Same Shape Slides Unit 2 • Day 1
Same Shape, Different Size
How do we know when a shape just grew or shrank—and when it got stretched?
Today's Goal & Words
Goal: I can sort shapes into "Same Shape" and "Stretched."
Scaled Copy
The exact same shape, just bigger or smaller. Not stretched!
Stretched / Squished
One side changed more than the other. It does not match!
Warm-Up: 5–10 min
Half & Double Talk
Think quietly in your head. Give a thumbs-up when you have an answer!
Problem 1
Half of 4
(4 split into 2 equal parts)
Problem 2
Half of 10
(10 split into 2 equal parts)
Problem 3
Double 3
(3 + 3 = ?)
Spot the Real Match!
Original
2 wide, 4 tall
Scaled Copy (×2)
4 wide, 8 tall
Stretched!
2 wide, 8 tall
How to Do the Eyeball Test
1
Hold the smaller rectangle close to your face.
2
Hold the larger rectangle farther away in your other hand.
3
Close one eye! Can you make them line up exactly ?
Share With Your Partner
"I think Shape ___ and Shape ___ are a scaled copy because ___."
"Shape ___ looks stretched because ___."
"Both sides got doubled / cut in half ."
Same Shape Worksheet Unit 2 • Day 1
Same Shape, Different Size
Name: _________________________
Date: __________________________
1 Warm-Up: Half and Double
Write the missing number in each box. Use counters or draw dots if it helps!
Half of 4 =
Half of 10 =
Double 3 =
2 The Eyeball Test: Sort Your Rectangles
Use your paper rectangles (A, B, C, D, E). Hold two up and close one eye. Write each letter in the right box below.
Matches Full Sheet (A)
Same shape, just smaller
Does NOT Match (A)
Looks stretched or squished
3 Spot the Scaled Copy
Look at Rectangle 1 (2 wide, 3 tall). Circle the letter of the rectangle that is a scaled copy (both sides doubled!).
Rectangle 1 (Start)
2 wide, 3 tall
Choice A
4 wide, 6 tall
Choice B
2 wide, 6 tall
Word Bank: same shape • bigger • smaller • stretched • double • half Page 1 of 2
Day 1 Practice: Keep the Same Shape
Name: ___________________
4 Make It Double, Make It Half
To keep the same shape , both sides must change the same way. Fill in the missing side lengths!
Shape
Short Side
Long Side
Rule
Start Shape
4
6
Original
Bigger Copy
Double both (× 2)
Smaller Copy
Half of both (÷ 2)
5 Quick Check: Same Shape or Stretched?
a. A 2 by 4 rectangle grows to 4 by 8. Is it a scaled copy?
Yes No
b. A 2 by 4 rectangle changes to 2 by 8. Is it a scaled copy?
Yes No
Exit Ticket
In your own words, what makes a shape a scaled copy ? (You can use: same shape, bigger, smaller, not stretched )
Great work today! Page 2 of 2
Same Shape Teacher Guide Unit 2 • Day 1 Teacher Guide
Same Shape, Different Size
Adapted from 8th Gr. Unit 2 Lesson 1
1st-Grade Skill Scaffolds: Replaced fraction division (6¼ ÷ 2) with whole-number halving and doubling (half of 4, half of 10, double 3). Replaced fractional paper measurements (8½ × 11) with visual sorting ("eyeball test") and simple whole-number side lengths (2, 3, 4, 6, 8).
Lesson Pacing (30–35 Minutes)
1. Warm-Up: Half & Double Talk (8 min) — Show Slide 3. Give counters or unifix cubes. Ask: "If I have 4 cubes and split them into 2 equal piles, how many are in each pile?" Connect "half" to cutting paper in half.
2. Hands-On Eyeball Test (12 min) — Give each pair pre-cut rectangles A–E (full sheet, half, quarter, eighth, sixteenth). Model closing one eye and lining up A and C. Ask: "Do they match, or does one look stretched?"
3. Guided Practice & Exit Ticket (10 min) — Complete Parts 3–5 together on the worksheet using Slide 4's visual model. Read the Exit Ticket aloud and accept drawings or dictated sentences.
Worksheet Answer Key
Part 1: Half & Double
Half of 4 = 2
Half of 10 = 5
Double 3 = 6
Part 2: Eyeball Test
Matches A: C, E
Does NOT Match A: B, D
Part 3: Spot the Scaled Copy
Choice A (4 wide, 6 tall) — both sides doubled.
Part 4: Table (Start: 4, 6)
Bigger Copy (× 2): 8 and 12
Smaller Copy (÷ 2): 2 and 3
Part 5: Quick Check
a. Yes | b. No (only one side doubled)
Exit Ticket Sample: "A scaled copy is the same shape, just bigger or smaller. Both sides grow or shrink the same way."
Materials Needed: Pre-cut paper sets (A–E), counters/cubes, pencils Teacher Guide • Day 1
Corner Line Up Slides Unit 2 • Day 2
Corner Line-Up
Using a corner and a straight line to prove when shapes really match!
Today's Goal & Words
Goal: I can stack shapes at one corner and use a line to check if they match.
Corner Match
Line up all the shapes so their bottom-left corners touch the exact same spot.
Diagonal Line
A straight line going from the bottom-left corner to the top-right corner.
Warm-Up: 5 min
Did It Double or Cut in Half?
Look at the start number and the new number. Tell your partner the rule!
Pair 1
2 → 4
Got bigger or smaller?
Pair 2
8 → 4
Got bigger or smaller?
Pair 3
5 → 10
Got bigger or smaller?
3 Steps for the Corner Line-Up
1
Put the biggest rectangle flat on your desk.
2
Stack smaller rectangles on top. Match the bottom-left corner .
3
Lay your ruler from the bottom-left to the top-right corner.
What Does the Line Show?
Scaled Copies (Red)
The line hits the top-right corner of every rectangle!
Stretched Shapes (Blue)
The corners do not line up on the same diagonal.
Talk About Your Line-Up
"All the top-right corners touch the line, so they are scaled copies ."
"Rectangle ___ missed the line, so it is not a scaled copy."
Corner Line Up Worksheet Unit 2 • Day 2
Corner Line-Up
Name: _________________________
Date: __________________________
1 Warm-Up: Double or Half?
Circle the rule that changed the first number into the second number.
2 → 4
Double Half
8 → 4
Double Half
5 → 10
Double Half
2 Hands-On: Stack Your Paper Rectangles
Stack Rectangles A, C, and E at the bottom-left corner. Lay your ruler from the bottom-left corner to the top-right corner of A.
a. Did the line touch the top-right corner of C and E?
Yes No
b. Now stack B on top of A . Did B's corner touch the line?
Yes No
3 Draw the Diagonal Line
Use a ruler to draw a straight line from the black dot to the top-right corner of the big rectangle. Circle if the small shape is a match!
Stack 1
Scaled Copy Not a Match
Stack 2
Scaled Copy Not a Match
Tip: Always start your ruler at the bottom-left corner dot! Page 1 of 2
Day 2 Practice: Corners & Numbers
Name: ___________________
4 Test One More Stack
Draw a line from the black dot to the top-right corner of the big rectangle. Does the smaller rectangle's corner touch the line?
Circle one:
Scaled Copy Not a Match
5 Check the Side Numbers
A small card is 3 wide and 4 tall. Double both sides to make a scaled copy!
New Width (Double 3):
New Height (Double 4):
Exit Ticket
How does the diagonal line help you tell if two rectangles are scaled copies?
Word Bank: corner • line • touch • match • scaled copy Page 2 of 2
Corner Line Up Teacher Guide Unit 2 • Day 2 Teacher Guide
Corner Line-Up
Adapted from 8th Gr. Unit 2 Lesson 1.2
1st-Grade Skill Scaffolds: Students use a physical corner guide (e.g., the corner of a folder or two taped craft sticks) so rectangles don't slide while stacking. Replaced "vertices" and "center of dilation" with "bottom-left corner" and "corner dot."
Lesson Pacing (30–35 Minutes)
1. Warm-Up: Double or Half? (5 min) — Show Slide 3. Ask students to show thumbs-up for "bigger (double)" or thumbs-down for "smaller (half)."
2. Hands-On Corner Stack (15 min) — Model Slide 4 & Slide 5. Have pairs stack A, C, and E at the bottom-left corner and lay a long straightedge across the diagonal. Then test B on top of A.
3. Ruler Practice & Exit Ticket (10 min) — Students draw diagonals on Page 1 (Part 3) and Page 2 (Part 4). Help students line up their ruler on the black corner dot before drawing.
Worksheet Answer Key
Part 1: Double or Half?
2 → 4: Double
8 → 4: Half
5 → 10: Double
Part 2: Paper Stack
a. C and E touch line: Yes
b. B touches line: No
Part 3: Draw the Diagonal
Stack 1: Scaled Copy (line hits corner)
Stack 2: Not a Match (line misses corner)
Part 4: Test One More Stack
Scaled Copy (half width & half height)
Part 5: Side Numbers (3 by 4)
Width: 6 | Height: 8
Exit Ticket Sample: "If the line goes through the corners of both shapes, they are scaled copies."
Materials Needed: Pre-cut paper sets (A–E), rulers/straightedges, pencils Teacher Guide • Day 2
Grid Copy Slides Unit 2 • Day 3
Grid Copy Lab
Counting squares to grow and shrink shapes—welcome to dilation!
Today's Goal & New Word
Goal: I can count grid squares to draw a bigger or smaller scaled copy.
Dilation
A math move that grows or shrinks a shape to make a scaled copy.
Scale Factor
The rule number! Example: × 2 means double every side.
Warm-Up: 5 min
Count the Squares!
1. How many squares wide?
2. How many squares tall?
Grow It! (Double Both Sides)
Start: 2 wide, 1 tall
Rule: Double (× 2)
New Copy: 4 wide, 2 tall
Double 2 = 4 | Double 1 = 2
Shrink It! (Half of Both Sides)
Start: 4 wide, 4 tall
Rule: Cut in Half
New Copy: 2 wide, 2 tall
Half of 4 = 2
What Is a Dilation?
"A dilation makes a shape bigger or smaller without stretching it."
"Both sides grow or shrink by the same rule !"
Grid Copy Worksheet Unit 2 • Day 3
Grid Copy Lab
Name: _________________________
Date: __________________________
1 Warm-Up: Count the Squares
Squares wide:
Squares tall:
2 Grow It! (Double Both Sides)
Look at the 2 by 2 square. Color or outline a scaled copy that is 2 times bigger (4 by 4) on the blank grid.
Start (2 by 2)
Your Scaled Copy (Double!)
3 Shrink It! (Cut Both Sides in Half)
Look at the 4 by 2 rectangle. Color a half-size scaled copy on the blank grid.
Start (4 wide, 2 tall)
Your Half-Size Copy
Tip: Count the squares across, then count the squares up! Page 1 of 2
Day 3 Wrap-Up: What Is a Dilation?
Name: ___________________
4 Are These Scaled Copies?
Shape A (1 by 3)
Shape B (2 by 6)
Is Shape B a scaled copy of Shape A?
Yes No
Cool Down: What Is a Dilation?
In your own words (or with a drawing!), explain what a dilation is.
Word Bank: dilation • grow • shrink • same shape • double • half Page 2 of 2
Grid Copy Teacher Guide Unit 2 • Day 3 Teacher Guide
Grid Copy Lab
Adapted from 8th Gr. Unit 2 Lessons 1.3 & 1.4
1st-Grade Skill Scaffolds: Replaced abstract fraction scale factors (1/3, 1/6) with countable 1-by-1 grid squares and ×2 / ÷2 whole-number rules. Students can place physical 1-inch tiles on the grid or color squares one by one.
Lesson Pacing (30–35 Minutes)
1. Warm-Up: Count the Squares (5 min) — Show Slide 3. Count across the top (3) and down the side (2) together.
2. Guided Grid Lab (15 min) — Walk through Slides 4 & 5. On Worksheet Part 2, help students count 4 squares across and 4 squares down before coloring. On Part 3, guide them to take half of 4 (2) and half of 2 (1).
3. Cool Down: What Is a Dilation? (10 min) — Complete Part 4 together, then have students write or draw what a dilation does (grows or shrinks a shape without stretching).
Worksheet Answer Key
Part 1: Count the Squares
Squares wide: 3
Squares tall: 2
Part 2: Grow It! (2 by 2)
Students should color a 4 by 4 square (16 squares total).
Part 3: Shrink It! (4 by 2)
Students should color a 2 by 1 rectangle (2 squares wide, 1 square tall).
Part 4: Are These Scaled Copies?
Yes — both sides doubled (1 → 2 and 3 → 6).
Cool Down Sample: "A dilation grows or shrinks a shape to make a scaled copy. Both sides change by the same rule."
Materials Needed: Colored pencils or crayons, square tiles (optional) Teacher Guide • Day 3
Rectangle Detective Slides Unit 2 • Day 4
Scaled Rectangle Detective
Use our Corner Line-Up and 4-Groups clues to solve the 12 cm by 3 cm mystery!
Today's Mystery
Rectangle A is 12 cm by 3 cm .scaled copy ?
12 cm × 3 cm
Rectangle A
A
6 × 1.5
B
10 × 2
C
13 × 4
D
18 × 4.5
E
80 × 20
Clue #1: The "4-of-a-Kind" Rule
Look at Rectangle A: 12 cm long and 3 cm tall.
3
3
3
3
= 12
The long side is ALWAYS 4 groups of the short side!
Clue #2: Watch Out for the "+1 Trap"!
Option C: 13 cm by 4 cm
Adding +1 to both sides does not keep the same shape!
4 + 4 + 4 + 4 = 16 (NOT 13!)
Corner Line-Up Check
13 × 4 (amber) misses the diagonal line!
Clue #3: What About ".5" (Halves)?
1.5 means 1 whole and 1 half (just like $1.50!).
1
.5
1
.5
1
.5
1
.5
= 6!
4 wholes + 4 halves (2 wholes) = 6! So 6 × 1.5 IS a scaled copy!
Explain Your Detective Work
"Option ___ IS a scaled copy because 4 groups of ___ equals ___."
"Option ___ is NOT a match because 4 groups of ___ is ___, not ___."
Rectangle Detective Worksheet Unit 2 • Day 4
Scaled Rectangle Detective
Name: _________________________
Date: __________________________
1 Find the Clue on Rectangle A (12 cm by 3 cm)
How many groups of 3 make 12 ?
3 + 3 + 3 +
= 12
Rule: Long side = 4 groups of short side!
3
3
3
3
12 cm long × 3 cm tall
2 Test Every Option Using the 4-Groups Clue
Add the short side 4 times . Does it match the long side? Circle Yes or No .
Option & Shape
Add Short Side 4 Times
Long Side
Scaled Copy?
A. 6 × 1.5
| 1.5 + 1.5 + 1.5 + 1.5 = _____ | 6 cm | Yes / No |
|
B. 10 × 2
| 2 + 2 + 2 + 2 = _____ | 10 cm | Yes / No |
|
C. 13 × 4
| 4 + 4 + 4 + 4 = _____ | 13 cm | Yes / No |
|
D. 18 × 4.5
| 4.5 + 4.5 + 4.5 + 4.5 = _____ | 18 cm | Yes / No |
|
E. 80 × 20
| 20 + 20 + 20 + 20 = _____ | 80 cm | Yes / No |
Tip: Think of 1.5 as $1.50 and 4.5 as $4.50, or use a calculator! Page 1 of 2
Day 4 Check: Corner Line-Up & Final Answer
Name: ___________________
3 Double-Check with the Corner Line-Up
Use a ruler to draw a diagonal line from the black dot to the top-right corner of Rectangle A (12 × 3). Which smaller rectangle touches the line?
Option A (6 × 1.5) on 12 × 3
Touches line? Yes / No
Option B (10 × 2) on 12 × 3
Touches line? Yes / No
4. Solve the Target Question
Rectangle A measures 12 cm by 3 cm. Rectangle B is a scaled copy of Rectangle A. Select all of the measurement pairs that could be the dimensions of Rectangle B.
12 × 3
Rectangle A
A. 6 cm by 1.5 cm
B. 10 cm by 2 cm
C. 13 cm by 4 cm
D. 18 cm by 4.5 cm
E. 80 cm by 20 cm
Check your work: Did you select ALL the matches? Page 2 of 2
Rectangle Detective Teacher Guide Unit 2 • Day 4 Teacher Guide
Scaled Rectangle Detective
Adapted from 8th Gr. Unit 2 Practice Problem 1
1st-Grade Skill Scaffolds: Instead of dividing decimals or finding fractional scale factors (× 1/2, × 3/2, × 20/3), students use the concrete "4-of-a-Kind" repeated-addition rule (long side = 4 groups of short side). Offer four-function calculators or play money ($1.50, $4.50) for Options A and D.
Lesson Pacing (30–35 Minutes)
1. Introduce the Mystery & Clue #1 (10 min) — Show Slides 2–3. Build 12 with four 3-cube towers so students physically see 3 + 3 + 3 + 3 = 12.
2. Test the Suspects (12 min) — Use Slides 4–5 to address the "+1 Trap" (Option C) and ".5 halves" (Options A & D). Have students complete the Worksheet Part 2 table in pairs.
3. Corner Line-Up Check & Final Answer (10 min) — Have students draw the diagonal on Part 3 with a ruler, then check off their final answers in Part 4.
Worksheet Answer Key
Part 1: Clue
3 + 3 + 3 + 3 = 12
Part 2: Table
A. 1.5 × 4 = 6 → Yes
B. 2 × 4 = 8 (≠ 10) → No
C. 4 × 4 = 16 (≠ 13) → No
D. 4.5 × 4 = 18 → Yes
E. 20 × 4 = 80 → Yes
Part 3: Corner Line-Up
Option A (6 × 1.5): Yes (touches line)
Option B (10 × 2): No (misses line)
Part 4: Target Question
Correct Selections: A, D, and E
Materials Needed: Rulers, four-function calculators or counters, pencils Teacher Guide • Day 4
