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[music plays]

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Narrator: Eighth-grade students in Alma Perales' class have been
using a Frayer Model to increase their understanding of math

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vocabulary and concepts. In this video, students practice creating
examples and non-examples of dilation.

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Student 1: So what shapes do we do?
Student 2:  Rectangles.

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Student 1: Rectangles.
Student 2: Yes.

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Student 1: Okay.
Student 2: We should do a smaller one, 1 x 2.

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Student 1: 1 x 2.  Make it bigger?
Student 2: Yeah, we should go to an enlargement.

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Student 1: Enlargement? Okay.
Student 2: Yes, 2 x 4.

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Student 1: Let's check the characteristics.
Student 2: The size changes but not the shape. A scale factor

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greater than one is an enlargement. The figure does not rotate or
flip. A five...I mean a scale factor between zero and one, creates a

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reduct.
Student 3: Reduction.

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Student 2: My bad. The figures are similar so square, I mean
rectangle and rectangle are similar and the size changes but not the

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shape, so...
Student 1: It's an enlargement.

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Student 2: Yes. And then non-examples.
Student 1: What should we do on non-example? What shape?

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Students 2 & 3: Rectangle.
Student 1: We keep that. And let's check the characteristics. The

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size changes but not the shape. This is a non-example, because it's
not that. It's wrong.

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Student 2: Yes, this is rectangle, and this is a square.
Student 1: Yes.

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Student 2: It went from a rectangle to a square. That's why it's a
non-example, because the shape changed.

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Narrator: The teacher calls the class back together and gives
students an opportunity to share their explanations of examples and

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non-examples. Later, she wraps up the lesson, restating the primary
focus.

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Teacher: Our main objective today was to generate similar figures
using dilations, including enlargements and reductions. And we

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incorporated the Frayer Model to help build our understanding of the
word dilation. And we will continue to use the Frayer Model to

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increase our understanding of other math concepts in this class.