TylerGarber

TonjanikaSmith
December16,2014
UnitPlan
FinalProjectforMethods:SecondaryMathematics

UnitonTransformationsandDilations

Week9:1/51/9
Period 1

Period 2

Period 3

Period 4

Period 5

Period 6

Period 7

Responsive
and/or
Assessment
Day

PLO: Students will

experience rigid
transformations
through a computer
puzzle.

PLO: Students will

describe rigid
transformations
that can move a
figure from one
position to another.

PLO: Students
will perform
transformation
s described in
words.

PLO: Students
will understand
how translations
affect the
coordinates of a
point.

PLO: Students
will understand
how reflections
affect the
coordinates of a
point.

Essential
Question:
How can I
describe it?
Describing
Transformations

Essential
Question:
How can I
describe it?
Describing
Transformations

PLO: Students
will perform
transformation
s described in
words and
investigate
patterns in
how the
coordinates
change.

-Students will
extend their
techniques for
using integer

-Students will
extend their
techniques for
using integer

Essential Question:
How can I move a
shape on a grid?
Rigid
Transformations
-Students will learn
how to move a
shape on a
coordinate graph
using rigid
transformations

Essential
Question:
How can I move a
shape on a grid?
Rigid
Transformations
on a Coordinate
Grid
-Students review
graphing strategies,

Essential
Question:
How can I
move a shape
on a grid?
Rigid
Transformatio
ns on a
Coordinate
Grid

Essential
Question:
What can I
create?
Using Rigid
Transformatio
ns

translations (slides),
rotations (turns),
and reflections
(flips).
-This lesson is an
introduction to rigid
transformations.
Today students will
make sense of rigid
transformations
and persevere in
solving the
key-in-the-lock
problems.
R: Course 3, Lesson
6.1.1, Problem 6-1;
Computer lab;
Resource page 6.1.1
Note: If you cannot
gain computer lab
access for this day,
consider using a
presentation
computer in the
classroom. This
problem will be
referred to in future

learn that different

methods to
transform shapes
can sometimes be
used
interchangeably,
describe and
complete
transformations on
a coordinate plane,
and use
coordinates to
describe the
position of objects
in a plane (flat
surface).
-Students will be
encouraged to
attend to
precision as they
describe their
transformations
using the correct
mathematical
vocabulary
introduced in this
lesson: translation,
rotation, and
reflection.

-Students
review
graphing
strategies,
learn that
different
methods to
transform
shapes can
sometimes be
used
interchangeabl
y, describe and
complete
transformation
s on a
coordinate
plane, and use
coordinates to
describe the
position of
objects in a
plane (flat
surface).
-Students will
be encouraged
to attend to
precision as
they describe

expressions to
record
movement on a
number line to
using
expressions to
represent
movement on
the coordinate
graph. Students
will also practice
identifying
whether a shape
has been
translated,
rotated, or
reflected.

expressions to
record
movement on a
number line to
using
expressions to
represent
movement on
the coordinate
graph. Students
will also practice
identifying
whether a shape
has been
translated,
rotated, or
reflected.

-Again, be sure
that students
are attending to
precision as
they describe
the rigid
transformations
in the problems.
Students will
also reason
quantitatively
when describing

-Again, be sure
that students are
attending to
precision as
they describe
the rigid
transformations
in the problems.
Students will
also reason
quantitatively
when describing

-Students will
practice
performing
and identifying
each type of
transformation
(translation,
rotation, or
reflection) in
order to move
shapes on a
coordinate grid
to create a
unique
drawing.
-In todays
lesson
students will
make use of
the structure
of rigid
transformation
s that they
have been
looking for in
the previous
lessons and
use their

lessons, so it is
important that
students have some
experience with it.

R: Course 3,
Lesson 6.1.2,
Problems 6-8, 6-9
(begin); Lesson
6.1.2 Resource
Page

their
transformation
s using the
correct
mathematical
vocabulary
introduced in
this lesson:
translation,
rotation, and
reflection.

today's
transformations.

today's
transformations.

R: Course 3,
Lesson 6.1.3,
Problems 6-18,
6-19

R: Course 3,
Lesson 6.1.3,
Problems 6-20,
6-21

reasoning to
create a unique
drawing.
R: Lesson
6.1.4, Problems
6-33, 6-34
(optional),
6-35
(optional);
Lesson 6.1.4
Resource Page

R: Course 3,
Lesson 6.1.2,
Problems 6-9
(continued),
6-10, 6-11

Week10:1/121/16
Period 1

Period 2

Period 3

Period 4

Period 5

Period 6

Period 7

PLO: Students will

understand the effect of
multiplying the

PLO: Students will

informally understand
the meaning of
similarity by

PLO: Students
will formally
understand why

PLO: Students
will
understand the
difference

PLO: Students
will
understand
how different

PLO: Students will

understand why some
transformations
generate congruent

Responsive
and/or
Assessment Day

coordinates of points by
a constant factor.

investigating the
effects of dilations.

dilations create
similar figures.

Essential Question:
What if I multiply?
Multiplication and
Dilation
-Students will be
introduced to the
concept of dilation.

Essential Question:
How do shapes
change? Dilations and
Similar Figures

Essential
Question:
How do shapes
change?
Dilations and
Similar Figures

-Students will look for

and make use of the
structure of dilations.
In problem 6-43, they
will critique the
reasoning of others.
Then in problem 6-44,
they will write a
conjecture, that is,
construct a viable
argument.
R: Course 3, Lesson
6.2.1, Problems 6-42,
6-43, 6-44 (optional),
6-45

-Students will develop

an understanding of
how dilations by
different numbers
result in changes in
shapes. They will also
compare shapes to
determine similarity.

-Students will revisit

dilations today,
making sense of
problems where a
shape gets smaller
instead of larger. They
will make construct
viable arguments and
critique the
reasoning of others
when making

-Students will
develop an
understanding
of how dilations
by different
numbers result
in changes in
shapes. They
will also
compare shapes
to determine
similarity.
-Students will
revisit dilations
today, making
sense of
problems
where a shape
gets smaller

between
similar and
congruent
figures.

scale factors
affect the size
of a dilated
image.

figures and others

generate similar
figures.
Essential Question:

Essential
Question:

Essential
Question:

Are they
similar?
Identifying
Similar Shapes

Are they
similar?
Identifying
Similar Shapes

-Students will
develop an
understanding
of congruence
and how it
relates to
similarity and
use shapes to
explore
different scale
factors.

-Students will
develop an
understanding
of congruence
and how it
relates to
similarity and
use shapes to
explore
different scale
factors.

-Students will
make sense of
and persevere
in solving
problems with

-Students will
make sense
of and
persevere in
solving

What sequence makes

them the same? Similar
Figures and
Transformations
-Students will use
sequences of
transformations to
show that two figures
are similar or
congruent.
-Today students
continue to make
sense of and
persevere in solving
problems with similar
figures and
transformations. They
will be introduced to
the term congruent.
This is a good time to
make sure that
students are attending

predictions about a set

of situations.
R: Course 3, Lesson
6.2.2, Problems 6-52,
6-53, 6-54; Lesson
6.2.2A Resource Page

instead of larger.
They will make
construct
viable
arguments and
critique the
reasoning of
others when
making
predictions
about a set of
situations.
R: Course 3,
Lesson 6.2.2,
Problems 6-55,
6-56, 6-57;
Lesson 6.2.2B
Resource Page

scale factors.
They reason
quantitatively
when finding
the new side
lengths of an
enlarged/redu
ced figure.
R: Course 3,
Lesson 6.2.3,
Problems 6-64,
6-65, 6-66;
Lesson 6.2.3
Resource Page,
tracing paper

problems
with scale
factors. They
reason
quantitativel
y when finding
the new side
lengths of an
enlarged/redu
ced figure.
R: Course 3,
Lesson 6.2.3,
Problems
6-67, 6-68,
6-69; graph
paper, colored
pencils

to precision when
they describe
transformations and
similar figures.
R: Course 3, Lesson
6.2.4, Problems 6-76,
6-77, 6-78, 6-79

Stage1:UnitGoals

BigIdea:
Studentswillbeabletoidentifydifferenttypesoftransformationsofshapesandlinesonacoordinateplane.
EnduringUnderstandings:Studentswillunderstandhowtranslationsaffectthecoordinatesofapoint.Studentswill
understandhowreflectionsaffectthecoordinatesofapoint.Theywillunderstandhowmovementaffectsapointona
graphinvariousways.
EssentialQuestions:Howdothingsmoveonagraph?Inwhatwaysdoesmakingslightchangestodataorinputsaffect
movementonagraph?Howcanwedescribemovementonagraph?
Knowledge:
Studentsshouldbeabletoplotpointsonacoordinateplane.Studentsshouldalsoknowtheirdegreeangles.They
shouldalsoknowbasicmovementonagraphwithregardtomovingverticallyandhorizontallywithcoordinate
information.
Skills
Plotpointsonagraph
Anglesanddirections(counterclockwiseandclockwise)
Standards:
M08.CG.1.1.1Identifyandapplypropertiesofrotations,reflections,andtranslations.
M08.CG.1.1.2Giventwocongruentfigures,describeasequenceoftransformationsthatexhibitsthecongruence
betweenthem.
M08.CG.1.1.3Describetheeffectofdilations,translations,rotations,andreflectionsontwodimensionalfigures
usingcoordinates.
M08.CG.1.1.4Giventwosimilartwodimensionalfigures,describeasequenceoftransformationsthatexhibitsthe
similaritybetweenthem.

Stage2:MajorAssessments

Stage3:

FinalProject:

IsBeautyintheEyeofSymmetry?

Previousresearchhadshownthatbalancedfacialfeaturesareconsideredmorebeautifulbyobservers,partiallyconfirmingnotionsputforthbythe
ancientGreeksthatsymmetryisanimportantingredientinhumanjudgmentsofbeauty.NationalGeographicAugust18,2008

Isthistrue?Domoresymmetricalfacialfeaturesmakesomeonemoreattractivetootherhumans?Wearegoingtofindout!

Material:Apictureofafaceshotstraighton(mugshotstyle)ofeitherthestudentoracelebrity.Studentswillmakeagridoverthefaceandusetheir
understandingsoftransformationsanddilationstomanipulatefacialfeaturestoanswerthequestionofsymmetryandattractiveness.

Examplestouse:

ProjectRequirements:

1.

Listalltranslations,reflections,rotations,anddilationsthatyouattemptedonaseparatesheetof
paper.(Aminimumof2ofeachtransformation,making8transformationsintotalPER
PICTURE)

2.

Writeaformalonepageresponserespondingtotheessentialquestion,Isthistrue?Domore
symmetricalfacialfeaturesmakesomeonemoreattractivetootherhumans?

3.

Makesuretoincludethreepicturesthatyouattemptedtomanipulate.Incorporateyouropinions
aboutthefacialsymmetryofthepeopleyouchoseandhowthatdoesordoesnotplayarolein
theirattractiveness.