Students draw “dilations” on and off a coordinate grid, and understand that the resulting figures are similar but not necessarily congruent. Students understand that a figure under a dilation is manipulated from a point called the “center” and requires a “scale factor.”

PACING = 1 week

Essential Learning Outcomes (ELO)

∎ Students will persevere in identifying, finding coordinates, and graphing dilations.  (8.G.1, 8.G.3) (MP.1)

Learning Targets:

• I can identify a dilation. (8.G.3)

• I can find the coordinates of a dilation. (8.G.3)

• I can graph a dilation. (8.G.3)

• I can draw an image of a figure under a series of transformations. (8.G.1, 8.G.3)

∎ Students will construct arguments and critique the reasoning of others when identifying corresponding sides and angles of similar shapes.  (8.G.4, 8.G.5) (MP.3)

Learning Targets:

• I can identify corresponding sides and angles in similar shapes. (8.G.4, 8.G.5)

• I can understand that all corresponding angles of two similar polygons have equal measure. (8.G.4)

• I can identify similar shapes. (8.G.4)

∎ Students will identify different angle relationships and determine the measures of missing angles.  (8.G.5) (MP.2)

Learning Targets:

• I can identify supplementary angles. (8.G.5)

• I can identify angle pair relationships created by parallel lines cut by a transversal. (8.G.5)

• I can find the measures of supplementary angles. (8.G.5)

• I can find the angle pair measurements created by parallel lines cut by a transversal. (8.G.5)

• I can find the missing angle inside a triangle. (8.G.5)

• I can find the exterior angle of a triangle based on the exterior angle theorem. (8.G.5)

• I can explore and verify relationships between the angles formed by a set of parallel lines cut by a transversal. (8.G.5)

• I can explore and verify relationship between the interior and exterior angles of a triangle. (8.G.5)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*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.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 4: Dilation and Perspective

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