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* *Reflection: Connection to Prior Knowledge
Constructions Unit Assessment - Section 1: Constructions Unit Assessment

Continuing on with our transformations theme, I made some changes to my constructions unit assessment. In problems 6, 7, and 8, students use transformations to solve these constructions problems, which require them to dilate, reflect, and rotate a given figure, line segment, or point. Additionally, since the next unit is on triangle properties and triangle congruence, I wanted to build in an opportunity for students to revisit the notion that constructions can help them understand which combinations of three sides and angles guarantee (or don’t guarantee) the construction of congruent triangles. In Problem 10, students must construct two different triangles given two segments and an angle and explain why it was possible to construct two non-congruent triangles and why the triangles are not congruent. My hope is that in this problem, students will use the language of transformations to explain why the triangles are not congruent.

*Connection to Prior Knowledge: Weaving Together Constructions and Transformations*

# Constructions Unit Assessment

Lesson 11 of 11

## Objective: Students will be able to perform a variety of constructions, such as copying a segment and angle, bisecting segments and angles, and constructing parallel and perpendicular lines.

My Constructions Unit Test features a variety of question types: true/false, solving, constructions, and proof.

In Problem #3, I want students to focus on using precise academic and geometric vocabulary to explain how to perform the construction for the altitude of a triangle.

Problem #5 offers students multiple entry points. I expect my students to use a variety of methods to construct the line parallel to the given line through the point, but they must attend to precision with the markings they use in their diagrams (**MP5, MP6**).

Lastly, Problem #8 requires students to perform a variety of constructions in order to solve the problem; this problem allows students to be creative in their approach and to use their problem solving skills to devise a method to construct a trapezoid given several requirements.

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- UNIT 1: Creating Classroom Culture to Develop the Math Practices
- UNIT 2: Introducing Geometry
- UNIT 3: Transformations
- UNIT 4: Discovering and Proving Angle Relationships
- UNIT 5: Constructions
- UNIT 6: Midterm Exam Review
- UNIT 7: Discovering and Proving Triangle Properties
- UNIT 8: Discovering and Proving Polygon Properties
- UNIT 9: Discovering and Proving Circles Properties
- UNIT 10: Geometric Measurement and Dimension
- UNIT 11: The Pythagorean Theorem
- UNIT 12: Triangle Similarity and Trigonometric Ratios
- UNIT 13: Final Exam Review

- LESSON 1: Introducing Constructions: Copy a Segment and Angle
- LESSON 2: Bisect Segments and Construct Perpendiculars
- LESSON 3: Tri-Mind: Perpendiculars and Squares
- LESSON 4: Bisect Angles
- LESSON 5: Construct Parallel Lines Through a Point Not on the Line
- LESSON 6: Use Constructions to Show Slope Criteria for Parallel and Perpendicular Lines
- LESSON 7: Construct Points of Concurrency
- LESSON 8: Constructions Teaching Project: Day 1 of 3
- LESSON 9: Constructions Teaching Project: Day 2 of 3
- LESSON 10: Constructions Teaching Project: Day 3 of 3
- LESSON 11: Constructions Unit Assessment