Logic Ladies: Unit Plan Overall Idea Matrix

Topic
Geometry: Transformations and Congruency

Target Audience (make sure to describe number, age, and abilities of students)
These lessons are for an 8th grade math class. There students in each class. ill be a total of !"# students broken up into " periods ith $#

%&erall %b'ecti&es
After a class period of group e(ploration, students transformations during a class presentation. ill be able to correctly describe the properties of different

)uring class time, students ill be able to correctly model transformations ith their physical bodies on a coordinate system. This ill be demonstrated through photos they document along ith a ritten description for each transformation posted on the *ikispace. After a class discussion o&er the topic of congruency, students ill be able to apply their kno ledge of congruency by accurately completing four out of fi&e home ork problems that assess their understanding of congruency. Gi&en the appropriate technology and after a eek of instruction, students ill be able to correctly model at least four sets of similar figures incorporating each of the four transformations at least once ith appropriate &erbal e(planations in the form of a mo&ie.

Common Core +tandards

CC++.,ath.Content.8.G.A.! -erify e(perimentally the properties of rotations, reflections, and translations CC++.,ath.Content.8.G.A.. /nderstand that a t o0dimensional figure is congruent to another if the second can be obtained from the first by a se1uence of rotations, reflections, and translations2 gi&en t o congruent figures, describe a se1uence that e(hibits the congruence bet een them. CC++.,ath.Content.8.G.A.$ )escribe the effect of dilations, translations, rotations, and reflections on t o0dimensional

figures using coordinates. CC++.,ath.Content.8.G.A.3 /nderstand that a t o0dimensional figure is similar to another if the second can be obtained from the first by a se1uence of rotations, reflections, translations, and dilations2 gi&en t o similar t o0 dimensional figures, describe a se1uence that e(hibits the similarity bet een them.

4+T5 +tandards
!. Creati&ity and 4nno&ation: Apply e(isting kno ledge to generate ne ideas, products or processes. Create original orks as a means of personal or group e(pression. /se models and simulations to e(plore comple( systems and issues .. Communication and Collaboration: 4nteract, collaborate, and publish ith peers, e(perts, or others employing a &ariety of digital en&ironments and media

Technology
!) i0,o&ie .) Concept ,apping

6o

Technology

ill be /sed

,aterials that 7eed to 8e Created

9ubric +ample +tudent -ideo Computer ith 4nspiration < 6ome ork =rintout 6ome ork >ey 6andout of 4nstructional ,ap made in class 9ubric +ample student ork =age for submission on *ikispace 9ubric Geometer@s +ketchpad :ile Aaptops

$) =hoto +afari?*ikispace 3) Geometer@s +ketchpad

5nd of unit assessment. +tudents ill be modeling the &arious transformations hile narrating the mathematical concepts. Teacher ould make the instructional concept map in class ith the students, focusing on ho to determine the congruency of t o figures. :or home ork, students ould utili;e that map to determine congruency bet een gi&en sets of figures. 4n a group, students ill document, in picture form, the initial position of a figure and the position after a transformation has been performed. %nce documented, students ill post these pictures to their respecti&e teacher@s *ikispace. 4n groups students ill use Geometer@s +ketchpad to in&estigate the properties of &arious transformations. +tudents ill ha&e one laptop per group ith the soft are on it.

Technology Unit Timeline Planner Must have one lesson plan for each individual plus at least one as group (number of group members !"#

Lesson Topic
)isco&ering Transformation s

$hat %tudents $ill &o

4n groups students ill use Geometer@s +ketchpad to in&estigate the properties of &arious transformations . +tudents ill help create a concept map helping them determine if t o figures are congruent. They ill ha&e a home ork assignment o&er this topic.

Time 'llotted
. class periods (!## minutes)

Ob(ectives 'ddressed

Technolog y Used
+ketchpad

Person )esponsib le (or *roup"

Teresa 9atashak

CC++.,ath.Content.8.G.A.! -erify e(perimentally the properties of rotations, reflections, and translations Communication and Collaboration: 4nteract, collaborate, and publish ith peers, e(perts, or others employing a &ariety of digital en&ironments and media

)etermining Congruency

! class period ("# minutes) B!" minutes of home or k time

CC++.,ath.Content.8.G.A.. /nderstand that a t o0dimensional figure is congruent to another if the second can be obtained from the first by a se1uence of rotations, reflections, and translations2 gi&en t o congruent figures, describe a se1uence that e(hibits the congruence bet een them. Creati&ity and 4nno&ation (a.) Apply e(isting kno ledge to generate ne ideas, products, or processes (c.) /se models and simulations to e(plore comple( systems and issues

Concept ,apping C 4nspiration <

,acken;ie ,agness

)ilations, Translations, and 9eflections

+tudents ill be modeling the transformations on a coordinate graph.

! class period ("# minutes)

CC++.,ath.Content.8.G.A.$ )escribe the effect of dilations, translations, rotations, and reflections on t o0dimensional figures using coordinates. Creati&ity and 4nno&ation: Apply e(isting kno ledge to generate ne ideas, products or processes. Create original orks as a means of personal or group e(pression CC++.,ath.Content.8.G.A.3 /nderstand that a t o0dimensional figure is similar to another if the second can be obtained from the first by a se1uence of rotations, reflections, translations, and dilations2 gi&en t o similar t o0dimensional figures, describe a se1uence that e(hibits the similarity bet een them.

=icture capturing de&ices (cameras, i=ads, phones) *ikispace i=ad i,o&ie Airplay

Ale( ,acalik

Geometry i,o&ie

+tudents ill create an i,o&ie that incorporates kno ledge gained throughout this unit of different

$ class periods (!"# minutes)

Group