Mixed Review - Transformations

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Objective

SWBAT review congruence and similarity through transformations.

Big Idea

Consolidate students' knowledge of and fluency with transformations by reviewing the first 16 days of the unit. Incredibly important to ensure student retention!

Lesson Author

Jeff Li MTP

New York, NY

Grade Level

Eighth grade

Subjects

Math

Geometry

Standards

8.G.A.1

Verify experimentally the properties of rotations, reflections, and translations:

8.G.A.1a

Lines are taken to lines, and line segments to line segments of the same length.

8.G.A.1b

Angles are taken to angles of the same measure.

8.G.A.1c

Parallel lines are taken to parallel lines

8.G.A.2

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

8.G.A.3

Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates.

8.G.A.4

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

MP1

Make sense of problems and persevere in solving them.

MP3

Construct viable arguments and critique the reasoning of others.

Warm Up

10 minutes

Each day, students complete a warm-up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.

For a video narrative about how I structure each lesson, and how the warm-up fits in, click here.

Play of the Day

40 minutes

Huddle

10 minutes

For the huddle for this lesson, I take care to spend a lot of time during independent practice uncovering where students still have misconceptions, and then pushing to talk about those in the huddle. I also take note of where kids did NOT get to practice, and then I spend time reviewing those problems. The most important part of today's lesson is the data I get from their independent practice.