Students learn to understand and use the terms “reflections,” “rotation,” “translation,” recognizing what determines each type of transformation. Students create rigid transformations on and off coordinates grids, and also use math language to describe rigid transformations already completed.
PACING = 3 weeks
∎ Students will persevere in identifying, describing, finding coordinates, and graphing reflections, rotations and translations. (8.G.1, 8.G.3) (MP.1)
I can identify and describe a reflection. (8.G.3)
I can identify and describe a rotation. (8.G.3)
I can identify and describe a translation. (8.G.3)
I can graph a translation. (8.G.1)
I can graph a reflection. (8.G.1)
I can graph a rotation. (8.G.1)
I can find the coordinates of a translation. (8.G.3)
I can find the coordinates of a rotation. (8.G.3)
I can find the coordinates of a reflection. (8.G.3)
I can draw an image of a figure under a sequence of rigid transformations. (8.G.1)
∎ Students will construct arguments and critique the reasoning of others when identifying corresponding sides and angles of congruent shapes. (8.G.2) (MP.3)
I can identify corresponding sides and angles in congruent shapes. (8.G.2)
I can verify congruence by comparing measurements. (8.G.2)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
New Vocab: center of rotation, corresponding angles, corresponding sides, image, line of reflection, reflection, rigid transformation, rotation, transformation, translation, congruent (≅), sequence of transformations, similar (∼), alternate exterior angles, alternate interior angles, corresponding angles, linear pair, same-side exterior angles, same-side exterior angles, same side interior angles, supplementary, transversal, A’, B’, etc. (“A prime,” “B prime,” etc.)
Review Vocab: degree, vertex, x-coordinate, y-coordinate, ray, scale factor, proportional relationships, adjacent angles, supplementary angles, vertical angles, coordinates, quadrant, ordered pair, horizontal, vertical, parallel
Academic Vocab: clockwise, counterclockwise, map onto, reverse order, enlarge, reduce, statement, prove, intersect
*The computational strategies that you practice during number talks does NOT have to align with the core math content. Number talks are meant to practice fluency strategies, not teach new content.
Ready Teacher Toolbox Lesson 1: Understand Rigid Transformations and Their Properties -Sessions 1-3
Assessment Tasks UPDATED 8th gr assessments 8.G.1 Proficiency Rubrics 8.G.1 IAR sample questions 8.G.1
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 1: Transform with Technology
Nearpod Math lessons Open Middle tasks
Interactive manipulatives
Ready Teacher Toolbox Lesson 3: Work with Sequences of Transformations and Congruence-Sessions 1-4
Assessment Tasks UPDATED 8th gr assessments 8.G.2 IAR sample questions 8.G.2 Proficiency Rubrics 8.G.2
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 3: Transformation Maze
Nearpod Math lessons Open Middle tasks
Interactive manipulatives
Ready Teacher Toolbox Lesson 2: Work with Single Rigid Transformations in the Coordinate Plane -Sessions 1-5
Assessment Tasks UPDATED 8th gr assessments 8.G.3 Proficiency Rubrics 8.G.3 IAR sample questions 8.G.3
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 2: Tangram Transformations
Nearpod Math lessons Open Middle tasks
Interactive manipulatives
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities