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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 Standards: Understand congruence and similarity using physical models, transparencies, or geometry software. 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 lines. 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 them. 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 so. 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.