Unit Plan: Digital Harbor High School

Unit
Transformations Topic C Subject/Course: Geometry
Title:
Cluster members: Elizabeth
Grade/s: 10
Borkowski ; Sylvia Lam

Stage 1: Desired Results

Standards/Goals:
CCSS. Math.Content.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).
CCSS. Math.Content.HSG.CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe
the rotations and reflections that carry it onto itself.
CCSS. Math.Content.HSG.CO.A.4 Develop definitions of rotations, reflections, and translations in terms of
angles, circles, perpendicular lines, parallel lines, and line segments.
CCSS. Math.Content.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.
CCSS. Math.Content.HSG.CO.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.
CCSS. Math.Content.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.

Understandings: Essential Questions:

Students will understand that
- their prior knowledge of transformations will
help them to perform transformations and
identify sequences of transformations
outside of the coordinate plane.
What are rigid motions?
Which rigid motions preserve distance and angle
measures?
How are geometric transformations constructed
using a compass, straightedge and patty paper?

- this topic connects to past 8th grade content

(and therefore builds on their prior
understanding)

- skills learned in this topic are applicable in

the real world.

- It is important to master this content to be

prepared for Algebra II and for exams
necessary for college like the SAT.
Students will know Students will be able to
1. Identify transformations and sequences of
- how to use tools to perform transformations
transformations
2. Identify angles of rotations and rotational
Vocabulary: symmetry
- Pre-image 3. Perform a rotation on a figure when given an
- Image angle measure
- Transformations 4. Construct lines of reflection of a figure and its
- Rigid Motions reflected image.
- Rotation 5. Construct the image of a figure when provided
- Center of rotation the line of reflection.
- Angle of rotation 6. Perform a translation
- Clockwise
- Counterclockwise
- Reflection
- Translation
- Distance-Preserving
- Angle-Preserving
- Line of Reflection
- Symmetry
- Rotational Symmetry
- Identity Symmetry
- Congruence

Stage 2a: Assessment/Evidence

Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

Transformations Booklet: Students complete a booklet on transformations in the coordinate plane as

scaffolding and to apply their previous knowledge from 8th grade (Newell, 2017).

Vocabulary: Students complete their core task of defining and providing examples of core vocabulary in this
unit. This is a unit-based task that students complete in each unit of Geometry.
Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and
observations):

Exit Tickets- The cluster will administer 3 exit tickets during this unit to help gauge students mastery of the
content. These exit slips are based on the curriculum, Eureka, and adapted from Hart District Curriculum
materials.

Reflections: Tuesday, 10/24 Exit Slip

Translation: Wednesday, 10/25 Exit Slip

3.

Sequencing: Friday, 10/27 Exit Slip

REMINDER: QUIZ ON MONDAY

Directions: Complete the tables on the right based on the series of rigid motions performed on the images
below.
 Stage 2b: Summative Assessment for this Unit

Concept Assessments: Concept Assessments, which are attached below, will be used to assess students
understanding at the end of this topic. These were developed collaboratively by the Geometry cluster.
Stage 3: Learning Plan

Learning Plan : Daily Objective

Day 1:
SWBAT: precisely define rigid motions including translation, rotation, and reflection
SWBAT: manipulate rotations by each parameter: center of rotation, angle of rotation, and a point under the
rotation.

Day 2:
SWBAT: use the precise definition of a reflection and construct the line of reflection of a figure and its
reflected image.
SWBAT: construct the image of a figure when provided the line of reflection.

Day 3:
SWBAT: use the precise definition of a translation and perform a translation by construction

Day 4:
SWBAT: synthesize learning by applying definitions of transformations and rigid motions.

Day 5:
SWBAT: construct and apply a sequence of rigid motions

Day 6:
SWBAT: demonstrate mastery of constructing images using tools to perform reflections, translations and
rotations.

Other Notes/Handouts/Rubrics:

Concept Score
Rotations
 1. Rotate the figure 90 counterclockwise about the 2. Describe the following rotation. Be sure to
origin. Be sure to label the image. (2 points) include both the angle and direction. (2 points)

3.

(2 points each: include angle of rotation and point of rotation)

Concept Score
Reflections
1)Reflect across the line of reflection (2 points) 2) Reflect across the line of reflection (2 points)

For Problems 3-5, construct the line of reflection. Be precise! (2 points each)

Concept Score
Translations

1. Translate the figure using the vector 4, 1. 2. Translate the figure using the vector 5, 3.
3. Fill in the blank columns in the chart below.
Words Translation Vector Ordered Pair Rule
3, 1
(x, y) (x + 2 , y)
Right 2 units, Down 3 units

References

Digital Harbor High School Geometry Course Cluster. (2017). Classroom Documents. Baltimore, MD.

Hart District (2017). Geometry Module 2 [Student Workbook]. Retrieved

from https://1.cdn.edl.io/FdvmX0JgavXAOpO5S175ZyQZXV9YnoZujrmsAW0slBwnwvbx.pdf

Great Minds (2017). Eureka Geometry Curriculum. Albany, NY.

Newell, Katrina (2017). Geometry [Interactive Notebook Foldables]. Retrieved

from https://newellssecondarymath.blogspot.com/