SCALE CITY
The Road to Propor tional Reasonin
g:
Louisville Slugger Lesson
TABLE OF CONTENTS
Click on a title to go directly to the page. You also can click on web addresses to link
to external web sites.
Overview of Lesson
Including Kentucky Standards Addressed.............................................................. 2
Instructional Strategies and Activities
• Day One: Introduction to Proportional Reasoning Problems........................... 2-4
• Day Two: Using Similar Triangles and Shadows To Determine
Unknown Heights ................................................................................................ 4-5
• Day Three: Open Response Assessment and Game ...........................................6
• Day Four: Extension Activity and Multiple Choice Assessment........................ 6
Support/Connections/Resources ................................................................ 6
Writing for the Lesson ..................................................................................... 7
Adaptations for Diverse Learners/Lesson Extensions
• Comparing Baseball Fields ................................................................................. 7
• The 3-4-5 Rule .................................................................................................... 7
• Using Chalk To Measure Shadows ..................................................................... 8
• Advanced Extension: Independent Research on the Pythagorean Theorem ... 8
Applications Across the Curriculum .......................................................... 9
Open Response Assessment ......................................................................... 10
Multiple Choice Assessment .........................................................................11-12
LOUISVILLE SLUGGER: Similar Triangles
LOUISVILLE SLUGGER: SIMILAR TRIANGLES
Grades 6-8
Essential
Question
How can I use the
geometry of similar
triangles, measurement, and proportional
reasoning to find an
unknown height?
Length:
1-4 days
Concept/Objectives:
Students will learn
about similar triangles
and proportional
reasoning. Students
will apply proportional
reasoning to solve
everyday problems
using shadows to
determine the height of
objects.
Materials
whiteboards
markers
Technology
computer
Internet connection
computer projector
Vocabulary
angle
congruent
equivalent fractions
proportion
ratio
right triangle
similar
Activity:
Using the Similar
Shadows interactive,
students will explore and
calculate how measurement, right triangles, and
shadows can be used to
determine an unknown
height. Students also
will practice skills in proportional reasoning by
solving problems related
to batting average, scale
sizes, and shadows.
Students will construct
formulas to solve problems using words and
numbers.
Resources Used in
This Lesson Plan:
Scale City Video:
Greetings from the Louisville Slugger Museum
Online Interactive:
Similar Shadows
Assessments (included
in this lesson)
Classroom Handouts
(PDFs)
All resources are
available at
www.scalecity.org.
Instructional Strategies and Activities
Note to teacher:
This lesson plan applies students’ understanding of geometry and proportional
reasoning to real world problems. You could use only Day 2. Day 1 uses the subject of
baseball to provide practice using percents, decimals, proportional reasoning, and
scale. Day 3 includes an Open Response and a game and Day 4 an Extension Activity
and a Multiple Choice Assessment.
DAY ONE: INTRODUCTION TO PROPORTIONAL
REASONING AND REVIEW OF TRIANGLES
1. If you have one, show students a Louisville Slugger Bat, the official bat of major
league baseball. Babe Ruth, one of baseball’s greatest players, used a Louisville Slugger.
Ruth’s career batting average was .342, an amazing statistic when you consider that a
batting average of .300 is excellent for major league players. Batting averages are computed by dividing base hits by the number of times at bat and rounding off the answer
to three decimal places. So an average of .342 means that in 1000 at bats, Ruth averaged
342 base hits.
Go to www.baseballhalloffame.org/hofers/detail.jsp?playerId=121578 to see all of
Ruth’s statistics. Not only was he a great hitter, he was a great pitcher as well. And his
slugging average—a more complicated statistic that takes into account whether the
player hits a single, a double, a triple, or a homerun and thus measures the power of his
swing—is even more amazing.
2. Discuss batting averages as a way of evaluating skill and performance. Model and
solve together: If someone is at bat 50 times and gets 10 base hits, what would the
batting average be? Answer: .200
LOUISVILLE SLUGGER: Similar Triangles 2
If you think students need additional practice in the computation, give them a few
more problems to practice.
3. Ask questions that require the students to reason proportionally. For example,
you might ask, “Ten hits out of 50 at bats is the equivalent of how many hits out
of 25 at bats? 100 at bats?” You can use equivalent fractions to help the students
see the proportional relationships. Follow up with some comparison questions:
“Which batting average is better—10 out of 50 or 10 out of 40? 10 out of 50 or 5
out of 30?”
4. Distribute “Handout 1: Batting Practice.” This activity helps students prepare to
use calculators and practice proportional reasoning. After students complete the
problems, a good approach would be to encourage them to discuss their reasoning with partners and then share it with the whole class. Then other students can
respond with alternative ways of thinking about and solving the problems.
5. Introduce the video. Babe Ruth’s statistics demonstrate that he was a great baseball player—many argue the greatest that has ever played. Mathematics backs up
this argument.
One of the Louisville Slugger bats that Babe Ruth used in 1927, the year he set the
record for most homeruns, is on display at the Louisville Slugger Museum and
Factory in Louisville, Kentucky. Louisville Sluggers are created using math, science,
and engineering.
6. Watch the video. Call attention to the large model bat and glove at the end. Students will be using proportional reasoning to calculate model sizes. Students will
also watch the video again on Day 2.
7. Distribute “Handout 2: Sizing Up the Team.” In this activity, students practice
using proportional reasoning to determine the heights of different scale models.
Before you discuss the method outlined below for solving problem one, ask the students to think about the problem. Will the statue be taller or shorter than the bat?
How did Babe’s height compare to the height of the 34-inch bat? Can you come up
with a rough estimate for the height of the statue? Thinking about the problem in
concrete terms will help the students see the meaning behind their calculations.
Solve problem one as a demonstration. Solve problem two as guided practice. Students should solve problem three on their own.
TEACHING TIP:
The five-step method described here gives students a way to set up equivalent
ratios and introduces cross multiplication as a possible means of solving proportional reasoning problems. However, it’s good practice to encourage students to
think about the concepts and come up with their own solutions. Let students
know there’s no single correct approach to these problems.
Allowing students to puzzle over problems and discuss various solutions with
partners, small groups, and/or whole class will help them see the concepts that
underlie cross-multiplication and other methods of solving proportional problems. Unless students have a conceptual grasp of proportionality, many won’t
remember how to cross-multiply when they need to apply proportional reasoning in subsequent math and science classes or in everyday life.
LOUISVILLE SLUGGER: Similar Triangles 3
Kentucky
Academic
Expectations
2.7
2.8
2.9
Kentucky
Program of
Studies
Grade 6
MA-6-NPO-U-3
MA-6-NPO-S-NO2
MA-6-NPO-U-4
MA-6-NPO-S-RP2
MA-6-NPO-S-RP3
MA-6-G-S-SR6
Grade 7
MA-7-NPO-U-4
MA-7-NPO-S-RP2
MA-7-NPO-S-RP3
MA-7-G-S-SR2
MA-7-G-S-SR3
MA-7-G-S-SR6
Grade 8
MA-8-NPO-S-NO1
MA-8-NPO-U-4
MA-8-G-S-SR4
MA-8-G-S-SR5
MA-8-G-S-TS1
MA-8-G-U-5
Step 1: Use words to describe the ratios, and use words to describe what the equivalent ratios or proportion would be.
Step 2: Convert the numbers to the same unit of measurement.
Step 3: Put the numbers into the ratio formulas. Write the equivalent ratios or proportion using numbers. Use “x” for the unknown number.
Kentucky Core
Content for
Assessment 4.1
Grade 6
MA-06-1.1.3
MA-06-1.4.1
MA-6-3.1.1
MA-06-3.1.2
MA-06-3.1.4
MA-06-3.1.5
NOTE TO TEACHER:
Before you get to step 4, ask students to propose ways of solving for “x.” These
might include finding the equivalent fraction or seeing that the value of a known
ratio (1:2 = 0.5, for example) will equal the value of the equivalent ratio in the
proportion (1:2 = x:50; 50 x 0.5 = 25; x = 25). You also might ask them to explain
why cross multiplication works as a way of solving these problems (1:2 = 25:50;
1 × 50 = 50; 2 × 25 = 50). They could work as pairs or small groups to come up
with an explanation and then share it with the rest of the class. Encourage students
to use alternative methods when they are solving the problems.
Grade 7
MA-07-1.3.1
MA-07-1.4.1
MA-07-3.1.2
MA-07-3.1.2
Step 4: Solve for x by cross multiplying the equivalent ratios and dividing or by using
some other method.
Grade 8
MA-08-1.3.1
MA-08-1.4.1
MA-08-3.1.2
MA-08-3.1.4
up. This handout also could be homework. The students’ answers will inform you
about their understanding of the properties of triangles and whether they have the
computation skills needed to work with similar triangles. You may decide this review
is not necessary based on your knowledge of student ability and knowledge.
© KET, 2009
Step 5: Convert the answer to the appropriate unit of measurement.
7. If desired, use “Handout 3: Do You Remember Triangles?” as a review and check-
One commercial product that helps students explore and understand triangles and
similarity is AngLegs™, a set of plastic pieces of different lengths that snap together to
form geometric shapes (see www.learningresources.com).
8. The writing for this lesson is another homework option or a possible math journal entry. Have students choose a professional athlete and research the statistics that
prove that the athlete is a great player. Then ask the students to use the numbers to
write a persuasive piece on why this player is among the best.
DAY TWO: SIMILAR TRIANGLES
1. Distribute “Handout 4: Batter Up! Pay Attention” viewer’s guide for students to
complete while watching “Greetings from the Louisville Slugger Museum.” If students
watched the video during Session One, reviewing it with the viewer’s guide will add
variation as well as introduce today’s lesson.
2. Check answers to the viewer’s guide.
3. Allow students some time to come up with theories on how to measure the world’s
largest bat using shadows, a regular bat, and proportional reasoning.
4. Tell students that we use proportional reasoning to calculate and compare. Today
we will compare the dimensions of triangles using proportional reasoning. Use a
projector to show students the Similar Shadows interactive at www.scalecity.org.
LOUISVILLE SLUGGER: Similar Triangles 4
5. As you explore the interactive, ask students the following questions:
• What is similar about the objects?
• How would these bats and shadows form triangles? (Once they have offered
possible answers, click on the triangle button to view.)
• In what ways are these triangles alike? (The smaller triangle can be moved
to fit into the larger triangle. They both have right angles. The lower lefthand angles are the same size.)
• If two angles are the same, what do we know about the third angle?
• Why is the ratio of each bat’s height to its shadow the same?
6. As a class exercise, complete the questions in the interactive. Select a different object or time of day for additional
practice. This page offers ample exploration and computation practice. Additional practice at home or in a computer lab would be beneficial to students. (See sample e-mail message to parents below.) In addition to the interactive
computations, students also could determine the size of the third angle in the triangles at dawn, midmorning, and late
afternoon.
7. Discuss congruency and similarity through exploring the bat examples in the
interactive.
• Are these triangles congruent? (No, the sides are not the same.)
• Are their angles congruent? (Yes, the corresponding angles are congruent.)
• Define similarity.
• Discuss angle-angle as a means of proving triangles to be similar.
• How do these triangles meet the criteria for similar triangles?
8. If desired, use “Handout 3: Do You Remember Triangles?” as a review and check-up (if you didn’t use it on Day
One). This handout also could be homework. The students’ answers will inform you about their understanding of the
properties of triangles and whether they have the computation skills needed to work with similar triangles. You may
decide this review is not necessary based on your knowledge of student ability and knowledge.
One commercial product that helps students explore and understand triangles and similarity is AngLegs™, a set of
plastic pieces of different lengths that snap together to form geometric shapes (see www.learningresources.com).
9. “Handout 6: Similar Shapes” is provided for extra practice.
Sample e-mail to parents
Dear Parents,
We are working on a study of proportional reasoning in math class using the following
web site: www.scalecity.org.
You may access this web site at home for additional practice and interaction with your
child. KET has designed this web site for exploration and practice of mathematical
concepts. The “Check Answer” button allows students to monitor their own understanding as they work the problems.
Sincerely,
Teacher
LOUISVILLE SLUGGER: Similar Triangles 5
DAY THREE: OPEN RESPONSE AND GAME
1. Students complete the Open Response.
2. As time allows, divide the class into two baseball teams for “Game Time.” Use
“Handout 7: Game Time Questions” to quiz the students. You may want to put the
questions up on the overhead one by one rather than distributing them to the teams.
If the teams have the questions ahead of time, it might give them unfair advantage.
Directions:
• For the “batter’s boxes,” place two seats at the front of the class beside whiteboards. Different students from each
team will go to the batter’s box to answer questions. Alternately, you could have two students from each team go
to the batter’s box so they could talk to each other about the problems. Draw two baseball diamonds, one for each
team, on the classroom whiteboard or blackboard, to mark what base students are on when they answer correctly
and to advance any players already on base to second, third, or home as appropriate. You might designate one or two
students as umpires to make sure this is done accurately.
• Teams could be “at bat” until they have three outs, just as in the real game. Practically speaking, however, it would
probably work better to have them alternate.
• Allow students one minute to answer each question using calculators or computation. After completing the
problem, the batter shows the team his or her answer and gets a thumbs-up or thumbs-down. At this point, the
batter may change the answer or stick with the original response. The team with the most runs wins the game.
• Regardless of who is batting, all students are expected to work each problem. Easy questions are singles. Difficult
questions are home runs. The teacher may choose the difficulty level for individual students. Since they are
working problems in front of the class, all the “batters” should have a good chance to make a “hit.” Students
could also choose which level question they want to answer.
DAY FOUR: EXTENSION ACTIVITY AND MULTIPLE
CHOICE ASSESSMENT
1. Choose one of the Extension Activities described on pages 7-8.
2. Complete the Multiple Choice Assessment (see pages 11-12).
Multiple Choice Assessment Key
1. D, 2. C, 3. B, 4. D, 5. A, 6. C, 7. A, 8. D, 9. C, 10. A
Support/Connections/Resources
Finding Shadow Length
www.times-news.com/bobdoyle/local_story_046215143.html
This short article from a regional newspaper provides a clear explanation of how the position of the sun affects the
length of shadows.
Louisville Slugger, the Official Bat of Major League Baseball
www.slugger.com/index.html
This web site includes a history of Louisville Slugger bats and information about the science and technology of their
manufacturing process as well as tips for improving baseball skills.
“Pyramids, Olives, and Donkeys”
ecr.lausd.k12.ca.us/staff/llocurto/Algebra/thalesprofile.pdf
This story from Mathematicians Are People Too is a fictionalized account of how the Greek mathematician Thales
used proportional reasoning to measure the Great Pyramid.
LOUISVILLE SLUGGER: Similar Triangles 6
Writing for the Lesson
For journal or persuasive writing, chose a professional athlete and research
the statistics that prove the athlete to be a great player. Use the numbers to
write a persuasive piece on why this player is among the best.
Adaptations for Diverse Learners/
Lesson Extensions
Extension: Comparing Baseball Fields
For additional experience, students could compare baseball field dimensions using “Handout 8: Little League and
Major League Baseball Fields.” This handout could serve as regular class work, extra credit, or independent work.
Baseball Field Dimensions
www.hksportsfields.com/baseball-field-dimensions/
This site includes information about the dimensions of high school, college, and professional baseball fields.
Extension: The 3-4-5 Rule
To make sure corners have perfectly square angles, carpenters often use the 3-4-5 rule. A triangle will have a perfect 90°
angle across from its hypotenuse if it is similar to a triangle with sides measuring 3, 4, and 5.
5
3
4
Explain the 3-4-5 rule, and have students test it with centimeter graph paper and rulers. What happens when you make
a triangle with legs of 6 and 8 cm? Of 9 and 12 cm?
Then divide students into teams and give them chalk, pencils, tape measures and/or rulers, and lengths of string and
ask “How can you use some of these tools and the 3-4-5 rule to determine if apparent right angles in our classroom
(door and window frames, desks, corners, whiteboards, bookshelves) are perfectly square?”
Students would need to decide an appropriate scale for their 3-4-5 triangles (i.e., inches for a bookshelf, feet for the
corner of the room, etc.). They could measure and use the chalk to mark three units down one side of the supposed
right angle and four units down the other and then measure the hypotenuse to see if it is five units.
Others might realize that if they knot the string into 12 evenly spaced sections using the ruler or measuring tape, it can
form a perfect 3-4-5 triangle. In either case, the groups should chart their findings, report back to the class, and compare their results with those of other students.
To extend this lesson further, students could research could research how string is used for measurement. The following web sites provide background information.
“Building the Great Pyramid”
www.cheops-pyramide.ch/khufu-pyramid/pyramid-alignment.html
This is a fascinating illustrated discussion of the methods used by builders in ancient Egypt.
“The 47th Problem of Euclid”
www.masonic-lodge-of-education.com/47th-problem-of-euclid.html
This site provides instructions for using string to create perfect squares.
LOUISVILLE SLUGGER: Similar Triangles 7
Activity for Students with Learning Disabilities
Using chalk to record shadows throughout the day is a good way to engage students
with cognitive disabilities in the phenomena and mathematics of shadows. This
could also be a nice family project. Students should be instructed to pick a sunny day
and have a partner draw their shadow at different times of day while they stand or sit
in the same location.
Primary Activity Using Chalk To Measure Shadows
WWWEDUCATIONWORLDCOMA?LESSONLPSHTML
For students with cognitive disabilities, the numbers in this lesson may interfere withunderstanding. Begin by discussing
shadows that are the same size as the object. Then discuss shadows that are twice the size.
TEACHING TIP:
All your students might benefit from seeing one or two of these simple proportions before they move on to the
decimals that are used in these lessons.
Increase the complexity to match student understanding. To make the lesson more engaging, use photographs of students and their shadows. For example, the student’s image could be cut out of copy of a photograph and compared to
the photographic image of his or her shadow to show that the shadow is twice student’s height.
This lesson also can offer practice in creating and reading charts. Students could chart the lengths of their own shadows
at various times of day. They also could make a chart listing other objects and the lengths of their shadows. More
advanced students might predict the length of the objects’ shadows and test their predictions by measuring the actual
shadows at different times of day.
Advanced Extension: Independent Research
Advanced students can explore the basic idea behind the Pythagorean theorem. Using actual squares in the pattern of
a2 + b2 = c2 and experimenting with different dimensions will add meaning to the computation.
Students could conduct an investigation of the Pythagorean Theorem by exploring the following questions:
• Who was Pythagoras?
• What is the Pythagorean Theorem?
• What does the Pythagorean Theorem have to do with right triangles?
• How could you visually represent the Pythagorean Theorem with squares?
• How does the Pythagorean Theorem show that it is impossible for the side opposite
the right angle to be the shortest side?
• How is the Pythagorean Theorem used today?
• How could you use the Pythagorean Theorem to calculate the length of a throw from
first to third base or from second to home? (Students may need prompting to see
that the baseball “diamond” is really a square.)
• What some other Pythagorean theorems involving triangles?
LOUISVILLE SLUGGER: Similar Triangles 8
Applications Across the Curriculum
Science
A companion study on shadows relative to time of day and time of year fits nicely
with this lesson. Students could photograph and record data about their shadows at
various points in the day from the same location. Challenge students to measure
shadows of objects of unknown height and use their skills with similar triangles to
determine the heights.
The Angle of the Sun’s Rays
istp.gsfc.nasa.gov/stargaze/Sunangle.htm
A diagram and explanation of the way in which the sun’s rays strike the Earth’s northern hemisphere
A Walk Through Time: Early Clocks
physics.nist.gov/GenInt/Time/early.html
A brief history of the evolution of clocks, from the earliest sundials to mechanized clocks
Practical Living
Students can investigate the use of triangles and triangulation in the professions of surveyor, architect, or carpenter.
Visual Arts
Students can explore tessellations, triangles, and art integrating measurement, principles of geometry, elements of art,
and principles of design. After looking at examples, students could create their own designs.
Totally Tessellated: Escher’s Tessellations
library.thinkquest.org/16661/escher/tessellations.8.html
This site has examples of Escher’s tessellations as well as hands-on activities to help students create their own
tessellating designs.
Social Studies
An exploration of Egyptian pyramids and what is known of their construction would go very nicely with this lesson.
As a topic for enrichment or even extra credit in math, students could explore the following questions:
•What is known about the age and purpose of the pyramids?
•How have the pyramids endured over time?
•How are triangles involved in the construction of the pyramids of Ancient Egypt?
•How are right angles important in the construction of the pyramids?
•What is the story of how Thales measured the height of the pyramids?
LOUISVILLE SLUGGER: Similar Triangles 9
T
N
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M
S
S
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S
S
A
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S
N
OPEN RESPO
SCALE CITY
Prompt:
You’re waiting for the bus with a friend. There’s a flagpole nearby. Use shadows to determine the height of the
flagpole.
Directions:
You have a measuring tape that is long enough to measure the length of your friend’s shadow and the length
of the flagpole’s shadow. How could you calculate the actual height of the flagpole with the tools and information you have? Identify two triangles that will aid you in your computation. What information confirms that
the properties of similar triangles apply to this problem? Illustrate your understanding by labeling a drawing.
Write out an equation with words and symbols that show how you would use the information to compute the
height of the flagpole.
OPEN RESPONSE SCORING GUIDE
4
•The student correctly identifies the property of angle-angle similarity. The student draws and correctly labels an illustration depicting two similar triangles.
•The writing indicates excel-
lent understanding of triangles and their simi-
larity.
•The student identifies that the length of the shadows and the height of the friend would need to be measured to determine the height of the flagpole.
•The details and explanation indicate outstanding comprehension of geo- metric 3
• The student correctly identifies the property of angle-angle similarity. The student draws an illustra-
tion depicting two similar triangles.
• The writing indicates good understanding of triangles and their similarity.
• The student identifies that the length of the shadows and the height of the friend would need to be measured to determine the height of the flagpole.
• The details and explanation have few errors.
2
• The student draws an
illustration depicting two similar triangles.
• The writing indicates basic understanding of triangles and their similarity.
• The details and explana-
tion reveal a few concepts in need of review.
LOUISVILLE SLUGGER: Similar Triangles 10
1
• The student draws an illustration depicting two triangles.
• The writing indicates limited understanding of triangles and their similar
ity.
• The details and explana-
tion reveal minimal effort or understanding.
0
• Blank or no response
ENT
M
S
S
E
S
S
A
E
IC
O
H
MULTIPLE C
Name:
Date:
1. One triangle has sides measuring 6, 8 and 10 centimeters. Another triangle is similar to this triangle with
sides measuring
A. 8, 10, and 12
B. 2, 4, and 6
C. 3, 9, and 12
D. 3, 4, and 5
2. The angles of one triangle are congruent to angles in another triangle. So it must be true that
A. all the sides are equal
B. the triangles are congruent
C. the triangles are similar
D. one angle is 90 degrees
3. A fashion designer known for her use of triangles is coming to your school. As a welcoming poster, you’d
like to use a design she has created. The triangles on the design have sides measuring three inches, three
inches, and two inches. If you’re making a poster design with one triangle side measuring eight inches, then
the other sides should measure
A. 12 and 24 inches
B. 12 and 12 inches
C. 14 and 14 inches
D. 6 and 8 inches
4. If two triangles are similar then you know that they
A. have corresponding sides that are the same length
B. can be used to measure shadows
C. have two corresponding sides the same length
D. have corresponding congruent angles
5. The team mascot’s shadow was seven feet long or 84 inches. Tim’s shadow was six feet long or 72 inches.
Tim is 64 inches tall. The mascot’s height in inches would be
A. 74.7 inches
B. 72.4 inches
C. 78.3 inches
D. 82.4 inches
6. The shadow from the school flagpole was 16 feet long. Mia’s shadow was three feet long. Mia is 5 feet, 7
and 1/2 inches or 5.625 feet. The flagpole is
A. 20 feet tall
B. 25 feet tall
C. 30 feet tall
D. 18 feet tall
LOUISVILLE SLUGGER: Similar Triangles 11
Multiple Choice Assessment
7. Triangle ABC is similar to triangle MNO. AB/MN = BC/NO =
A. AC/MO
B. CB/OM
C. AC/BC
D. AB/OM
8. Triangle EFG is similar to triangle XYZ. The sides of triangle EFG measure 5, 6, and 14. Two sides of triangle XYZ
measure 15 and 18. The third side measures
A. 24
B. 26
C. 38
D. 42
9. Legend holds that the Greek mathematician Thales estimated the height of the Great Pyramid using shadows and
principles of similar triangles. The formula he would have used could have been
A. Thale’s height/pyramid shadow length = Pyramid’s height/Thale’s shadow length
B. Thale’s height/Thale’s arm span = Pyramid’s height/Pyramid’s width
C. Thale’s height/Thale’s shadow length = Pyramid height/Pyramid shadow length
D. Thale’s height/Thale’s head circumference = Pyramid height/Pyramid perimeter
10. The World’s Largest Bat is 120 feet tall. It’s a replica of a 34-inch bat. One of the greatest players in baseball history
was Ted Williams, who stood 6 feet 3 inches tall. A statue of Williams to match the bat would be
A. 265 feet
B. 186 feet
C. 320 feet
D. 173 feet
LOUISVILLE SLUGGER: Similar Triangles 12