1. IMPACT SAMR Cover Sheet Task Overview 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 Geogebra 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 To determine whether angles are congruent Promethean board ActiveInspire Software Louisiana Math Standard (include description): HSG-SRT.A Understand similarity in terms of similarity transformations Teacher: David Keesling MODIFICATION Technology allows for significant task redesign.. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. 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. transformation enhancement

2. Measuring Angles with Promethean 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. 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. This task uses: Promethean board ActiveInspire Software Learning Objective(s): To determine whether angles are congruent To relate angle congruence to similar triangles S SUBSTITUTION Technology acts a direct substitute, with no functional improvement

3. Proving Congruence using Transformations 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. Students will use the Geogebra app on an iPad to carry a figure onto another figure to determine whether the two figures are congruent. This task uses: iPad Geogebra Learning Objective(s): To prove triangles congruent using a series of rigid transformations A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement.

4. Making a Similar Triangle 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. Students will model a triangle in the real world from one given to them on paper using GPS This task uses: iPhone compass app Google Earth Learning Objective(s): To model similar triangles on a large scale using GPS M MODIFICATION Technology allows for significant task redesign.

5. Triangle Similarity How-To Video 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 Students will create and publish a video demonstrating how to find the height of a tall structure using triangle similarity This task uses: iPad iMovie Blackboard Learning Objective(s): To determine the height of a building by applying the properties of similar triangles. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable.