Subject Area Math

Merrick Dennill – Math 9 Grade Level 9

Unit 2 Assessment Plan Topic Symmetry and Surface Area
Length of Unit (days) 8

Desired Results
Outcomes:

Math 9 – SS2, SS5

Understandings: Essential Questions:

Students will understand that…
 What is a line of symmetry? What types of
 A line of symmetry is a line, visible or symmetry lines are there?
imaginary, that passes through a figure and  How can I reflect a figure across a line of
divides it into two halves that are a symmetry?
mirrored reflection of each other.  What is rotational symmetry? How does it
 There are vertical, horizontal, and oblique relate to the properties of a circle?
lines of symmetry.  What is the order and angle of a rotational
 Rotational symmetry is when a figure can symmetry?
be rotated more than 0o but less than 3600  How do I complete reflections, rotations, and
about a central point and arrive at a transformations on figures within a Cartesian
position which is identical to the original plane?
position to the viewer’s eye.  What are the areas of basic geometric shapes?
 The order of rotational symmetry is the  How can I deconstruct the surface area of
number of distinct congruent positions complex 3-D shapes into nets?
achieved in one full rotation of the figure.  How do I calculate the surface area of complex
 o
The angle of rotation is 360 /order. 3-D shapes?
 Reflections, rotations, and transformations
of figures on a Cartesian plane are done
point by point, across a line of symmetry,
about a central point, or according to a
prescribed algorithm.
 Areas: square = s2; rectangle = (l)(w),
triangle = (1/2)(b)(h); parallelogram = (b)
(h); circle = πr2.
 To create a net of a 3-D object, imagine
cutting along its edges and folding it open,
laying it flat. What shapes would you have?
 To calculate the surface area of 3-D objects,
calculate the area of its distinct faces
separately and then sum them.

Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
Assessment Tool Overview
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Student will keep and interact with a personal
journal, recording the key concepts in their
Journaling √ √ √
own words, examples of the concepts in use,
and personal questions.
Students are given a checklist of
“I can…” understandings so they can track their own
√ √
Statements progress and make an informed estimation of
their own learning.

There are two assignments in this unit, one

Assignments deals with symmetry and the other surface √ √ √
area.

All key concepts will be introduced and

explored through group discussion with a focus
Group discussion √ √
on questioning, comparing, contrasting, and
developing a deeper understanding.
At the end of the unit there will be an over-
arching 80-minute individual examination. This
Unit Exam will provide the teacher with a final benchmark √
of each student’s comprehension of the specific
learning outcomes for the unit.
Students will be asked to complete a drawing
which contains line and rotational symmetry.
On the back they will expound on their
Symmetry Art
drawing’s number and type of line symmetry, √ √
Project
as well as its order and angle of rotational
symmetry. (Two separate drawings could be
done as well)

Difficult puzzles where the students are asked

Kajitsu Puzzles to carve a piece of fruit according to prescribed √
rules of line and rotational symmetry.