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4) Empathize: Students will empathize with the other students, various methods of proving the same theory.
Rubric:
Grade:
Score: _ Name:
Grade:
Score:
Similar Triangles Pyramid Project Rubric
Desai – Math 10th Grade
Name: ___
Category
3 points

4) Empathize: Students will empathize with the other students, various methods of proving the same theory.
Rubric:
Name: Grade: Score: __
SimilarGrade:
Score: _
Similar Triangles Pyramid Project RubricDesaiRubric
Desai – Math 10th Grade
Name: ___
Category
3 points

4) Empathize: Students will empathize with the other students, various methods of proving the same theory.
Rubric:
Name: _ Grade: _ Score: Grade: Score: __
Similar
Similar Triangles Pyramid Project Rubric
DesaiRubricDesai – Math
Category
3 points

Rubric:
Name: _ Grade: _ Score: __
Project Rubric
Desai – Math 10th Grade
Category

4) Empathize: Students will empathize with the other students, various methods of proving the same theory.
Rubric:
Rubric:
Name:Name: _ Grade: _ Score: _____
Similar Triangles Pyramid Project Rubric
Desai – Math 10th Grade
Category
3 points
2 points
1 point
0 points
Completion
Project is 100% complete. It addresses all mathematical components of the task.
Project is 70% complete. It addresses most mathematical components of the task.
Project is 30% complete. It addresses few mathematical components of the task.
No Project was turned in.
Analysis
Student completely analyzes information to develop an organized approach to a solution.
Student substantially analyzes information to develop an organized approach to a solution.
Student partially analyzes information to develop an organized approach to a solution.
Student does not analyze information to develop an organized approach to a solution.
Strategy
Student uses logical strategy that supports correct solution for all components.
Student uses logical strategy that supports correct solution for most components.
Student uses logical strategy that supports correct solution for few components.
Student uses no logical strategy to support correct solution.
Terminology
Student uses precise and accurate mathematical terminology for all components.
Student uses precise and accurate mathematical terminology for most components.
Student uses precise and accurate mathematical terminology for few components.
Student does not use precise and accurate mathematical terminology.
Organization
Information is logical, interesting sequence which the reader is able to follow.
Information is logical which the reader is able to follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Neatness
Work is done neatly.
Work has one or two areas that are sloppy.
Work has three or more areas that are sloppy.
Work is illegible.
References
(Only if visuals are used)
Work displays the correct number of references written correctly.
References section was completed incorrectly.
Work does not have the appropriate number of required references.
Work displays no references.
Name: Grade: Score: _
Similar Triangles Pyramid Project Rubric
Desai – Math 10th Grade
Category

them, and solve problems involving them
· Use visualization, spatial reasoning, and geometric modeling to solve problems
students should–
Ø Draw and construct representations of two– and three–dimensional geometric objects using a variety of tools.
May 4, 2001
Task:
SAS, SSS).
Purpose:
The purpose of this activity is for the students to create a poster proving that two pyramids are similar (AA, SSS, SAS) based on the information they have learned in the previous lessons.
Enduring Understanding:
Students will be able to explain that similar pyramids or similar triangles have congruent angles and proportional sides.
Essential Questions:
· What is the mathematical definition of AA, SSS, and SAS in similar pyramids?
· What is required to prove two pyramids are similar?
· How do you use similarity to solve problems?
Guiding Questions:
· Are all triangles similar? Explain your reasoning.
· Where in real life can you use the concept of similar triangles?
GRASPS:
Goal:
triangle shape).
Role:
·
Role:
· The pharaoh his wife.
· The deadline for this birthday present is May 17, 2011, and there are certain specifications you have to follow. For example, the pyramids have to be next to each other, and they should be considered similar (remember the pyramids are suppose to be in a triangle shape).
Audience:
Your audience is the pharaoh of Egypt and his family.
Situation:
The
The pharaoh of his wife.
Product:
·
Product:
· You will similar triangles.
·
· Show all two triangles.
·
· Write a similar triangles.
·
· Your posters 17, 2011.
Standards
Standards and Criteria:
NCTM Standards:
· Analyze characteristics and properties of two– and three–dimensional geometric shapes and develop mathematical arguments about geometric relationships
students should–
Ø Explore relationships (including congruence and similarity) among classes of two– and three–dimensional geometric objects, make and test conjectures about them, and solve problems involving them.
· Use visualization, spatial reasoning, and geometric modeling to solve problems
students should–
Ø Draw and construct representations of two– and three–dimensional geometric objects using a variety of tools.
4 Facets of Understanding:
1) Explain: Students will justify their proof with regards to the two similar triangles (two similar pyramids) in a small paragraph written on the poster.
previous lessons.
3) Perspective: Students will observe their peers posters displayed in the classroom and gain multiple view points on the same project.
same theory.
Rubric:
Name: Grade: Score:Rubric:
Name: _
Similar Grade: Score: ___
Similar Triangles Pyramid Project Rubric
Desai – Math 10th Grade
Category
Project is 70% complete. It addresses most mathematical components of the task.
Project is 30% complete. It addresses few mathematical components of the task.
No Project was turned in.
Analysis
Student completely analyzes information to develop an organized approach to a solution.
Student substantially analyzes information to develop an organized approach to a solution.
Student partially analyzes information to develop an organized approach to a solution.
Student does not analyze information to develop an organized approach to a solution.
Strategy
Student uses logical strategy that supports correct solution for all components.
Student uses logical strategy that supports correct solution for most components.
Student uses logical strategy that supports correct solution for few components.
Student uses no logical strategy to support correct solution.
Terminology
Student uses precise and accurate mathematical terminology for all components.
Student uses precise and accurate mathematical terminology for most components.
Student uses precise and accurate mathematical terminology for few components.
Student does not use precise and accurate mathematical terminology.
Organization
Information is logical, interesting sequence which the reader is able to follow.
Information is logical which the reader is able to follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Neatness
Work is done neatly.
Work has one or two areas that are sloppy.
Work has three or more areas that are sloppy.
Work is illegible.
References
(Only if visuals are used)
Work displays the correct number of references written correctly.
References section was completed incorrectly.
Work does not have the appropriate number of required references.
Work displays no references.
Name: Grade: Score: _
Similar Triangles Pyramid Project Rubric
Desai – Math 10th Grade
Category
3 points
2 points
1 point
0 points
Completion
Project is 100% complete. It addresses all mathematical components of the task.
Project is 70% complete. It addresses most mathematical components of the task.
Project is 30% complete. It addresses few mathematical components of the task.
No Project was turned in.
Analysis

Welcome to My Wiki!
April 19, 2011
Topic:
Similar TrianglesTriangle Concept (AA, SSS, SAS)
Enduring Understanding:
able to use Angle Angle (AA), Side Side Side (SSS),explain that similar triangles have congruent angles and Side Angle Side (SAS) similarity tests for triangles.proportional sides.
Essential Questions:
What· What is the mathematical definition of AA, SSS, and SAS in similar pyramids?
· What is required prove two trianglespyramids are similar?
· How do you use similarity to solve problems?
NCTM Standards:
· Analyze characteristics and properties of two – and three – dimentional geometric shapes and develop mathematical arguments about geometric relationships
Ø Explore relationships (including congruence and similarity) among classes of two – and three – dimensional geometric objects, make and test conjectures about
them, and solve problems involving them
· Use visualization, spatial reasoning, and geometric modeling to solve problems
o Grades 9–12 Expectations: In grades 9–12 all students should–
Ø Draw and construct representations of two– and three–dimensional geometric objects using a variety of tools.
May 4, 2001
Task:
Prove two pyramids are similar using the concept of similar triangles (AA, SAS, SSS).
Purpose:
The purpose of this activity is for the students to create a poster proving that two pyramids are similar (AA, SSS, SAS) based on the information they have learned in the previous lessons.
Overarching Enduring Understanding:
Students will be able to explain that similar pyramids or similar triangles have congruent angles and proportional sides.
Essential Questions:
· What is the mathematical definition of AA, SSS, and SAS in similar pyramids?
· What is required to prove two pyramids are similar?
· How do you use similarity to solve problems?
Guiding Questions:
· Are all triangles similar? Explain your reasoning.
· Where in real life can you use the concept of similar triangles?
· How can you determine two pyramids are similar?
· What did you find out about corresponding sides and corresponding angles of pyramids or triangles?
· In what way is proof necessary?
Materials:
· Posters
· Calculators
· Pens / Pencils
· Markers
· Pyramid Visual Aid (Optional)
· Rubric (see below)
GRASPS:
Goal:
Your goal is to create a poster containing two pyramids that are considered similar (the pyramids are in a triangle shape).
Role:
· The pharaoh of Egypt has selected you to build two pyramids, one for the pharaoh, and the other one for his wife. The pyramids are a birthday present for himself and his wife.
· The deadline for this birthday present is May 17, 2011, and there are certain specifications you have to follow. For example, the pyramids have to be next to each other, and they should be considered similar (remember the pyramids are suppose to be in a triangle shape).
Audience:
Your audience is the pharaoh of Egypt and his family.
Situation:
The pharaoh of Egypt wants you to build two similar pyramids as a birthday present for himself and his wife.
Product:
· You will create two pyramids that are similar. Since the pyramids are in a triangle shape, and the two triangles are supposed to be similar triangles, you have to prove that they are similar triangles.
· Show all steps when proving that the two triangles are similar (AA, SSS, SAS). You can select your own measurements (make sure they are proportional) for all angles and sides of the two triangles.
· Write a short paragraph explaining your proof regarding the two similar triangles.
· Your posters will be displayed in the classroom for your peers to observe. On your posters, you can put pictures of pyramids if you choose to (putting pictures is not mandatory). If you do include pictures, you have to reference them. For every picture without a reference I will deduct one point each. The assignment is due on May 17, 2011.
Standards and Criteria:
NCTM Standards:
· Analyze characteristics and properties of two– and three–dimensional geometric shapes and develop mathematical arguments about geometric relationships
o Grades 9–12 Expectations: In grades 9–12 all students should–
Ø Explore relationships (including congruence and similarity) among classes of two– and three–dimensional geometric objects, make and test conjectures about them, and solve problems involving them.
· Use visualization, spatial reasoning, and geometric modeling to solve problems
o Grades 9–12 Expectations: In grades 9–12 all students should–
Ø Draw and construct representations of two– and three–dimensional geometric objects using a variety of tools.
4 Facets of Understanding:
1) Explain: Students will justify their proof with regards to the two similar triangles (two similar pyramids) in a small paragraph written on the poster.
2) Apply: Students will demonstrate their understanding by performing the AA, SSS, and SAS methods correctly from the information they learned during the previous lessons.
3) Perspective: Students will observe their peers posters displayed in the classroom and gain multiple view points on the same project.
4) Empathize: Students will empathize with the other students, various methods of proving the same theory.
Rubric:
Name: Grade: Score: _
Similar Triangles Pyramid Project Rubric
Desai – Math 10th Grade
Category
3 points
2 points
1 point
0 points
Completion
Project is 100% complete. It addresses all mathematical components of the task.
Project is 70% complete. It addresses most mathematical components of the task.
Project is 30% complete. It addresses few mathematical components of the task.
No Project was turned in.
Analysis
Student completely analyzes information to develop an organized approach to a solution.
Student substantially analyzes information to develop an organized approach to a solution.
Student partially analyzes information to develop an organized approach to a solution.
Student does not analyze information to develop an organized approach to a solution.
Strategy
Student uses logical strategy that supports correct solution for all components.
Student uses logical strategy that supports correct solution for most components.
Student uses logical strategy that supports correct solution for few components.
Student uses no logical strategy to support correct solution.
Terminology
Student uses precise and accurate mathematical terminology for all components.
Student uses precise and accurate mathematical terminology for most components.
Student uses precise and accurate mathematical terminology for few components.
Student does not use precise and accurate mathematical terminology.
Organization
Information is logical, interesting sequence which the reader is able to follow.
Information is logical which the reader is able to follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Neatness
Work is done neatly.
Work has one or two areas that are sloppy.
Work has three or more areas that are sloppy.
Work is illegible.
References
(Only if visuals are used)
Work displays the correct number of references written correctly.
References section was completed incorrectly.
Work does not have the appropriate number of required references.
Work displays no references.

Ø Explore relationships (including congruence and similarity) among classes of two – and three – dimensional geometric objects, make and test conjectures about
them, and solve problems involving them
Them

Ø Explore relationships (including congruence and similarity) among classes of two – and three – dimensional geometric objects, make and test conjectures about
them, and solve problems involving them
Ø ThemThem

NCTM Standards:
· Analyze characteristics and properties of two – and three – dimentional geometric shapes and develop mathematical arguments about geometric relationships
should –
Ø
Ø Explore relationships conjectures about them,
them, and solve
Ø Them