Miss Whitehead / Unit 1: Transformations, Congruence, and Similarity / Dates: August 24th – September 16th
Math Florida Standard(s)
Benchmarks, Descriptions
and DOK levels / MAFS.8.G.1.3 (DOK 2): Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. MAFS.8.G.1.4 (DOK 2): 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. MAFS.8.G.1.1 (DOK 2): Verify experimentally the properties of rotations, reflections, and translations. MAFS.8.G.1.2 (DOK 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.
Learning Goal / Students will analyze two-dimensional space using congruence and similarity with the effect of transformations on objects and be able to use these understandings to solve real-world or mathematical problems.
Essential Question(s) / How are translations, reflections, and rotations similar? How are they different? What about dilations? How are similar and congruent figures alike and different?
Assessments / Pre-Assessments / Activity I, Activity II, Activity III and Related PowerPoint Activities
Formative Assessments / Cornell Notes Practice, Summary, and Comprehension Ratings
Summative Assessments / Quiz 1 & 2 on Transformations, Quiz on Angle Relationships
Unit Test on Transformations, Congruence, and Similarity
Progress Monitoring/ Feedback Loop / Homework: Reflections and Translations, Rotations and Vector Translation, Transformation Sequence, Angle Relationships
Quiz 1 on Transformations, Quiz 2 on Transformations, Angle Relationships Quiz
Higher Order Question(s) / How can you describe the image using every day words? Using mathematical vocabulary? How do you know figures transformed through rigid motion are congruent? How can you test or prove it? How do you know when figures are similar? How can you prove it? If you know that pairs of corresponding angles, alternate interior angles, and alternate exterior angles are congruent, what do you think is true about the lines? Why are vertical angles equal in measure?
Key Vocabulary / Transformations, Rigid Motions, Rotation, Reflection, Translation, Vector, Corresponding Sides, Corresponding Angles, Congruence, Dilation, Scale Factor, Similarity, Exterior Angle, Interior Angle, Transversal, Alternate Interior, Alternate Exterior, Adjacent
Monday, August 31st, 2015 / Translations / Rigor Level: DOK 2
Daily Agenda
Daily Objective / · Students will reflect, rotate, and translate two-dimensional figures on a coordinate plane using Cornell Notes and Graph Paper.
BELL RINGER
( 5 minutes) / · Draw two coordinate planes. On the first coordinat4e plane create a triangle and translate it using the formula (x+2,y+4) , on the second coordinate plane reflect it over the x axis
I DO: / · Go over bell work
WE DO: / · How do I rotate a point about an axis
YOU DO: / · Summary and Comprehension Rating on Cornell Notes
Homework / · Translations, rotations and reflections worksheet
EXIT TICKET:
(5 minutes) / · Two Sentence Summary on Activity II Worksheet
Tuesday, September 1st, 2015 / Review Transformations / Rigor Level: DOK 2
Daily Agenda
Daily Objective / · Students will demonstrate knowledge of reflections, rotations, and translations of two-dimensional figures on a coordinate plane by taking a Quiz.
BELL RINGER
( 5 minutes) / · Go over Homework.
I DO: / · Review homework and answer any questions before the quiz.
YOU DO: / · Quiz on Transformations
· When Finished, Work on Graphing Pictures Activity
WE DO: / · Introduction to Vectors Page 1
Homework / · Create a vector and translate a figure
EXIT TICKET:
(5 minutes) / · Rate performance on Quiz on a 0-4 scale.
Wednesday, September 2nd / Vector Transformations / Rigor Level: DOK 2
Daily Agenda
Daily Objective / · Students will translate figures on a coordinate plane using Vectors on graph paper.
BELL RINGER
( 5 minutes) / · Translate the figure by the rule.
I DO: / · Agive back quizzes.
· PowerPoint on Vector Translations
WE DO: / · AReflect on quizzes
· Complete Introduction to Vector Translation Worksheet
YOU DO: / · Vector Translation Practice
Homework / · Vector Translation Practice Page
EXIT TICKET:
(5 minutes) / · Draw a vector, draw a triangle, translate it along your vector.
Thursday, September 3rd, 2015 / Rotations / Rigor Level: DOK 2
Daily Agenda
Daily Objective / · Students will reflect, rotate, and translate two-dimensional figures on a coordinate plane using Cornell Notes and Graph Paper.
BELL RINGER
( 5 minutes) / · Complete Activity III using Prior Knowledge.
I DO: / · Discuss answers to Activity II with PowerPoint
· Go over Homework.
WE DO: / · Rotation or Not? on PowerPoint
· Cornell Notes on Rotations
YOU DO: / · Rotate Figure on Cornell Notes using the Rules for Rotation.
Homework / · None.
EXIT TICKET:
(5 minutes) / · Summary and Comprehension Rating on Cornell Notes
Friday, September 4th, 2015 / Similarity and Dilations / Rigor Level: DOK 2
Daily Agenda
Daily Objective / · Students will determine if two figures are similar by property of dilation and transformation using graphs and coordinates.
BELL RINGER
( 5 minutes) / · Look at pairs A – H. Determine if each pair shows similar figures or not.
I DO: / · PowerPoint on Similarity and Dilations.
WE DO: / · Discuss, “What is Similarity?”
· Cornell Notes on Similarity
YOU DO: / · Dilate the figure on the Cornell Notes.
Homework / · None.
EXIT TICKET:
(5 minutes) / · Summary and Comprehension Rating on Cornell Notes.
Note: Learning Scales, Accommodations, and Math Practice Standards are below.
Transformations, Similarity, and CongruenceScore / Learning Goals Scale
4.0 / Ø Apply knowledge of translations to real-world situations.
3.5 / In addition to 3.0 skills, I can do some of the 4.0 skills.
3.0 (GOAL)
With no help, I can do all these skills. / Ø Target Goal: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Ø Target Goal: Describe sequences of transformations that exhibit similarity between two similar two-dimensional figures.
2.5 / In addition to all 2.0 skills, I can do some of the 3.0 skills.
2.0
With no help, I can do all these skills. / Ø Verify experimentally the properties of rotations, reflections, and transformations.
Ø Describe the sequence of transformations that exhibits congruence between two congruent two-dimensional figures.
Ø Recognize and recall specific vocabulary.
1.5 / On my own, I can do some of the 2.0 and 3.0 skills.
1.0 / With help, I can do some of the 2.0 and 3.0 skills.
0.5 / With help, I can do some of the 2.0 skills.
0.0 / Even with help, I have no success.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process Writing
• using a rubric as evaluation
On-Demand/Timed-Writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective Writing
• students write about what they have learned and what they still need / Higher-Level Questioning in Classes
• Costa’s Level 1: Students find the answers right there in the text.
• Costa’s Level 2: Students must figure out the answer from information in the text.
• Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. / Think Pair Share
Sharing Ideas With a Partner or in a Group
Carousel or Gallery Walk
Problem Solving in Groups
Projects in Groups / Before Reading Activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During Reading Activities
• marking the text
• Cornell notes
• graphic organizers
After Reading Strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
· Read directions for the student
· Check for understanding
· Allow to leave class for assistance
· Extra time for exams
· Daily agenda / · Allow student time to step out to de-escalate
· Testing in small groups
· Use of a planner/binder for organization
· English Language Dictionary / · Extended time on assignments =1 day
· Preferential seating
· Written direction given
· Break directions into chunks / · Read Aloud to Students
· Visual manipulatives
· Cooperative Learning,
· Vocabulary, Description, Introduction,
.
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make Sense of Problems and Persevere in Solving Them
• Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way. • Check whether your solution makes sense.
MAFS.K12.MP.2.1 Reason Abstractly and Quantitatively
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use.
MAFS.K12.MP.3.1 Construct Viable Arguments and Critique the Reasoning of Others.
• Explain both what to do and why it works. • Work to make sense of others’ mathematical thinking.
MAFS.K12.MP.4.1 Model with Mathematics
• Apply math to real-world situations. • Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.
MAFS.K12.MP.5.1 Use appropriate Tools Strategically
• Choose appropriate tools for your problem. • Use mathematical tools correctly and efficiently. • Estimate and use what you know to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to Precision
• Communicate your mathematical thinking clearly and precisely. • Use the level of precision you need for your problem. • Be accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and Make Use of Structure
• Find, extend, analyze, and create patterns. • Use patterns and structures to solve problems.
MAFS.K23.MP.8.1 Look for and Express Regularity in Repeated Reasoning
• Use patterns and structures to create and explain rules and shortcuts. • Use properties, rules, and shortcuts to solve problems. • Reflect on your thinking before, during, and after you solve a problem.