Grade 8 Mathematics, Quarter 3, Unit 3.

Transformations on the Coordinate Plane

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Overview
Number of instructional days: Content to be learned
Use transformations to show line segments are congruent. Use transformations to show angles are congruent. Investigate side lengths and angles prior to and after the transformation to verify it is the same figure. Understand that figures are congruent if they can be obtained from a sequence of transformations. Describe the sequence of translations, reflections, and rotations to show congruency. Describe the effect of transformations (dilations, translations, rotations, reflections) on a figure using its coordinates.

12

(1 day = 4560 minutes)

Mathematical practices to be integrated

2. Reason abstractly and quantitatively. Know and flexibly use different properties.

3. Construct viable arguments and critique the reasoning of others. Use previous knowledge or results to construct arguments. Make conjectures and build progression of statements to explore truth. Use appropriate mathematical language to describe transformations.

5. Use appropriate tools strategically. Use graph paper, pencil, rulers, and geometry software for transformations. Use technology (computers) to visualize the results of varying assumptions.

8. Look for and express regularity in repeated reasoning. Maintain oversight of the process, while attending to the details Continually evaluate the reasonableness of intermediate results.

Essential questions
How do you know if two figures are congruent? How does each type of transformation change a figures location? Where can you find an example of transformations and dilations in the real world? How do transformations affect the coordinates of the vertices of two-dimensional figures?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Geometry
Understand congruence and similarity using physical models, transparencies, or geometry software. 8.G.1 Verify experimentally the properties of rotations, reflections, and translations: a. b. c. 8.G.2 Lines are taken to lines, and line segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines.

8.G

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. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

8.G.3

Common Core Standards for Mathe matical Practice

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 8 Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when expanding (x 1)(x + 1), (x 1)(x2 + x + 1), and (x 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Clarifying the Standards

Prior Learning In grade 6, students worked with properties of the coordinate plane. In grade 7, they worked with corresponding lengths and the relationships between those lengths. Students used similar figures and scale to find an unknown length. Current Learning According to PARCC Model Content Frameworks, this is a major cluster and critical area. Students work with transformations to identify congruent figures. They verify experimentally the properties of rotations, translations, and reflections. Students describe the effect of dilations on a two-dimensional figure using coordinates. In the next unit, students expand on the knowledge to work with similar two-dimensional figures and analyzing angles measures. Future Learning In high school, students will experiment with transformations in the plane. They will understand congruence in terms of ridged motions. Students will be using concepts of similarity and congruence to prove theorems and make geometric constructions. Later in eighth grade students will use this to work with similar figures.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Additional Findings
According to Principles and Standards for School Mathematics, Students will examine the congruence and similarity of objects using transformations. According to PARCC Model Content Framework, The angle-angle criterion for triangle similarity underlies the fact that a nonvertical line in the coordinate plane has the equation y = mx + b.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014