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Unit

Transformations Subject/Course: Math 2

Title:

Name: Ms. A

Grade/s: 10th, 11th

Martin

Standards/Goals:

Students will understand that Transformations and Symmetry are used to analyze real-world situations (e.g., art, nature, construction,

and scientific exploration).

- Goals are broken down into individual lesson objectives so my students and I will have a clear vision of what skills we need

to master and whether or not we are on track to meet these goals. Please see under each CC standard where I have a

bulleted list of Key Objectives/Concepts and Skills to Master

Reflection: I make sure I take the time to break down each standard based on skill and daily objective. As

Teach for America, 2011, suggests, When you write a lesson objective, ask yourself, What are my students

going to learn and achieve by the end of the lesson? Some teachers fall into the trap of designing activities,

creating worksheets, and giving lectures that merely cover material and do not focus on what students learn,

achieve, and accomplish (p. 62). I have to pay close attention to the alignment of my activities and my daily

objectives. Often times I think I have natural tendency to cover material instead of focusing on the

important parts of the objective. Developing clear daily goals helps me narrow my focus for each lesson and

ensure students successful outcomes.

Congruence

Experiment with transformations in the plane.

NC.M2.G-CO.2 Experiment with transformations in the plane.

Represent transformations in the plane.

Compare rigid motions that preserve distance and angle measure

(translations, reflections, rotations) to transformations that do not preserve

both distance and angle measure (e.g. stretches, dilations).

Understand that rigid motions produce congruent figures while dilations

produce similar figures.

Compare transformations that preserve distance and angle

measurements to those that do not.

Represent reflections, rotations and translations using a variety of

media.

Compare and contrast rigid and non-rigid transformations.

Understand transformations as functions that take points in the plane

as inputs and give other points as outputs

NC.M2.G-CO.3 Given a triangle, quadrilateral, or regular polygon, describe any reflection or

rotation symmetry i.e., actions that carry the figure onto itself. Identify center and

angle(s) of rotation symmetry. Identify line(s) of reflection symmetry.

Unit Plan (K-12) Template 1

Key Objectives/ Concepts and Skills to Master:

Describe the rotations and reflections of a rectangle, parallelogram, trapezoid,

or regular polygon that maps each figure onto itself.

Describe and identify lines and points of symmetry.

Identify the sequence of transformations that will carry a given figure to another.

NC.M2.G-CO.4 Verify experimentally properties of rotations, reflections, and translations in terms

of angles, circles, perpendicular lines, parallel lines, and line segments.

Through observations and conjectures develop definitions of rotations,

reflections, and translations

Students use terms fluently in written and verbal discussions

Using previous comparisons and descriptions of transformations, develop and

understand the meaning of rotations, reflections, and translations based on

angles, circles, perpendicular lines, parallel lines, and line segments.

Define rotations, reflections, and translations using angles, circles,

perpendicular lines, parallel lines, and line segments.

NC.M2.G-CO.5 Given a geometric figure and a rigid motion, find the image of the figure. Given a

geometric figure and its image, specify a rigid motion or sequence of rigid motions

that will transform the pre-image to its image.

Experiment with transformations in the plane

Perform rotations, reflections and translations using a variety of methods.

Create sequences of transformations that map a geometric figure on to

itself and another geometric figure.

Understand that the composition of transformations is not commutative.

Transform a geometric figure given a rotation, reflection, or translation

using graph paper, tracing paper, or geometric software.

Create sequences of transformations that map a geometric figure on to

itself and another geometric figure.

Understand that the composition of transformations is not commutative.

Congruence

Understand congruence in terms of rigid motions.

NC.M2.G-CO.6 Determine whether two figures are congruent by specifying a rigid motion or

sequence of rigid motions that will transform one figure onto the other.

Knowing that rigid transformations preserve size and shape or distance and

angle, use this fact to connect the idea of congruency and develop the definition

of congruent.

Transform figures using geometric descriptions of rigid motions.

Predict the effect of rotating, reflecting or translating a given figure.

Justify the congruence of two figures using properties of rigid motions.

Understand similarity in terms of similarity transformations.

Unit Plan (K-12) Template 2

NC.M2.G-SRT.1 Verify experimentally the properties of dilations with given center and scale

factor:

NC.M2.G-SRT.1a

a. When a line segment passes through the center of dilation, the line segment

and its image lie on the same line. When a line segment does not pass through the

center of dilation, the line segment and its image are parallel.

Given a center and a scale factor, verify experimentally, that when performing

dilations of a line segment, the pre-image, the segment which becomes the

image is longer or shorter based on the ratio given by the scale factor.

Given a line segment, a point not on the line segment, and a dilation factor,

construct a dilation of the original segment.

Recognize that the length of the resulting image is the length of the original

segment multiplied by the scale factor and that the original and dilated image

are parallel to each other.

Interpreting Functions

Understand the concept of a function and use function notation.

NC.M2.F-IF.1 Extend the concept of a function to include geometric transformations in the

plane by recognizing that:

the domain and range of a transformation function f are sets of points

in the plane;

the image of a transformation is a function of its pre-image.

NC.M2.F-IF.2 Extend the use of function notation to express the image of a geometric figure in the

plane resulting from a translation, rotation by multiples of 90 degrees about the

origin, reflection across an axis, or dilation as a function of its pre-image.

Supporting/Repeating Standards:

Understandings: Essential Questions:

Students will understand that How can you change a figures position without changing

its size or shape?

Students will develop a better understanding of How do you recognize symmetry in a figure?

how to use composite transformations including How can transformations be use to show congruence in

translations, reflections, and/or rotations to create figures?

congruent figures. Students will develop a better How can you represent transformations with function

understanding of how to use geometric properties notation

to locate points on a coordinate grid.

*Students will use transformations and other These questions will be assessed on the formative/

geometric properties to begin making connections

summative assessment. All classroom instruction should

with graphs of algebraic functions in order to

transition into Quadratics next unit. align to these questions

Students will know

Students will be able to

The four basic types of transformations Identify symmetry in a figure

The properties and theorems of Reflections. Perform transformations of figures

Identify transformations on a coordinate plane

Vocabulary: Classify Isometries

angle of rotation, compression, congruence Find compositions of isometries

transformation, congruent, corresponding angles,

corresponding sides, dilation, domain, image, I can statements

Unit Plan (K-12) Template 3

isometric, line, line of reflection, non-rigid motion, 1. Represent transformations in the plane

point, point of rotation, pre-image, quadrants, 2. Compare rigid motions that preserve distance and

range, ray, reflection, regular polygons, relation, angle measure

rigid motion, rotation, scale, factor, transformation

Common Misconceptions: 3. Understand that rigid motions produce congruent

figures while dilations produce similar figures

Common Issues Suggestions Questions/ 4. Verify experimentally the properties of dilations

Prompts with given center and scale factors

Student confuses terms Look at the start of the

horizontally and word horizontally. What 5. Extend the concept of a function to include

vertically are we referring to when geometric transformations in the plane by recognizing

we talk about the that:

horizon? Which way is The domain and range of a transformation

this?

Student translates rather If you were to place a function f are sets of points in the plane

than reflect the shape mirror on the x-axis, what The image of a transformation is a function of

would the reflected image its pre-image

look like?

6. Extend the use of function notation

Student confuses the Think about the direction

terms clockwise and of the hands on a clock.

counterclockwise This direction is

clockwise.

center of rotation and rotation?

rotates from a corner of oMark the center of

the shaded triangle rotation and draw a line

to a corner of the shape.

Where will this line be

once it has been rotated?

Student uses an oIs there a single

inefficient combination of transformation that will

transformations take the shaded triangle

directly to the triangle

labeled E?

Student masters all Find a combination of two

objectives and needs an transformations that

extension task could be replaced by a

single one.

1) Students will build confidence and creativity: This unit allows students to build on skills they already have. Even if

students are not familiar with the geometric vocabulary yet, they already have a basic understanding of translations,

rotations, dilations and reflections. This unit is a great place to start for students to feel confident in their skills and

success in this course.

2) Real World Applications: Students are able to use real world applications in order to solve problems and master

standards. We will introduce and discuss each new concept through the lens of real-world applications. (i.e. selfie

pictures and reflections, hands of a clock and rotations, car motions and translations, Willie Wonka and the Chocolate

Factory and dilations, etc.)

Reflection: Connecting each of my objectives and lessons to our classroom vision/ big goal has really

helped motivate my students and give them a clear road map to follow. Students see the connection between

what we are learning in class and what is expected of them at the end of this course. Focusing on my two big

vision-aligned goals has also helped build student investment and has strengthened my relationship with my

students. As Teach for America, 2011, points out, Tying objectives to the big goal not only provides clarity

Unit Plan (K-12) Template 4

of purpose, but can also help focus and motivate students (p. 64).

Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

1. Common Assessment (District-wide) See attached summative below

Unit 1 Common Assessment will be given at the end of the unit. This test is created by the district, and is made of

questions that cover each standard. Each question is multiple choice and has students interpret transformations

graphically and algebraically.

2. Performance Tasks given throughout the unit based on major standards: These performance tasks/formative

assessments will be used throughout lessons to demonstrate students mastery of objectives. See below for specific

performance tasks for each standard.

Let the points W, T, U and V be the domain of function f(x) that represents a translation 3 units to the left.

A) Sketch the results of applying this transformation and list the coordinates of the points in the range.

B) What is the relationship between the perimeter of the original figure and the new one?

- This question requires students to make the connection between algebraic function notation (domain/range)

and geometric transformations. It also tests students abilities to plot points on a coordinate plane and

perform a translation. Lastly, it requires students to expand knowledge by comparing the two images based

on their perimeters.

Describe all the rotations and reflections that carry each figure below onto itself.

- This question requires students to demonstrate their understanding of basic rotions (both clockwise and counterclockwise). In

addition, students have to apply their undersnding by using the identity property. In addition, students will discuss new coordinates,

and symmetry.

1. Given a polygon and its transformation, identify the angle of rotation or the distance of translation.

2. Perform a rotation, reflection, and translation with a given polygon and give a written explanation of how each step meets the

definitions of each transformation using correct mathematical terms.

- With this problem, students have an open-ended question where they can explore their critical

Unit Plan (K-12) Template 5

thinking and problem solving skills. I can also have a better understanding of where their

understanding is.

1. Prove that every rotation is a composition of two reflections.

2. Skill based task: Reflect the quadrilateral over the x-axis.

Students have the opportunity to demonstrate their understanding by reflecting the object. Students can then take this

understanding further by proving the connection between rotations and reflections. This is a good question to scaffold problems to

the ultimate goal of composing functions using composition notation.

1. Create frieze patterns and tessellations using transformations that preserve congruence.

2. Skill based task: Describe a series of transformations that would generate the figure A from figure Z.

Students have the opportunity to illustrate their creativity through designing their own patterns and tessellations. This will also

strengthen their transformation skills. We will discuss the role of congruence in this assignment. Question 2 allows students to

express their thoughts in an open-ended manor. Students have the flexibility to choose their own transformations using correct

notation.

Reflection: Based on my students pre-test data, I know there are many gaps in their understanding coming

into this unit. I will work to build students up to master these tasks and objectives; however, I also want to

make sure the tasks help us get closer to our vision (i.e. building confidence in students). As Teach for

America, 2011, notes, It is therefore important to consider your students current achievement levels and all

of the pre-requisite skills and knowledge that your goals assume when fashioning your list of lesson

objectives (p. 65). Because of this, I have included 2 questions for each objective/task so students have an

opportunity to provide open-ended responses that reflect their understanding and also are exposed to a higher

level application problem.

Unit Plan (K-12) Template 6

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):

1. Quiz 1 Students will have a 10 question multiple choice quiz that will be modeled after their summative common

assessment. This will provide important classroom data that will let me know what interventions need to take place

before the summative assessment.

2. Error Analysis Assessment Students will analyze students work from the previous quiz and classroom performance

tasks. They will be asked to identify the error in students work, correct the mistake, and provide step-by-step directions

for the student to fix their errors.

3. Quiz 2 Students will have another 10 question assessment check-in that will provide data that will shape any

necessary interventions for the common assessment.

4. Group/ Stations Assessment Students will work in groups on problems separated by standards. They will rotate

around to different stations based on their answers. This will provide an engaging way for students to demonstrate their

understanding and build confidence by working with peers.

5. White Board Formative Assessment Students will be asked to demonstrate their understanding by recording their

answers on white boards. This will hold students accountable for their answers and provide me with instant feedback

that will help me form my lessons.

How do these assessments measure your students progress toward your classes big goal(s)?

- Assessments are scaffolded in order to build confidence in students and help them think about the objectives

creatively and carefully. The assessments also provide important feedback that will help me shape my lesson plans

and interventions. Several of the assessments will hold students accountable for the work they are doing in class, and

students will be able to express themselves and their understanding freely without feeling like they are taking a formal

assessment.

Create and/or copy/paste the summative assessment that accompanies this unit here. Note if you have created the

summative assessment for this unit in another file, you may zip the two files together to submit to the gradebook.

Explain how you have designed your assessment, so you can easily track mastery by objective. You may

explain this here or if its easiest to track changes in your assessment and explain why you organized it as you

have, please feel free to do so.

- The district created this assessment, and each standard is listed along with the question. Questions are multiple

choice so they can quickly be checked and sorted based on mastery. I was not able to rearrange or re-group questions.

Please look at the summative assessment for comments on the order of the assessment.

Reflection: While I do not have the flexibility to create my own summative assessment, I did have access to

the district-wide test before I began my unit plan. This is an important piece because I will be able to know if

my students are able to master the objectives, and I can let students know where they are going and the skills

they should master. As Teach for America, 2011, sayssuccessful teachers create their summative

assessments before they begin teaching their lessons . Doing so will greatly enhance your teaching and raise

your students achievement levels. Teachers who clearly articulate how students will demonstrate mastery

upfront have a clearer sense of where their students need to end up (p. 59).

Unit Plan (K-12) Template 7

Stage 3: Learning Plan

**Activities and Resources are posted below. I keep all of my activities in folders on google drive.

Day 1: 1.1 Translations: Students will be introduced to transformations and will define all 4 types. Today,

students will explore translations both graphically and by using the algebraic arrow rule. Students will

discuss how order matters and the relationship between translations on the x-axis and y-axis.

Day 2: 1.2 Reflections: Students will explore reflections both graphically and by using the algebraic arrow

rule. Students will discuss how order matters and the relationship between reflections on the x-axis, y-axis,

and y=x. Students will use real world examples of reflections to shape their understanding.

Day 3: 1.3 Rotations: Students will explore rotations both graphically and by using the algebraic arrow rule.

Students will discuss how order matters and the relationship between clockwise and counterclockwise

rotations. Students will also understand the importance of notation. As students are exploring rotations,

they will use a clear transparency and expo markers in order to develop their understandings of rotations.

Reflection: When designing these lessons, I carefully considered how to incorporate real-world applications.

Because my students are invested in topics they are familiar with and can relate to things in their own lives, I

looked for ways to strengthen their understanding. Teach for America, 2011, echoes this sentiment, saying,

When you design your unit plan, consider what content will engage your students given their interests and

backgrounds (p. 54).

Day 4: Assessment Quiz/Review: Students will be given a 10 question summative quiz that will provide

important data that will shape my lesson plans and instructions. The questions will address translations,

reflections, and rotations.

Day 5: 1.4 Dilations: Students will explore dilations both graphically and by using the algebraic arrow rule.

Students will discuss how order matters and the relationship between each side of the object they are

dilating. Students will emphasize how the new transformed object is not congruent to the pre-image.

Students will be introduced to this skill by watching a quick clip from Willie Wonka and the Chocolate

Factory.

Day 6: 1.5 Composition of Motion: Students will explore ways to perform multiple transformations through

Louis Carrolls story, Alice in Wonderland. Students will start by transforming Alice in wonderland and then

move to transforming points. Students will learn the proper notation for compositions.

Day 7: 1.6 Additional Transformation Info/Flex day: Students will participate in a white board

activity/assessment to practice the skills they have learned this unit. Teacher will use this activity to hold

students accountable for their work and to check their understanding. We will build in remediation this day

to address learning gaps

Day 8: Review Day/Game Students will take a practice mini quiz and trade and grade to do an error

analysis. This will give students a chance to review their own understanding and to give feedback to

classmates.

Day 9: Assessment Quiz on Lesson 1.1 - 1.6 10 question quiz to check students understanding

Day 10: 1.7 Function Notation and Transformations students will look at transformations and describe

them using function notation. Students will review domain and range and how to find a function using the

vertical line test

Unit Plan (K-12) Template 8

Day 11: 1.8 Performing Transformations and Composition of Transformations using the identity property:

Students will use their knowledge of transformations to work backwards to map images back onto their pre-

image.

Day 12: 1.9 Symmetry and Congruence in Polygons: Students will expand their understanding of symmetry

and congruence with transformations to regular polygons. Students will look at polygons and find lines of

symmetry

Day 13: Review for Test: Students will use their white boards and an error analysis to review for the Unit 1

Common Assessment

Day 14: Assessment/ Unit Common Assessment See below for the district made exam

Reflection: Pacing the unit is one of the areas I struggle with most in terms of lesson planning. When I see

students struggling or needing re-enforcement, I sometimes bring in lessons or resources that are not

necessary for success in this unit. As, Teach for America, 2011, stated, A unit plan forces you to make

difficult decisions about what to teach and how to teach it. After taking the time to develop a unit plan, you

are less likely to be side-tracked by objectives, lessons, or activities that do not advance your ultimate quest

for academic achievement (p. 53).

Other Notes/Handouts/Rubrics:

Lesson 1.4 Practice: (PDF cant attach. See Google Drive)

Unit Plan (K-12) Template 9

Lesson 1.6 Notes:

Unit Plan (K-12) Template 10

Unit 1 Common Assessment

Name _________________________________________

Common Assessment Unit 1, Math 2

NC.M2.G-CO.2

that moves each point of a figure the points:

same ________ in the same

direction. A. the same distance in a circular

direction

A. arc length B. the same distance in different

B. rotation directions

C. angle measure C. a different distance in a circular

D. distance direction

D. the same distance and direction

3. The point J (8, -8) undergoes the 4. The point S (x, y) = (-x, y). What

translation T2, 1. What are the transformation is S?

coordinates of J ?

A. R270

A. (6, -9) B. R90

B. (8, -8) C. rx-axis

C. (10, -7) D. R180

D. (-2, -1)

Unit Plan (K-12) Template 11

5. What illustration predicts the effect(s) of reflecting the given triangle over

the line x = 3?

A. B.

C. D.

Unit Plan (K-12) Template 12

NC.M2.G-CO.3

input onto itself? does a regular hexagon have?

A. reflective function A. 2

B. negative function B. 3

C. identity function C. 6

D. opposite function D. 1

A. (6, 7)

B. (6, -7)

C. (-7, 6)

D. (-6, -7)

NC.M2.G-CO.4

A. parallel

B. independent

C. skew

D. perpendicular

Unit Plan (K-12) Template 13

NC.M2.G-CO.5

10. What illustration predicts the effect(s) of translating the given triangle to

the right 5 units and up 6 units?

A. B.

C. D.

Q (-7, 5) to (-8, 5)?

A. T15, 10

B. T1, 0

C. T15, 10

D. T1, 0

Unit Plan (K-12) Template 14

12. What illustration predicts the effect(s) of rotating the given triangle 70o

counterclockwise about R?

A. B.

C. D.

Unit Plan (K-12) Template 15

NC.M2.G-CO.6

13. The image of a reflection will be 14. Are the two figures below

_________ the preimage. congruent? Why or why not?

A. smaller than

B. larger than

C. not congruent but the mirror image

of

D. congruent and the mirror image of

rigid motion of a reflection

a rigid motion of a reflection

a non-rigid motion of a rotation

rigid motion of a rotation

Unit Plan (K-12) Template 16

NC.M2.G-SRT.1

15. Are the two figures below 16. Determine the scale factor of the

congruent? Why or why not? dilation below.

non-rigid motion of a vertical stretch.

A.

B. Congruent; ABC has undergone a

rigid motion of a reflection. B.

non-rigid motion of a dilation.

non-rigid motion of a vertical

compression.

17. Given that with vertices A = (1, 4), B= (3, 7), and C = (4, 1) has

been transformed to with vertices = (1.5, 6), = (4.5, 10.5),

and = (6, 1.5) via a dilation centered at the origin, which function

represents the transformation?

A.

B.

C.

D.

Unit Plan (K-12) Template 17

NC.M2.F-IF.1

A. =2

B. =0

C. =2

D. =1

NC.M2.F-IF.2

g(x, y) = (x + 2, y), R180(R90(x, y)) if (x, y) = (8, 4)?

then what is f(g(8, 3))?

A. (8, 4)

A. (-10, 3) B. (-4, 8)

B. (3, 10) C. (4, -8)

C. (10, -3) D. (-8, -4)

D. (-3, -10)

Reflection: While I do feel this test does a good job of covering all of the objectives at different levels, I do

not believe it is the best measure of student success. As Laureate Education, Inc., 2012, states, assessments

should Provide opportunities for students to demonstrate mastery in an authentic way (2012). This

assessment only consists of multiple-choice questions and there are no opportunities for students to discuss

Unit Plan (K-12) Template 18

their learning. To supplement this, once students have completed this common assessment, I will look at the

data and provide them with an opportunity in class to demonstrate their understanding in an authentic way by

having them create tessellations that require them to be creative and recall all of the skills used this unit.

Works Cited

Laureate Education, Inc. (Executive Producer). (2012). Summative assessment. Baltimore, MD: Author.

(approximate length: 19 minutes)

Retrieved from https://docs.google.com/file/d/0B9aKdxaTnscyZmZ4aVh5Wnd4aG8/view?pli=1

Unit Plan (K-12) Template 19

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