1. Students know the definition of similar and why dilation alone is not enough to determine similarity. (Lesson 8)
2. Given two similar figures, students describe the sequence of a dilation and a congruence that would map one figure onto the other. (Lesson 8)
3. Students know that similarity is both a symmetric and a transitive relation. (Lesson 9)
- We know that similarity is defined as the sequence of a dilation, followed by a congruence.
- To show that a figure in the plane is similar to another figure of a different size, we must describe the sequence of a dilation, followed by a congruence (one or more rigid motions), that maps one figure onto another.