Module 3 Congruency can be used to solve realworld problems. What happens when you apply more than one transformation to


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1 Transforming and Congruence *CISD Safety Net Standards: G.3C, G.4C Title Big Ideas/Enduring Understandings Module 1 Tools of geometry can be used to solve realworld problems. Variety of representations are used to describe geometric relationships. Suggested Time Frame 1 st Six Weeks Suggested Duration: 22 Days Guiding Questions Module 1 How do you draw a segment and measure its length? How is measuring an angle similar or different than measuring a line segment? How can you describe transformations in the coordinate plane using algebraic representations and using words? How do you go about proving a statement? How are conditional statements related to each other? Module 2 Transformations can be used to model and solve realworld problems. Module 2 How do you draw the image of a figure under a translation? How do you draw the image of a figure under a reflection? How do you draw the image of a figure under a rotation? How do you determine whether a figure has line symmetry or rotational symmetry? Module 3 Module 3 Congruency can be used to solve realworld problems. What happens when you apply more than one transformation to Transformations can be used individually or as a composition a figure? of transformations to represent realworld situations. How can you determine whether two figures are congruent? What can you conclude about two figures that are congruent? How can the concept of congruence be used to solve problems involving transformations of geometric figures? Vertical Alignment Expectations TEA Vertical Alignment Chart Grades 58, Updated April 7, 2016 Page 1 of 15
2 Sample Assessment Question Coming Soon... The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and researchbased best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. District Specificity/Examples TEKS clarifying examples are a product of the Austin Area Math Supervisors TEKS Clarifying Documents. Ongoing TEKS Math Processing Skills G.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the Focus is on application workplace; (B) use a problemsolving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and Students should assess which tool to apply rather than trying only one or all technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; Updated April 7, 2016 Page 2 of 15
3 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication Students should evaluate the effectiveness of representations to ensure they are communicating mathematical ideas clearly Students are expected to use appropriate mathematical vocabulary and phrasing when communicating ideas Students are expected to form conjectures based on patterns or sets of examples and nonexamples Precise mathematical language is expected. Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. G.3 Coordinate and transformational geometry. The students uses the process skills to generate and describe rigid transformations (translation, reflection, and rotation) and nonrigid transformations (dilations that preserve similarity and reductions and enlargements that do center of dilation composition coordinate notation degree (or angle) of rotation dilation enlargement (scale factor >1) horizontal line of reflection image line of symmetry nonrigid transformation HMH Unit 1 Region XI: Livebinder NCTM: Illuminations Updated April 7, 2016 Page 3 of 15
4 not preserve similarity). The student is expected to: (A) The student is expected to describe and perform transformations of figures in a plane using coordinate notation G.3A Students will need to explain how the transformation is changing the x and y for each point on the figure. Students will need to do a transformation on the coordinate grid. NOTES Translation  orientation does not change, can be a composition of two reflections across parallel lines Rotation  can be a composition of reflections across intersecting lines plane figure point (or center) of rotation point of rotation preimage reduction (0< scale factor <1) reflection reflectional symmetry rigid transformation rotation rotational symmetry scale factor similarity transformation translations vertical line of reflection Teacher should address clockwise vs. counter clockwise rotation. Reflection  identify line of reflection Can be any line in coordinate plane, not just the x and y axis Dilation  center can be anywhere on plane Example Coordinate Notation: Translation (x, y ) (x +1, y  4) Reflection (x, y) (x, y); (x, y) (x, y); etc. Rotation of 90 degrees around origin: (x, y) (y, x); Rotation of 180 degrees around origin: (x, y) (x, y); Updated April 7, 2016 Page 4 of 15
5 Rotation of 270 degrees around origin: (x, y) (y, x); Rotation of 360 degrees around origin: (x, y) (x, y) Dilation (x, y) (2x, 2y) (notations are applicable to clockwise rotations.) (B)The students is expected to determine the image or preimage of a given twodimensional figure under a composition of rigid transformations, a composition of nonrigid transformations, and a composition of both, including dilations where the center can be any point in the plane; G.3B Rigid transformations include rotation, reflection, and translation (size/shape does not change but orientation does) Nonrigid transformations would include dilation. Composition of Transformations: Combining two or more transformations. Be aware that the center of dilation can be in point on the coordinate plane. Find the new image or the original image going through a series of transformation (rigid, nonrigid or a combination of both) Misconceptions: Remind students about the uses of the apostrophe for notation Dilation  center of dilation is NOT always the origin Example: center of dilation not (0,0) Determine a rule ((x,y) (?,?) that can be used to dilate a figure on the coordinate grid by a scale factor of ½ using (2,4) as the center of dilation. (( ½ (x  2) + 2, ½ (y  4) + 4) = ( ½ x + 1, ½y +2) Example: Updated April 7, 2016 Page 5 of 15
6 *CISD Safety Net* (C)The student is expected to identify the sequence of transformations that will carry a given preimage onto an image on and off the coordinate plane G.3C* Students should be able to identify the process and the order of how the image was changed. Teachers need to show examples on the coordinate plane and off the plane. Updated April 7, 2016 Page 6 of 15
7 Off the plane could be on patty paper and real world examples. Off Coordinate Plane  Not limited to graphs How It Could Be Assessed: Given pre image & image  students must list the compositions applied Misconception: Students assume that performing the transformations in any order will result in same result (D) The student is expected to identify and distinguish between reflectional and rotational symmetry in a plane figure. G.3D Note to Emphasize Reflectional  over a line Rotational  in respect to a point Note To Teacher: Use a variety of figures when you introduce the concept to students Horizontal Reflection Symmetry Vertical Reflection Symmetry Misconception: 180 degree rotation can also be a reflection, but many times it is not. This example is a rotation of 180 degrees but not a reflection across the line y = x. This can be misleading for students especially with isosceles triangles. Make sure to have students label their vertices. Updated April 7, 2016 Page 7 of 15
8 G.4 Logical Argument and Constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (A) The student is expected to distinguish between undefined terms, definitions, postulates, conjectures, and theorems. G.4A Teachers need to just explain definitions to students. Undefined terms  term or word that doesn t require further explanation or description. It already exists in its most basic form. Euclidean Geo  Point, line, plane Definitions  classifies and gives critical attributes Postulates  A statement, also known as an axiom, which is taken to be true without proof axiom (postulate) biconditional statement conditional statement conjecture contrapositive converse counterexample deductive reasoning definition false inverse postulate (axiom) theorem true true conditional statement true converse undefined term Updated April 7, 2016 Page 8 of 15
9 Conjectures statement believed to be true based on inductive reasoning (process of reasoning that a rule or statement is true based on pattern) Theorems  statement that has been proven on the basis of previously established statements, such as other theorems, and previously accepted statements, such as postulates. validity (B) The student is expected to identify and determine the validity of the converse, inverse, and contrapositive of a conditional statement and recognize the connection between a biconditional statement and a true conditional statement with a true converse G.4B* Big Idea: Students need to determine the truth values for each statement, starting with the original conditional statements Conditional statement: If p then q, (p is the hypothesis and q is the conclusion.) Testing validity: A conditional statement is false only when the hypothesis, p, is true and the conclusion, q, is false. Converse: If q then p Inverse: If not p then not q Contrapositive: if not q, then not p Updated April 7, 2016 Page 9 of 15
10 Biconditional Statement: p if and only if (iff) q A biconditional statement exists only when the original statement and its converse are both true. Students Need to Know: In order to write a biconditional statement, then the conditional and converse must both be true. *Need to verify both are true in the truth table before you can write the biconditional statement *CISD Safety Net* (C) The student is expected to verify that a conjecture is false using a counterexample. Example: Given the following conditional statement: If an angle is 90 degrees then the angle is a right angle. This statement is true. If we take the converse which reads, If an angle is a right angle, then the angle is 90 degrees. Since the converse is true as well, we can now write a biconditional statement which will read, An angle is 90 degrees iff the angle is a right angle. G.4C A conjecture is an if then statement that is false when the hypothesis, p, is true and the conclusion, q, is false Examples: The statement If a figure is a triangle then all angles are congruent. is false because a counterexample would be a triangle. Notes: Updated April 7, 2016 Page 10 of 15
11 Teachers need to be aware that sometimes there will be multiple counterexamples, one counterexample, or no counterexamples. G.5 Logical Argument and Constructions. The student uses constructions to validate conjectures about geometric figures. (B) The student is expected to identify and determine the validity of the converse, inverse, and contrapositive of a conditional statement and recognize the connection between a biconditional statement An extension of counterexample is determining if a statement is sometimes true, always true, or never true based on the number of counterexamples. Misconception: Counterexamples must satisfy the hypothesis of the conditional statement, or they cannot be considered as counterexamples. Example: Conditional: If an angle is acute, then it is less than 180 degrees. Some students will say a counterexample could be 120 degrees. However, this cannot be a counterexample because 120 degrees does not satisfy the hypothesis of the statement, and therefore, would not be considered. G.5B Teachers should: Make formal geometric constructions with a variety of tools and methods Possible tools  compass, folding, patty paper, string, reflective mirrors, geo software Students should: Copy a segment Copy an angle Bisect an angle Construct perpendicular lines including perpendicular bisectors angle bisector bisect compass congruent congruent angles congruent segments constructions endpoint line line segment parallel perpendicular perpendicular bisector perpendicular lines point Updated April 7, 2016 Page 11 of 15
12 and a true conditional statement with a true converse Construct parallel line Misconceptions: Assume one part is true (ex. 90 degrees) segment bisector straight edge Examples: Updated April 7, 2016 Page 12 of 15
13 G.6 Proof and Congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by utilizing a variety of methods such as coordinate, transformational, axiomatic and formats such as twocolumn, paragraph, flow chart. (C) The students is expected to apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles. G.6C Big Idea  identify congruent figures and identify their corresponding parts Rigid Transformation  when the size of the figure does NOT change (translation, rotation, reflection, NOT dilation) Teachers should show: Explain what a rigid transformation is and how the size of the figure will not change Explain definition of congruence & corresponding parts Relate terminology of rigid transformations (reflection, translation, rotation) to congruent transformations CPCTC **Review how to find the length of a segment in the coordinate plane, slope of parallel/perpendicular lines Students should do: Look at two figures & identify corresponding parts Prove congruence based on congruent corresponding parts Misconceptions: Students should understand that figures can be congruent even when they are rotated or flipped. Congruence is true even if figures have different orientation. congruent figures corresponding angles corresponding sides Examples: on next page Updated April 7, 2016 Page 13 of 15
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