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Unit
Transformations Subject/Course: Math 2
Title:
Name: Ms. A
Grade/s: 10th, 11th
Martin
Standards/Goals:
Students will understand that Transformations and Symmetry are used to analyze real-world situations (e.g., art, nature, construction,
and scientific exploration).
- Goals are broken down into individual lesson objectives so my students and I will have a clear vision of what skills we need
to master and whether or not we are on track to meet these goals. Please see under each CC standard where I have a
bulleted list of Key Objectives/Concepts and Skills to Master
Reflection: I make sure I take the time to break down each standard based on skill and daily objective. As
Teach for America, 2011, suggests, When you write a lesson objective, ask yourself, What are my students
going to learn and achieve by the end of the lesson? Some teachers fall into the trap of designing activities,
creating worksheets, and giving lectures that merely cover material and do not focus on what students learn,
achieve, and accomplish (p. 62). I have to pay close attention to the alignment of my activities and my daily
objectives. Often times I think I have natural tendency to cover material instead of focusing on the
important parts of the objective. Developing clear daily goals helps me narrow my focus for each lesson and
ensure students successful outcomes.
Congruence
Experiment with transformations in the plane.
NC.M2.G-CO.2 Experiment with transformations in the plane.
Represent transformations in the plane.
Compare rigid motions that preserve distance and angle measure
(translations, reflections, rotations) to transformations that do not preserve
both distance and angle measure (e.g. stretches, dilations).
Understand that rigid motions produce congruent figures while dilations
produce similar figures.
Congruence
Understand congruence in terms of rigid motions.
NC.M2.G-CO.6 Determine whether two figures are congruent by specifying a rigid motion or
sequence of rigid motions that will transform one figure onto the other.
Interpreting Functions
Understand the concept of a function and use function notation.
NC.M2.F-IF.1 Extend the concept of a function to include geometric transformations in the
plane by recognizing that:
the domain and range of a transformation function f are sets of points
in the plane;
the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 Extend the use of function notation to express the image of a geometric figure in the
plane resulting from a translation, rotation by multiples of 90 degrees about the
origin, reflection across an axis, or dilation as a function of its pre-image.
Supporting/Repeating Standards:
Understandings: Essential Questions:
Students will understand that How can you change a figures position without changing
its size or shape?
Students will develop a better understanding of How do you recognize symmetry in a figure?
how to use composite transformations including How can transformations be use to show congruence in
translations, reflections, and/or rotations to create figures?
congruent figures. Students will develop a better How can you represent transformations with function
understanding of how to use geometric properties notation
to locate points on a coordinate grid.
*Students will use transformations and other These questions will be assessed on the formative/
geometric properties to begin making connections
summative assessment. All classroom instruction should
with graphs of algebraic functions in order to
transition into Quadratics next unit. align to these questions
Students will know
Students will be able to
The four basic types of transformations Identify symmetry in a figure
The properties and theorems of Reflections. Perform transformations of figures
Identify transformations on a coordinate plane
Vocabulary: Classify Isometries
angle of rotation, compression, congruence Find compositions of isometries
transformation, congruent, corresponding angles,
corresponding sides, dilation, domain, image, I can statements
2) Real World Applications: Students are able to use real world applications in order to solve problems and master
standards. We will introduce and discuss each new concept through the lens of real-world applications. (i.e. selfie
pictures and reflections, hands of a clock and rotations, car motions and translations, Willie Wonka and the Chocolate
Factory and dilations, etc.)
Reflection: Connecting each of my objectives and lessons to our classroom vision/ big goal has really
helped motivate my students and give them a clear road map to follow. Students see the connection between
what we are learning in class and what is expected of them at the end of this course. Focusing on my two big
vision-aligned goals has also helped build student investment and has strengthened my relationship with my
students. As Teach for America, 2011, points out, Tying objectives to the big goal not only provides clarity
Explain any performance tasks you will use (major projects and core task, i.e., common assessments):
1. Common Assessment (District-wide) See attached summative below
Unit 1 Common Assessment will be given at the end of the unit. This test is created by the district, and is made of
questions that cover each standard. Each question is multiple choice and has students interpret transformations
graphically and algebraically.
2. Performance Tasks given throughout the unit based on major standards: These performance tasks/formative
assessments will be used throughout lessons to demonstrate students mastery of objectives. See below for specific
performance tasks for each standard.
Reflection: Based on my students pre-test data, I know there are many gaps in their understanding coming
into this unit. I will work to build students up to master these tasks and objectives; however, I also want to
make sure the tasks help us get closer to our vision (i.e. building confidence in students). As Teach for
America, 2011, notes, It is therefore important to consider your students current achievement levels and all
of the pre-requisite skills and knowledge that your goals assume when fashioning your list of lesson
objectives (p. 65). Because of this, I have included 2 questions for each objective/task so students have an
opportunity to provide open-ended responses that reflect their understanding and also are exposed to a higher
level application problem.
2. Error Analysis Assessment Students will analyze students work from the previous quiz and classroom performance
tasks. They will be asked to identify the error in students work, correct the mistake, and provide step-by-step directions
for the student to fix their errors.
3. Quiz 2 Students will have another 10 question assessment check-in that will provide data that will shape any
necessary interventions for the common assessment.
4. Group/ Stations Assessment Students will work in groups on problems separated by standards. They will rotate
around to different stations based on their answers. This will provide an engaging way for students to demonstrate their
understanding and build confidence by working with peers.
5. White Board Formative Assessment Students will be asked to demonstrate their understanding by recording their
answers on white boards. This will hold students accountable for their answers and provide me with instant feedback
that will help me form my lessons.
How do these assessments measure your students progress toward your classes big goal(s)?
- Assessments are scaffolded in order to build confidence in students and help them think about the objectives
creatively and carefully. The assessments also provide important feedback that will help me shape my lesson plans
and interventions. Several of the assessments will hold students accountable for the work they are doing in class, and
students will be able to express themselves and their understanding freely without feeling like they are taking a formal
assessment.
Explain how you have designed your assessment, so you can easily track mastery by objective. You may
explain this here or if its easiest to track changes in your assessment and explain why you organized it as you
have, please feel free to do so.
- The district created this assessment, and each standard is listed along with the question. Questions are multiple
choice so they can quickly be checked and sorted based on mastery. I was not able to rearrange or re-group questions.
Please look at the summative assessment for comments on the order of the assessment.
Day 2: 1.2 Reflections: Students will explore reflections both graphically and by using the algebraic arrow
rule. Students will discuss how order matters and the relationship between reflections on the x-axis, y-axis,
and y=x. Students will use real world examples of reflections to shape their understanding.
Day 3: 1.3 Rotations: Students will explore rotations both graphically and by using the algebraic arrow rule.
Students will discuss how order matters and the relationship between clockwise and counterclockwise
rotations. Students will also understand the importance of notation. As students are exploring rotations,
they will use a clear transparency and expo markers in order to develop their understandings of rotations.
Reflection: When designing these lessons, I carefully considered how to incorporate real-world applications.
Because my students are invested in topics they are familiar with and can relate to things in their own lives, I
looked for ways to strengthen their understanding. Teach for America, 2011, echoes this sentiment, saying,
When you design your unit plan, consider what content will engage your students given their interests and
backgrounds (p. 54).
Day 4: Assessment Quiz/Review: Students will be given a 10 question summative quiz that will provide
important data that will shape my lesson plans and instructions. The questions will address translations,
reflections, and rotations.
Day 5: 1.4 Dilations: Students will explore dilations both graphically and by using the algebraic arrow rule.
Students will discuss how order matters and the relationship between each side of the object they are
dilating. Students will emphasize how the new transformed object is not congruent to the pre-image.
Students will be introduced to this skill by watching a quick clip from Willie Wonka and the Chocolate
Factory.
Day 6: 1.5 Composition of Motion: Students will explore ways to perform multiple transformations through
Louis Carrolls story, Alice in Wonderland. Students will start by transforming Alice in wonderland and then
move to transforming points. Students will learn the proper notation for compositions.
Day 7: 1.6 Additional Transformation Info/Flex day: Students will participate in a white board
activity/assessment to practice the skills they have learned this unit. Teacher will use this activity to hold
students accountable for their work and to check their understanding. We will build in remediation this day
to address learning gaps
Day 8: Review Day/Game Students will take a practice mini quiz and trade and grade to do an error
analysis. This will give students a chance to review their own understanding and to give feedback to
classmates.
Day 9: Assessment Quiz on Lesson 1.1 - 1.6 10 question quiz to check students understanding
Day 10: 1.7 Function Notation and Transformations students will look at transformations and describe
them using function notation. Students will review domain and range and how to find a function using the
vertical line test
Day 12: 1.9 Symmetry and Congruence in Polygons: Students will expand their understanding of symmetry
and congruence with transformations to regular polygons. Students will look at polygons and find lines of
symmetry
Day 13: Review for Test: Students will use their white boards and an error analysis to review for the Unit 1
Common Assessment
Day 14: Assessment/ Unit Common Assessment See below for the district made exam
Reflection: Pacing the unit is one of the areas I struggle with most in terms of lesson planning. When I see
students struggling or needing re-enforcement, I sometimes bring in lessons or resources that are not
necessary for success in this unit. As, Teach for America, 2011, stated, A unit plan forces you to make
difficult decisions about what to teach and how to teach it. After taking the time to develop a unit plan, you
are less likely to be side-tracked by objectives, lessons, or activities that do not advance your ultimate quest
for academic achievement (p. 53).
Other Notes/Handouts/Rubrics:
Name _________________________________________
Common Assessment Unit 1, Math 2
NC.M2.G-CO.2
3. The point J (8, -8) undergoes the 4. The point S (x, y) = (-x, y). What
translation T2, 1. What are the transformation is S?
coordinates of J ?
A. R270
A. (6, -9) B. R90
B. (8, -8) C. rx-axis
C. (10, -7) D. R180
D. (-2, -1)
A. B.
C. D.
A. reflective function A. 2
B. negative function B. 3
C. identity function C. 6
D. opposite function D. 1
A. (6, 7)
B. (6, -7)
C. (-7, 6)
D. (-6, -7)
NC.M2.G-CO.4
A. parallel
B. independent
C. skew
D. perpendicular
A. B.
C. D.
A. T15, 10
B. T1, 0
C. T15, 10
D. T1, 0
A. B.
C. D.
13. The image of a reflection will be 14. Are the two figures below
_________ the preimage. congruent? Why or why not?
A. smaller than
B. larger than
C. not congruent but the mirror image
of
D. congruent and the mirror image of
15. Are the two figures below 16. Determine the scale factor of the
congruent? Why or why not? dilation below.
17. Given that with vertices A = (1, 4), B= (3, 7), and C = (4, 1) has
been transformed to with vertices = (1.5, 6), = (4.5, 10.5),
and = (6, 1.5) via a dilation centered at the origin, which function
represents the transformation?
A.
B.
C.
D.
A. =2
B. =0
C. =2
D. =1
NC.M2.F-IF.2
A. (8, 4)
A. (-10, 3) B. (-4, 8)
B. (3, 10) C. (4, -8)
C. (10, -3) D. (-8, -4)
D. (-3, -10)
Reflection: While I do feel this test does a good job of covering all of the objectives at different levels, I do
not believe it is the best measure of student success. As Laureate Education, Inc., 2012, states, assessments
should Provide opportunities for students to demonstrate mastery in an authentic way (2012). This
assessment only consists of multiple-choice questions and there are no opportunities for students to discuss
Works Cited
Laureate Education, Inc. (Executive Producer). (2012). Summative assessment. Baltimore, MD: Author.
(approximate length: 19 minutes)