Unit Plan*

Name: Amy Hunt Course Title: Eighth Grade Math Inclusion

Content: Mathematics Grade(s): 8
Unit Plan Title: Properties of Rotations, Reflections and Translations
Domain(s)
Geometry
Similarity and Congruence
Physical Models, Transparencies, Geometry Software

Overview/Rationale
The purpose of this unit is for students to validate through inquiry-based activities the
properties of rotations, reflections, and translation. While discovering these properties,
they will then be able to apply them to two-dimensional figures to determine if two or more
shapes are congruent or similar. Students will not only be able to identify if two or more
objects are similar or congruent, but they will also be able to explain the congruency or
similarity between them. Students will be able to determine angle sums and exterior angle
of triangles when two parallel lines are cut by a transversal. Students will learn the
different between supplementary and complimentary angles.
Standard(s)
CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections,
and translations:
CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to
another if the second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that exhibits the
congruence between them.
CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and
reflections on two-dimensional figures using coordinates.
CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another
if the second can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe a sequence
that exhibits the similarity between them.
CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum
and exterior angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles. For example, arrange
three copies of the same triangle so that the sum of the three angles appears to form a line,
and give an argument in terms of transversals why this is so.
Technology Standard(s) Interdisciplinary Standard(s)
8.1.8.A.4 Generate a spreadsheet to
calculate, graph, and present information
8.1.8.A.5 Select and use appropriate tools
and digital resources to accomplish a
variety of tasks and to solve problems.
5.1.8.A.2 Use mathematical, physical, and
computational tools to build conceptual-
based models and to pose theories.
5.1.4.B.4 Communicate and justify
explanations with reasonable and logical
arguments

Essential Question(s)
How can analyzing the relations of angles and lines in certain two-dimensional figures
provide justification for conclusions about more complex figures?
How can a coordinate grid be used to model and describe the results of various
transformations?



Enduring Understandings
We can visualize the physical world be considering an objects position, orientation,
and attributes.
Students understand that the transformation of an object does not change its
properties.
Students understand that representations of objects are effected by the type of view
they are being observed from.
In this unit plan, the following 21
st
Century themes and skills are addressed
21
st
Century Themes
Check all that apply




21
st
Century Skills
Indicate whether skills are E Encouraged,
T Taught, or A Assessed in this skill before
marking the appropriate skill
X Global Awareness
X Environmental Literacy
Health Literacy
X Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
E/T Creativity & Innovation
T/A Critical Thinking & Problem Solving
E/A Communication
E Collaboration


Student Learning Targets/Instructional Objectives
Students will be able to rotate, reflect, and translate objects and shapes.
Students will be able to determine whether two objects are congruent or similar using
these properties.
Students will be able to explain how two objects are congruent or similar.
Students will be able to calculate angle sums when a transversal cuts two parallel lines.
Students will be able to use coordinates to explain the effect rotations, dilations, and
translations have on shapes and objects.
Assessments
Pre-Assessment/Formative: The pre-assessment will be in the form of a Do-Now. Students
will have the opportunity in this short Do-Now to show whether they know the definitions of
rotation, translation, and reflection. Also, students will prove whether they know how to
correctly use these properties for two-dimensional objects. When the Do-Now is completed,
students will exchange papers and grade another students paper. Once weve gone over
the answers, I will collect the Do-Now to look over for the next day. Another form of a
formative assessment is watching and looking over the practice worksheets that will be
handed out in class periodically. It will help me understand how far along they are and if they
understand what theyre learning.
Post-Assessment: At the end of each class will be a short, five minute quiz. This will not
be counted as a grade, but it will tell whether or not the students understood the material we
covered that day. If multiple students got a question wrong, the next day can begin with
going over these answers and then explaining the material the didnt understand again, but in
a different style so that they can try to figure out the problem.
Summative: This assessment will include an end of the unit test, which will be graded based
on completeness and accuracy. It will test how much the students learned in this unit and
what might have slipped through the cracks.
Performance: Throughout this unit students will be able to actively participate, whether
during a lesson, or in-group activities to show their understanding of the material and to show
they are willing to try. As a small portion of their grade, participation is evaluated to
determine if they are doing the work themselves, or if they are coasting off other students in
the class.
Other Assessment Measures: To make sure that each student is doing their own work, each
worksheet and group assignments will be completed individually and handed in.
Teaching and Learning Experiences
Instructional Strategies: Inquiry-based learning, group activities, critical thinking skills,
direct instruction
Activities: To start the unit plan, students will be given a pre-assessment quiz to determine
how much they are already familiar with the topic. Once that is finished, we will start with
direct instruction to teach them the basics before we jump into inquiry-based activities. After
the essentials are taught, such as what a reflection, translation, and rotation is and how to
correctly do each of them, then we will begin the activities. Once students can complete all of
these tasks, an end of the unit test will be given to the students.
o Drawing translations, reflections, and rotations of two dimensional figures over a
graph
o Graph points on x-y axis, and then determine from those points how to translate,
rotate and reflect the points.
o Group activity that involves students drawing translations, reflections, and rotations
and then having the other groups determine which transformation it is.
o Discover parallel lines, and what happens when it is cut by a transversal.
o Identifying the difference between exterior and interior angles and then determining
the sum of those angles.
o Identify supplementary and complimentary angles
o Find the sum of exterior and interior angles when two parallel lines are cut by a
transversal
o Being able to use the computer to electronically rotate, translate, and reflect two-
dimensional figures.
o Big end of the unit project, each student will have to use graphs to show they can
accurately create rotations, reflections and translations on the graph. Also have them
include parallel lines, determining exterior and interior angles, supplementary and
complimentary angles, when parallel lines are cut by a transversal, and finding the
sum of those angle cut by the transversal.
Connections: This unit plan can be helpful with Physics, because in multiple areas of
physics its necessary to find the sum of angles and be able to accurately graph points.
Physics uses rotations, translations, and reflections of objects as well. For example, if a ball
rolls down a hill for five seconds and ends in a different spot than it started, you could
determine how many rotations it went through to see how far it traveled.
Other Experiences: Students will discover the difference between rotations, reflections, and
translations and that when you cut parallel lines by a transversal it changes the angles sum
(supplementary and complimentary angles have to be considered).
Technological Tools, Manipulatives, Resources
Calculator
Computer
Common Core Standards
www.math-aids.cm/Geometry/Angles/
http://mymcas.com/html_pages/quizzes.htm
Suggested Time Frame
2 weeks