## Similar or Same: The One with Academic Language

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That sinking moment when it becomes clear you didn’t teach vocabulary as much as you should have. There were some things that went well with this unit and a whole lot of new ideas for the next time we teach it, but I wish I’d done a better job emphasizing academic language, especially when the kiddos mistake “similar” for “same”, which is…reasonable, but problematic.

## Measure the Height: The One with Rubric Revisions

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Some test revisions and explanations based, somewhat, on review day and a rubric.

## Which Triangles are Similar?: The One with the Similarity Group Test

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Similarity group test to prepare for Friday’s individual test. Relatively solid in most of the classes

## Transamerica Pyramid: The One with the Scribblings

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I’m a sucker for anything that involves kiddos labeling diagrams. Using diagrams of similar shapes to find missing sides. Especially proud that some of the kiddos circled the numbers (a strategy we learn in our 3 Reads protocols)

What do you notice? What do you wonder?

## How High?: The One Where We Estimate the Height of the School

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First in a series of approximating the height of the school. Note the change in finding the second of the similar triangles.

Bonus points if you leave a guess for the height of our school in the comments.

What do you notice? What do you wonder?

## The One with Many Dilations

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It’s fascinating to see how the kiddos think of dilating shapes. One of my big takeaways from this unit (slash, this year?) is that our lessons feel stronger when there are many ways to do the problem and we let students do the thinking. Obvious? Maybe.

What do you notice? What do you wonder?

## The One with Arrows and Numbers

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When you don’t speak the same language, but you still all have to explain to the Mister:

What do you notice? What do you wonder?

## The One with My Writing

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Solving problems with similarity. The writing on this one is largely mine, which says something about this unit and how much access kiddos might feel they have to it. That being said, I hope they’re starting to make some connections to scale factors and multiplication. I also need to make more clear the idea of whether a shape is already similar or whether we’re trying to prove the shape is similar.

## The One with My Drawings

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I’d say something about student work and messiness, but…this is my work from my full class demo. It gets the idea of dilation across. We struggled with dilating shapes from an external point last year, so this year, we focused on other ways to dilate shapes from a point on the shape itself. We had more luck with rulers and graphs. (And then there was a shark paper, where kiddos tried to dilate a giant shark. Wish I had some photos of that)

What do you notice? What do you wonder?

## The One with the Angle Measurements

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We do some more work measuring angles, but this time with protractors. It feels like quite a few kiddos have some traction and understanding here. We do some more individual work with measuring lines and angles, which feels worthwhile.

Fun fact: the Spanish word for “protractor” is “transportador”. Wild.What do you notice? What do you wonder?