
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
Geogebra
ActiveInspire Software
enhancement
REDEFINITION
Task Overview
transformation
Louisiana Math Standard (include description): HSG-SRT.A Understand similarity in terms of similarity transformations
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 ActivInspire
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
ActiveInspire 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 iPad 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:
iPad
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 iPhone 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:
iPhone 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 iPad.
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 iMovie 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:
iPad
iMovie
Blackboard
Learning Objective(s):
To determine the height of
a building by applying the
properties of similar
triangles.