Stage 1: Desired Results

Standards/Goals:
- 8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
- 8.G.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; give two congruent figures, describe a
sequence that exhibits the congruence between them.
- 8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using
coordinates.
- 8.G.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.

Supporting/Repeating Standards:
- 7.G.A.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and
areas from a scale drawing and reproducing a scale drawing at a different scale.
Understandings: Essential Questions:
Students will understand that
- How can a sequence of transformations
- A sequence of rotations, reflections, translation, demonstrate when two figures are congruent?
and dilations can be used to prove congruence
and similarity of figures. - How can similarity be proved?

Students will know Students will be able to

- Students will know the importance of
transformation and how to prove congruence
between shapes.
- Students will learn how to transform shapes on
a coordinate graph by flipping, turning, and
sliding them.
- Using coordinates and expressions, students
will be able to describe the movement on a
graph
- Students will find missing side lengths of
polygons by comparing shapes and using
similarity
- Students will be able to perform rotations,
reflections, translation and explain which
transformation is used to prove congruent between
two shapes.
- Students will be able to perform dilation to prove
similarity between two shapes
- Students will be able to define rotation, translation,
reflection, dilation, congruent, and similar.

How do these desired results align with your class vision?

The big goal is to prepare students for 9th grade math, college, and the future by developing key mathematical skills and
content knowledge. Students are developing skills in the four different transformations and applying to real world
problems. Transformations, congruent and similar figures are all necessary content knowledge for geometry in high
school.

Stage 2a: Assessment/Evidence

Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

1) There will be one MARS task in this unit where students must recognize and visualize transformations. Students
are required to perform a sequence of transformations. The task allows the teacher to assess what students
know about transformations and encourages the teacher to facilitate a discussion around transformations and
its properties. Students will take the pre-test and teacher will analyze the data. The teacher will then use the
formative task to teach translation, rotation, and reflection. Once, the teacher teaches the rigid motions, then
teacher gives the same task to students to track student growth in transformations.

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):
1) The formative task is used as a quiz and students must complete an assigned problem from classwork as their
exit ticket.
2) When students complete the formative task the first time, I will collect and analyze all student work and plan
from the data.
3) The summative assessment is created by the Oakland Unified School District
4) Teacher is constantly cold calling, checking for understanding, and roaming the classroom. Cold calling during
direct instruction keeps students engage. I check for understanding by having various students present their
work during independent/partner work time to ensure students are all on the same page. I roam around the
classroom to facilitate and assist students.

How do these assessments measure your students progress toward your classes big goal(s)?

1) The formative assessment measure students growth on transformation. Transformation is a power standard
and a fundamental skill to have for geometry. This standard shows up again in high school math. The formative
assessment also allows students to see their own growth from the first time they take it to the second time.
Students also know about the importance of transformation and how it is applicable to real world. They explore
how transformation and shapes are everywhere.
2) The summative assessment allow student to demonstrate mastery on transformation and congruence/similarity
of figures. The test shows what students know and is shared with the administration.

Assessments provide data on whether or not students are mastering skills to prepare for 9 th grade math. Students
develop key mathematical skills such as translation, rotation, and reflection throughout this unit. Students develop
mathematical reasoning by proving and explaining how rigid motions prove congruence of figures. Many jobs such as
architectures, computer science, engineering, and etc. require transformation as a basic content knowledge.
 Stage 2b: Summative Assessment for this Unit
Explain how you have designed your assessment, so you can easily track mastery by objective. You may
explain this here or if its easiest to track changes in your assessment and explain why you organized it as you
have, please feel free to do so.

The district creates the summative assessment and I decided to use this assessment because it aligns with CPM. The
summative assessment data allows me to determine if I need to reteach. I usually do a reteach lesson if there are at
least 30% who dont pass and allow students to retake a different summative assessment. Students love tracking their
data and seeing their own growth from the first quiz to the retake quiz. In the summative assessment, I am testing the 4
standards (8.G.1, 8.G.2, 8.G.3, 8.G.4).
 Stage 3: Learning Plan

Learning Plan (Activities and Resources):

Day 1:
SWBAT explore the rigid transformations: reflection, translation, and rotation using a technology tool.
Activity: http://technology.cpm.org/general/keylock/

Day 2:
SWBAT build deeper understanding of rigid transformations by applying the vocabulary for reflection (flip), translation
(slide), and rotation (spin).
Activity: Students take notes from the Power Point and identify the different transformation for classwork.

Day 3:
SWBAT demonstrate understanding of rigid transformation through a formative task on rigid transformations.
Activity: http://map.mathshell.org/download.php?fileid=1696

Day 4:
SWBAT explain and perform translations, rotations, and reflections on figures.
Activity: Teacher demonstrates translations, rotations, and reflections using patty paper. Students practice translations,
reflection, rotation using patty paper and present in front of class.

Day 5:
SWBAT continue to practice translation, rotation, and reflections
Activity: Teachers facilitate discussion about how transformation is relevant to students lives. Students engage and
participate in discussion and continue to practice the transformation.

Day 6:
SWBAT demonstrate understanding of rigid transformation through the same formative task from Day 3 on rigid
transformations.
Activity: http://map.mathshell.org/download.php?fileid=1696

Day 7:
SWBAT sequence the rigid motions to prove congruency
Activity: Students review sequencing the rigid motions with stations and explore congruency

Day 8:
SWBAT explore the concept dilation and similarity
Activity: Teacher teaches the concept of dilation and similarity. Students practice dilation and explain how it proves
simialrity

Day 9:
SWBAT explain and review the concepts of transformation, congruency, and similarity
Activity: Small group stations to practice the different skills and concepts

Day 10:
SWBAT demonstrate their knowledge on transformation and similarity
Activity: Students take summative assessment

Other Notes/Handouts/Rubrics:

Depending on students understanding of graphing, rigid motions may take longer than 2 days. Last year, my students
took three days to learn each of the three transformation.

Link to formative assessment task: http://map.mathshell.org/download.php?fileid=1696