Geometry, Quarter 1, Unit 1.

Transformations
Overview Number of instructional days: Content to be learned
Represent transformations in a plane. Describe transformations as functions. Use transformations that carry a given geometric figure onto itself or to another.

10

(1 day = 45 minutes)

Mathematical practices to be integrated

Make sense of problems and persevere in solving them. Use multistep transformations to persevere and find a result. Use prior knowledge of functions to demonstrate understanding of coordinate inputs and outputs.

Attend to precision. Specify a sequence of transformations that will carry a given figure onto another. Maintain integrity of shapes through transformations.

Look for and make use of structure. Recognize which transformations maintain shape and attribute integrity. Describe functions that produce outputs for particular inputs in the coordinate plane.

Essential questions
How would you describe a transformation as a function? What are the similarities and differences between rigid and nonrigid transformations? What sequence of transformations will result in the original figure?

Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin

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Geometry, Quarter 1, Unit 1.2 2011-2012

Transformations (10 days)

Written Curriculum Common Core State Standards for Mathematical Content

Geometry
Congruence
Experiment with transformations in the plane G-CO.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). Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. 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.

G-CO

G-CO.3 G-CO.5

Common Core State Standards for Mathematical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin

Transformations (10 days)

Geometry, Quarter 1, Unit 1.2 2011-2012

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In grade 6, students built on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. They drew polygons in the coordinate plane. In grade 7, students reasoned about relationships among two-dimensional figures using scale drawings and informal geometric constructions. In grade 8, students learned about properties of rotations, reflections, and translations. Students used ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. They also learned the definition of a function as rules with input and output. Current Learning Students construct transformations in the coordinate plane by hand or by using software, describe transformations as functions, draw a transformed figure given a specific transformation, specify a sequence of transformations that will carry a figure onto another, compare transformations, and describe transformations that carry a given polygon onto itself. Future Learning Students will continue to work with transformations in future geometry lessons. Students will continue to work with functions in algebra 2 and fourth-year mathematics courses. Students will use this knowledge in artwork, engineering, and computer science applications.

Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin

C-7

Geometry, Quarter 1, Unit 1.2 2011-2012

Transformations (10 days)

Additional Finding
A Research Companion to Principles and Standards for School Mathematics suggests that the use of technology software like LOGO helps students internalize transformational movements (p. 157). The book also indicates that in the realm of geometric motions, some studies have found that students do learn manual procedures for producing transformational images. Slides appear to be the easiest motions to understandthen flips and turns. A transformational approach to coordinate geometry is a good way to visualize rigid motions (p. 162). Principles and Standards for School Mathematics states that high school students should learn multiple ways of expressing transformations, including using matrices to show how figures are transformed on the coordinate plane, as well as function notation (p. 42).

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Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin