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Unit Design
Warren County Public Schools
Mathematics
Geometry
Unit 4: Rigid Transformations and Congruence
21 periods
Content Area
Grade/Course
Unit Title
Duration of Unit
Priority Standards
HSG-CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure
using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
HSG-C0.B.6
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a
given rigid motion on a given figure; given two figures, use the definition of congruence in terms
of rigid motions to decide if they are congruent
HSG-SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships
in geometric figures
Supporting Standards
HSG-CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry software; describe
transformations as functions that take points in the plane as inputs and give other points as outputs.
Compare transformations that preserve distance and angle to those that do not (e.g., translation
versus horizontal stretch).
HSG-CO.A.3
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
HSG-CO.A.4
Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments
HSG-CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are congruent
if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
HSG-CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
Concepts (nouns)
transformed figure
sequence of
transformations
figures
effect of rigid motion
definition of
congruence
congruence criteria
Skills (verbs)
draw
specify
Bloom’s Level (verb)
4 analyze
4
transform
predict
use
5 evaluate
5
5
use
4
Unit Design
Warren County Public Schools
Learning Targets
LT1: Draw transformations using graph paper, tracing paper or geometry software.(4)
LT2: Determine a sequence of transformations that will map a given figure onto another.(4)
LT3: Decide if two figures are congruent.(4)
LT4: Use congruence criteria for triangles to solve problems.(5)
LT5: Use congruence criteria to prove relationships in geometric figures.(5)
Determine Big Ideas (lifelong
understandings)
Rigid transformations of a figure do not change
its shape or size.
Write Essential Questions (Answer Big Idea,
hook student interest.
What happens when you flip, turn or slide a
figure?
Formative Assessment Lesson(s)Representing & Combining Transformations
Analyzing Congruency Proofs
The teacher leaders for the GATES grant work recommend that Warren County
Administration adopt the practice that Warren County Math teachers do a minimum of
one Formative Assessment Lesson per quarter. Choices for Formative Assessment
Lessons may be found at http://map.mathshell.org/materials/lessons.php
Create assessments.
Create engaging learning experiences.