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Grade/Course: Grade 8
Instructional Unit 1: Congruence and Similarity
Instructional Schedule: First Nine Weeks (suggested for 20 days)
( Bold text is new content )
Adapted from Timothy Kanold Scope-And-Sequence
Understand congruence and
similarity using physical models,
transparencies, or geometry
8.G.1 Verify experimentally the
properties of rotations, reflections,
and translations:
a. Lines are taken to lines, and line
segments to line segments of the
same length.
b. Angles are taken to angles of the
same measure.
c. Parallel lines are taken to parallel
8.G.2 Understand that a twodimensional figure is congruent to
another if the second can be
obtained from the first by a sequence
of rotations, reflections, and
translations; given two congruent
figures, describe a sequence that
exhibits the congruence between
8.G.3 Describe the effect of dilations,
translations, rotations, and
reflections on two-dimensional
figures using coordinates.
8.G.4 Understand that a twodimensional figure is similar to
another if the second can be
obtained from the first by a sequence
Evidence Of Standard:
(student should be able to…)
Prerequisite Knowledge:
(standards linked to content taught in
previous grades)
Assessment Tools:
( formative assessments, quizzes,
mastery tasks/activities)
of rotations, reflections, translations,
and dilations; given two similar twodimensional figures, describe a
sequence that exhibits the similarity
between them.
8.G.5. Use informal arguments to
establish facts about the angle sum
and exterior angle of triangles, about
the angles created when parallel
lines are cut by a transversal, and the
angle-angle criterion for similarity of
triangles. For example, arrange three
copies of the same triangle so that
the sum of the three angles appears
to form a line, and give an argument
in terms of transversals why this is
Resources/Exemplar Tasks:
( list possible task/activities students could engage in within this unit)
Standards for Mathematical Practice:
(highlight practice standards to be emphasized in the instructional unit)
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of instruction.
8. Look for and express regularity in repeated reasoning.