Download Roselle School District Grade 7 Pre-Algebra Honors Curriculum Unit

Roselle School District
Grade 7 Pre-Algebra Honors Curriculum
Unit 7
Essential Question(s)
How will a shape look when rotated, reflected, and/or translated?
How is the location of a point on a grid described?
Enduring Understanding(s)
Transforming an object does not affect its attributes.
Ordered pairs show an exact location on a coordinate plane.
Common Core Standards, 2010
G 2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from
three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
G 5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for
an unknown angle in a figure.
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
Learning
Expectations
TLWBAT…
Draw geometric shapes
with given conditions
Note: draw freehand
Draw with rulers and
protractors. Draw
utilizing technology
Activities/Resources
Students will review previous knowledge on coordinate point
graphing by working on this interactive website in order to
locate points on a grid (brain pop video on transformations)
http://www.brainpop.com/math/geometryandmeasurement/tr
ansformation/preview.weml
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/
Student Strategies
Small group instruction
Individualized instruction
Peer tutoring
Computer activities for
remediation
Choice activities
Chunking information
Rephrasing of questions
Working with partner
Formative
Assessments
Exit ticket
Journal entry
Do now
Quiz
Test
Oral questioning
Directed
paraphrasing
Homework
Technology
Integration
http://www.brainpo
p.com/math/geomet
ryandmeasurement/t
ransformation/previe
w.weml
http://www.bgfl.org/
bgfl/custom/resourc
es_ftp/client_ftp/ks3
maths/coordinate_game/index.htm
Understand and apply
transformations.
Finding the image, given
the pre-image, and viceversa
Sequence of
transformations needed
to map one figure onto
another
Reflections, rotations,
and translations result in
images congruent to the
pre-image
Dilations
(stretching/shrinking)
result in images similar
to the pre-image
Use coordinates in four
quadrants to represent
geometric concepts.
Use a coordinate grid to
model and quantify
transformations (e.g.,
translate right 4 units).
Investigate, describe
and reason about the
results of transforming
shapes
Teacher facilitates discussions and presents scenario of realworld situations, such as sliding down a pole, looking in a mirror,
and turning around. Students will then watch a sample video of
student’s work displaying how each transformation was
completed with various geometric figures
http://www.teachertube.com/viewVideo.php?video_id=23716&
title=Flip_Slide_Turn
Students will work individually to illustrate types of
transformations from guided practice problems given during
class time and answered on answer key
Geometry software
(http://www.geogebra.org/cms/en/download)
Graph the translation of a geometric shape using coordinates
given
Graph the reflection of a geometric shape across the indicated
axis
Graph the rotation of a geometric shape clockwise and
counterclockwise about the origin of the plane.
Graphing on a coordinate grid with colored pencils
Graph the translation of a geometric shape using coordinates
given
Graph the reflection of a geometric shape across the indicated
axis
Graph the rotation of a geometric shape clockwise and
counterclockwise about the origin of the plane.
Students will begin to create geometric shapes to perform basic
transformations using the List Menu Investigation provided for
checklist
List Menu Guidelines:
Video tutorials from
textbook
/maths/coordinate_g
ame/index.htm
http://www.teachert
ube.com/viewVideo.
php?video_id=23716
&title=Flip_Slide_Tur
n
http://www.geoge
bra.org/cms/en/d
ownload
http://nlvm.usu.ed
u/en/nav/frames_
asid_299_g_3_t_3.
html?open=activiti
es&from=topic_t_
3.html
http://nlvm.usu.ed
u/en/nav/frames_
asid_301_g_3_t_3.
html?open=activiti
es&from=topic_t_
3.html
http://www.youtub
e.com/watch?v=CAtt
a98hQ3I
Student Choice:
1. Students can create any n-sided figure for their
geometric shape by :
 Use of geometry software to construct their figure
and transform it using all three basic
transformations
 Create their geometric figures with rulers and
pencils on graph paper using an x, y coordinate
grid (interval is to be determined by student)
2. Students will begin using the n-sided figure to perform
basic transformations
All transformations must be presented on separate graph
paper or slides on the geometry software.
 Reflection
 Rotation
 Translation
 Dilation
 Discuss new coordinate points found from the
following transformations in the following forms:
 X, Y table
 List points
 Create formula
 Label transformation points
 Summary or conclusion of work submitted
3. Final projects must be available for graphic
presentation, which includes:
 Colored representation
 Summaries must be written in correct format
 All points must be located easily (depending on
what the student chooses from part 3)
N-sided figure must me a closed figure and still remain the same
shape after transformations
Students will demonstrate knowledge of transformations
through body movement and song while playing a game of
“Simon Says” where transformations are called out
(translations and rotations) and the students must move their
body appropriately.
Students will use movement to demonstrate knowledge of
transformations by movement and song while dancing to the
“Cha-Cha” slide utilizing a multiple intelligence approach to
exploring transformations.
http://www.youtube.com/watch?v=CAtta98hQ3I
Identify, compare and
analyze attributes of
two dimensional
shapes and develop
vocabulary to describe
the attributes
Classify twodimensional shapes
according to their
properties and
develop definitions of
classes of shapes
such as triangles and
quadrilaterals.
Review properties of polygons with video clip
Activity Lab: Angles of a Polygon pg. 452
Use Classifying Polygons (Algebra Readiness Text pgs. 448- 452)
for reinforcement
Use Activity Lab in Teaching Resources pg. 449
http://teams.lacoe.edu/documentation/classrooms/amy/geo
metry/6-8/activities/quad_quest/quad_quest.html
(quadrilateral quest)
Small group instruction
Individualized instruction
Peer tutoring
Use of manipulatives
Computer activities for
remediation
Choice activities
Chunking information
Rephrasing of questions
Working with partner
Video tutorials from
textbook
Exit ticket:
Polygons NJ ASK
questions
Do now
Quiz
Test
Oral questioning
Homework
http://teams.lacoe.e
du/documentation/c
lassrooms/amy/geo
metry/68/activities/quad_qu
est/quad_quest.html
Small group instruction
Individualized instruction
Do Now:
www.phschool.com
webcode: aqa-0802
Understand and apply
properties of polygons.
.Quadrilaterals,
including squares,
rectangles,
parallelograms,
trapezoids, rhombi
Regular polygons
Use logic and reasoning
to make and support
conjectures about
geometric objects
Create and solve simple
equations to determine
Introduce angles and angle relationships with video clip from
brainpop.com
1. Use the diagram
an unknown angle in a
figure utilizing facts
about supplementary,
complementary,
vertical and adjacent
angles in a multi-step
problem
Explore congruence
and similarity.
Students categorize angle types (alternate interior angles,
same-sided angles and corresponding angles) while “tracing
out” the two angles given and relating the shape formed to a
“letter” and realizing that if it forms an “F” shape, it is a
corresponding angle, a “Z” shape, is an alternate interior angle
and a “C” shape is a same-sided angle.
Students identify adjacent and vertical angles to determine
unknown angles using facts about different types of angles
(Algebra Readiness Text pgs. 443-44)
Reinforce with Activity Lab in Teaching Resources (pg. 444)
Identify a given angles supplementary and complementary angle
by completing an online textbook quiz
Peer tutoring
Computer activities for
remediation
Choice activities
Chunking information
Rephrasing of questions
Working with partner
Video tutorials from
textbook
to find the measure
of y.
2. Using the
diagram above,
find the measure of
the following:
a) complementary
angle to x.
b) supplementary
angle of x
www.phschool.com
webcode: aqa-0802
webcode: aqa-0803
Exit ticket:
Review multi-step equations with variables on both sides by
working on a worksheet.
1) 9 ft, 16 ft, 9 ft
A. equilateral
B. isosceles
C. scalene
D. right
Classify the triangles
according to its sides.
2) 5 in., 8 in., 12 in.
A. equilateral
B. isosceles
C. scalene
D. right
Classify the triangles
according to the
measure of its angle.
3) 27°, 90°, 63°
A. acute
B. obtuse
C. right
D. equilateral
webcode: aqa-0803
4) 45°, 105°, 30°
A. acute
B. obtuse
C. right
D. equilateral
Multiple Choice
Angle Questions
Do now
Quiz:
Transformations
& Angles
Test
Oral questioning
Directed
paraphrasing
Homework
Summative Assessment Task