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UNIT PLAN
Grade Level:
Unit #:
Unit Name:
7
6
Transformational geometry
Big Idea/Theme:
Transformational geometry is based on applying relationships with plane figures
and transformations.
Culminating Assessment:
The student will:
Create a blueprint using scale factors.
Use proportions and similar figures to enlarge or shrink a figure.
Create a tessellation identifying the transformations and angle relationships.
Illustrate the cross section of a solid.
Dissect a 3-D figure into its 2-D components.
Unit Understanding(s)
Student will understand …
The concept of the geometric
properties of 2-D/3-D figures is vital
to using transformational geometry.
Vertical, adjacent, complementary,
and supplementary angles have
relationships which can be used to
determine missing angle measures.
Triangles are classified by angles
and sides.
Proportions are used to find the
missing measures of similar figures.
Proportions are used to create scale
drawings.
Types of quadrilaterals have specific
properties.
The formula for finding the diagonals
of polygons must be mastered.
Determining the sum of the
measures of the interior and exterior
angles of a polygon is fundamental.
Deciding whether a combination of
polygons tessellate is vital.
Unit Essential Question(s):
What are the geometric properties of
2-D and 3-D figures?
How are vertical, adjacent,
complementary, and supplementary
angles used to determine missing
angle measures?
How are triangles classified by
angles and sides?
How do you find the missing
measures of similar figures?
How do you create scale drawings
with proportions?
What are the types of quadrilaterals
and the properties of each?
What is the formula for finding the
diagonals of polygons?
How do you determine the sum of
the measures of the interior and
exterior angles of a polygon?
How can you tell whether a
combination of polygons tessellate?
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Students will know… / Students will be able to…
Identify the relationships of vertical, adjacent, complementary, supplementary
angles, and angles formed by parallel lines and a transversal. (alternate
interior, alternate exterior, and corresponding angles)
Classify triangles by angles and sides.
Know and use the properties and relationships of congruent/ similar triangles
Find missing measures of similar figures including scale drawings
Compare the ratios of areas and perimeters of similar triangles
Classify quadrilaterals
Determine the number of diagonals of a polygon
Determine the sum of the measures of the interior and exterior angles of a
polygon
Use transformations to create tessellations
Identify shapes that tessellate and explain why they do.
Ascertain which 2-D figures are needed to create a 3-D figure.
Model the intersection of two or more geometric shapes in a plane.
Illustrate the cross-section of a solid.
South Carolina Academic Standards:
7-2.5
Apply ratios, rates, and proportions to discounts, taxes, tips, interest,
unit costs, and similar shapes.
7-4.1 Analyze geometric properties and the relationships among the properties
of triangles, congruence, similarity, and transformations to make
deductive arguments.
7-4.2 Explain the results of the intersection of two or more geometric shapes in
a plane.
7-4.3 Illustrate the cross section of a solid.
7-4.4 Translate between two- and three-dimensional representations of
compound figures.
7-4.5 Analyze the congruent and supplementary relationships—specifically,
alternate interior, alternate exterior, corresponding, and adjacent—of the
angles formed by parallel lines and a transversal.
7-4.6 Compare the areas of similar shapes and the areas of congruent
shapes.
7-4.7 Explain the proportional relationship among attributes of similar shapes.
7-4.8 Apply proportional reasoning to find missing attributes of similar shapes.
7-4.9 Create tessellations with transformations.
7-4.10 Explain the relationship of the angle measurements among
shapes that tessellate.
7-5.1 Use ratio and proportion to solve problems involving scale factors and
rates.
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Interim Assessment (formative)
Quizzes
Math journals
Class participation
Questioning
Classwork/Homework
Tests
Key Criteria (to meet the standard/rubric)
See rubric below.
Score Point
4
3
2
1
0
TASK RUBRIC: Descriptors
Addresses all parts of the task appropriately.
Provides thorough evidence of the student’s knowledge,
strategy, and execution (including concepts, techniques,
and representations) to meet the intent of the task.
Does not contain any execution or computation errors and
the correct answer is provided.
Clearly communicates the student’s mathematical thinking.
Addresses all parts of the task appropriately.
Provides thorough evidence of the student’s knowledge,
strategy, and execution (including concepts, techniques,
and representations) to meet the intent of the task.
May contain execution and/or computation errors that do
not detract from the overall completion of the task.
Clearly communicates the student’s mathematical thinking.
Addresses most parts of the task appropriately.
Provides adequate evidence of the student’s knowledge,
strategy, and execution (including concepts, techniques,
and representations) to meet the intent of the task.
May contain execution and/or computation errors that
detract from the overall completion of the task.
Adequately communicates the student’s mathematical
thinking.
Addresses some part(s) of the task appropriately.
Provides some evidence of the student’s knowledge,
strategy, and execution (including concepts, techniques,
and representations) to meet the intent of the task.
Contains an attempt to accomplish some part of the task
with some success.
Minimally communicates the student’s mathematical
thinking.
There is no evidence of mathematical knowledge that is
appropriate to the intent of the task.
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STANDARDS-BASED
DAILY LESSON PLAN
Grade Level:
7
Unit #: 6
Unit Theme:
Plane Geometry: The Unknown
Duration of lesson: 50 minutes
Applicable Unit Understandings
Students will understand the geometric properties of 2 D and 3 D figures.
Applicable Unit Essential Questions
What are the geometric properties of 2 D and 3 D figures?
SC Academic Standards
7-4.1 Analyze geometric properties and the relationships among the properties of
triangles, congruence, similarity, and formations to make deductive arguments.
7-4.9 Create tessellations with transformations.
7-4.10 Explain the relationship of the angle measurements among shapes that
tessellate.
Lesson
Instructional
Segment
Strategies
1
Group Activity
2
Discussion
3
Paired Activity
Teacher Activities
Teacher will provide students
with regular polygon templates
Teacher will lead a discussion
on results of the activity to
analyze angle measurements
of shapes that tessellate.
Teacher will instruct students
to discover abstract shapes
that will tessellate.
Student Tasks
Students will cut out
the polygons and
determine which will
tessellate
Students will share
their results and
participate in
discussion
Students will create
abstract tessellations.
Materials and Resources
Scissors, polygon templates, construction paper
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