5E Thinking through a Lesson Protocol (5E-TTLP)

Class Info
Teacher Name: Ms. King and Ms. Willson

Class and Grade: 7th Grade Geometry

Date: 29 March 16

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Lesson Info
Lesson Name: Ratios Within Similar Parallelograms

Lesson Topic: Corresponding ratios of similar parallelograms

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Standards
Nebraska Mathematics Content Standards

MA 8.3.2.c Find similar two-dimensional figures and define similarity in terms of a series of transformations.
MA 7.1.2.a Solve problems using proportions and ratios (e.g., cross products, percents, tables, equations, and graphs).

Nebraska Mathematics Process Standards

Makes Mathematical Connections

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Objectives and Assessments

Lesson Objective(s):

Students will learn the definitions of ratios and equivalent ratios and then use this knowledge to define similarity.

Lesson Assessment(s):

Checking for student understanding throughout the lesson by going over problems as a class.
Asking students what they learned during this class period.
Asking the final question of the lesson to check for their understanding.

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 5E Thinking through a Lesson Protocol (5E-TTLP)

Materials Needed
24 copies of 4.1 handout
12 sets of geometric figures
20 rulers

Overarching 5E Approx. Students Activities Anticipated Student Thinking & Teacher Activities
Lesson Phases Timing Questions
(details about how students are (details about what work the teacher
Phases
configured, what work they are doing is doing including specific actions
[in CMP] and how they are recording their performed and questions asked/
work) responses given)

Engage Start the lesson making sure that Have figures on each table.
each student has a shoulder
partner, will make adjustments as Start with introduction, who we
we need to at the beginning of are, what we will be talking about.
class. Briefly overview the lesson and
1-3 minutes then begin.
Lesson will start when students
attention is at the front on the Overview: Today we will learn
teachers. about ratios and equivalence ratios
and how those apply to similarity.
LAUNCH Then we will do an activity based
on these ideas.
ST: Same picture. Different sizes.
How are they different? Height and
width.
Show Slide 2. What do the students
ST: Imposters would be not similar. notice about the figures. What is
So, stretched in the length and the difference between the figures?
width different amounts. Relate it to the wumps. Which
3-5 minutes would be imposters to the original?
SQ: What do you mean by measure Since there are no straight sides to
them? the figures, what measurements
 5E Thinking through a Lesson Protocol (5E-TTLP)
3-5 minutes
Students will learn how to find the
height to width ratio and the ratio
Students will work with their
shoulder partners to find the ratios.
5 minutes Students will share their findings
and either agree or disagree.
Students will share their ideas until
an agreement on the right answer
is formed.
Students will discuss with their
shoulder partner to see which
ST: Theres height and width of the
picture. What about diagonals?
ST: Asked for measurements, so
height and width. How can we
compare them? The scale factor?
ST: So, we are no longer looking at
how much you multiply and divide
each figure by. Just looking at the
ratio of the sides.
SQ: Why is the ratio height to width
and not width to height?
It can go either way, but for this
activity, we want height to width
ratios so we can compare
everybodys answers in the same
way.
Reciprocals could come up, so
explain that they found the width
to height ratio instead of height to
width
ST: The ratios are height to width.
So take the length of the side and
could we make in order to compare
the figures?
Set up the table. Have students
think through how we would set up
the table, what are important
aspects to include, which
information is relevant to solving
the problems?
Introduce the idea of a ratio, what
it is, how to describe it, and then
introduce the height to width ratio.
Pass out Handout 4.1
Walk through the process of finding
the height to width ratio using the
original figure. Then walk through
the process of finding the ratio.
Then have students work with
shoulder partners to find the next 3
ratios.
After students have found all 4
height to width ratios, have 3
different students share their
answers, and see if the class is in
agreement. If not, have them
explain what they did.
Next, introduce equivalent ratios.
What is it? Then have students
work with shoulder partners to
 5E Thinking through a Lesson Protocol (5E-TTLP)
3-5 minutes figures have equivalent ratios, if
any and come up with a reason
why.
Students will share their findings.
And either agree or disagree.
Students will define similarity and
then use their knowledge about
2 minutes
ratios to figure out shapes are
similar.
Explore Students will work with shoulder
partners to complete the 4.1
Explain
handout questions with regards to
Elaborate the 7 sets of geometric figures. In
the order listed below.
Evaluate
Students will work with their
shoulder partners to first find the
5 minutes height to width ratios of each shape
1
EXPLORE by making measurements with their
rulers.
Students will first work on problem
A together with their shoulder
partners. After partners have
finished, they can talk and compare
answers with the groups.
1
Keep in mind that the 5E phases of Explore, Explain, Elaborate, and Evaluate should occur within the Explore and/or Summarize phases, but they do not need to occur in both.
Color coding can help you to identify the phases throughout your plan
compare it to the width of the
bottom
ST: Whats the difference between
equivalent ratios and
non-equivalent ratios? Can
non-equivalent ratios tell us
anything?
ST: What is similarity and how do I
apply it to my new knowledge
about ratios?
SQ: How do we know what the
height and width are?
ST: Does it matter how the height
and width are measured? Will it
always be measured in the same
way for all shapes?
determine if there are any
equivalent ratios.
Come together as a class, ask
students to share what they found,
are there any equivalent ratios? If
so which ones are and why.
Lastly, show the students the slide
that reviews similarity. What does it
mean if two shapes are similar?
Which of our figures are similar?
Why?
Explain the next activity. Shoulder
partners should have sets of 4
rectangular shapes and will
determine which shapes are similar
by figuring out the height to width
ratios of each figure. Explain that
measurements will be to the
nearest half inch and the height
and width are defined by H and W.
This feeds into Problem A. Have
students complete this with their
shoulder partner.
Teachers will be walking around,
challenging students to think about
how they came to their conclusions
as well as taking questions.
 5E Thinking through a Lesson Protocol (5E-TTLP)
A pair of shoulder partners will
share what they found. The rest of
2-3 minutes
the the students will compare their
answers and either agree or
disagree. A discussion will be
formed until an agreement on the
right answer is found.
1-2 minutes As the class is discussing, we are
looking that students are using the
terminology correctly. Such as
saying the height to width ratio is 2
inches to 4 inches which gives us a
ratio of one half.
Students will find the ratio of the
length of the longer side of the
5 minutes parallelograms to the shorter side
and use these measurements to
answer questions 1 and 2 from
problem B and Problem C. After
partners have finished, they can
compare answers with their groups.
After students have completed part
A, we will come back together as a
class and discuss their answers.
After discussing part A, ask students
ST: The height and width arent how we can find the ratios for
necessarily the same. parallelograms? What is different
about the parallelograms?
Looking at the worksheet, it says
the shorter side to the longer side
ST: Can we take the height and
width ratio and still find if they are
similar? How different does the
problem become if we take the
height instead of one of the side
Students will then complete
lengths?
Problem B using the 3
parallelograms with their shoulder
partner. Once done with Problem B,
SQ: Height and width are not
have them answer Problem C with
marked, so what are we measuring
their shoulder partner.
and comparing with the
parallelograms? Teachers will be walking around
challenging students to think about
SQ: Does it matter what side is first
how they came to their conclusions
in the ratio?
as well as taking questions.
 5E Thinking through a Lesson Protocol (5E-TTLP)
ST: How is this similar to the
rectangles. How can we compare
sides in the same way that we
compared height and widths

SQ: What does adjacent mean?

SQ: What does corresponding sides

mean?

ST: What makes a parallelogram

different than a rectangle?

A pair of shoulder partners will Come together as a class and

share what they found. The rest of
the the students will compare their
2-3 minutes
answers and either agree or
disagree. A discussion will be
formed until an agreement on the
right answer is found.
If time allows, students will answer
2-3 minutes
the bonus question as part of a
class discussion.
ST: What do I know about squares
and other shapes? Squares have
the same length all the way around,
so the ratio would be 1. So, all
squares are similar
discuss their answers to both parts.
Ask them what they notice about
the angles of the parallelograms.
Bonus Discussion Question Are all
squares considered similar? What
about rectangles? How about
hexagons? Etc..

Explain Students will be a part of a class
discussion about what they learned
Elaborate
SUMMARIZE1 today, including talking with their
Evaluate 5-8 minutes groups to come up with one thing
that they learned as group and then
sharing this with the class.
Students should be thinking about
what they learned, which includes
height to width ratios, equivalent
ratios and how those relate to
similarity.
Have each table group of 4 come up
with what they learned today, it
should be along the lines of the
summary sentence.
Summary Sentence: Students
understand how to set up a height
to width ratio and understand how
5E Thinking through a Lesson Protocol (5E-TTLP)
For the final question:
What do you mean by height to
height/ width to width ratios?
Students should think about the
prior knowledge they have gained
about similarity and their new
knowledge about ratios to answer
these questions.
to use equivalent ratios to
determine if figures are similar.
Have groups share with the class.
Then ask the following question:
What if we measured height to
height ratios or width to width
ratios? Could we prove equivalence
this way?