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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.