Grade 8 Mathematics, Quarter 1, Unit 1.

Transformations
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Overview
Number of instructional days:

17

(1 day = 4560 minutes)

Content to be learned
Use transformations to show line segments are
congruent.
Use transformations to show angles are
congruent.
Investigate side lengths and angles prior to and
after the transformation to verify it is the
same figure.
Understand that figures are congruent if they
can be obtained from a sequence of
rotations, reflections, and translations.
Describe the sequence of translations,
reflections, and rotations to show
congruency.
Understand the properties of similar figures.
Identify similarity between two figures by a
series of transformations (rotations,
reflections, translations, dilations).
Describe the effect of transformations
(dilations, translations, rotations,
reflections) on a figure using its
coordinates.
Understand two triangles are similar if two
corresponding angles are congruent
(angle- angle criterion).

Mathematical practices to be integrated

2. Reason abstractly and quantitatively.

Students can recognize relationships when
working with geometric figures.

3. Construct viable arguments and critique the

reasoning of others.
Use previous knowledge or results to construct
arguments.
Make conjectures and build progression of
statements to explore truth.
Use appropriate mathematical language to
describe transformations.
5. Use appropriate tools strategically.
Use graph paper, pencil, rulers, and geometry
software for similarity.
Use technology (computers) to visualize the
results of varying assumptions.
7. Look for and make use of structure.
Use geometric properties to solve problems and
investigate relationships.
8. Look for and express regularity in repeated
reasoning.
Students are able to notice repetition in
results and discover shortcuts.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised 2014-2015

Essential questions
How do you know if two figures are congruent?
How does each type of transformation change a figures location?
How can you determine if two figures are similar?
How do you describe a sequence of transformations between a figure and its image?
Where can you find an example of transformations in the real world?

Common Core State Standards for Mathematical Content

Geometry

8.G

Understand congruence and similarity using physical models, transparencies, or geometry

software.

Written Curriculum
Common Core State Standards for Mathematical Content
Geometry

8.G

Understand congruence and similarity using physical models, transparencies, or geometry

software.
8.G.1

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

8.G.2

8.G.3

a.

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

b.

Angles are taken to angles of the same measure.

c.

Parallel lines are taken to parallel lines.

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

8.G.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 twodimensional figures, describe a sequence that exhibits the similarity between them.

Common Core Standards for Mathematical Practice

2

Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations.
They bring two complementary abilities to bear on problems involving quantitative relationships: the ability
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised 2014-2015

to decontextualizeto abstract a given situation and represent it symbolically and manipulate the
representing symbols as if they have a life of their own, without necessarily attending to their referentsand
the ability to contextualize, to pause as needed during the manipulation process in order to probe into the
referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation
of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to
compute them; and knowing and flexibly using different properties of operations and objects.
3

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into
cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to
others, and respond to the arguments of others. They reason inductively about data, making plausible
arguments that take into account the context from which the data arose. Mathematically proficient students
are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning
from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students
can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such
arguments can make sense and be correct, even though they are not generalized or made formal until later
grades. Later, students learn to determine domains to which an argument applies. Students at all grades can
listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or
improve the arguments.
5

Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These
tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a
computer algebra system, a statistical package, or dynamic geometry software. Proficient students are
sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each
of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example,
mathematically proficient high school students analyze graphs of functions and solutions generated using a
graphing calculator. They detect possible errors by strategically using estimation and other mathematical
knowledge. When making mathematical models, they know that technology can enable them to visualize the
results of varying assumptions, explore consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant external mathematical resources, such
as digital content located on a website, and use them to pose or solve problems. They are able to use
technological tools to explore and deepen their understanding of concepts.
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.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised 2014-2015

Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for
shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same
calculations over and over again, and conclude they have a repeating decimal. By paying attention to the
calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle
school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel
when expanding (x 1)(x + 1), (x 1)(x2 + x + 1), and (x 1)(x3 + x2 + x + 1) might lead them to the general
formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students
maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of
their intermediate results.

Clarifying the Standards

Prior Learning
In grade 6, students worked with properties of the coordinate plane. In grade 7, they worked with
corresponding lengths and the relationships between those lengths. Students used similar figures and scale
to find an unknown length. Students use facts about supplementary, complementary, vertical, and adjacent
angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Current Learning
According to PARCC Model Content Frameworks, this is a major cluster and critical area. Students work
with transformations to identify congruent figures. They verify experimentally the properties of rotations,
translations, and reflections.
In the next unit, students expand on the knowledge to work with similar two-dimensional figures and
analyzing angles measures of similar figures.
Future Learning
In high school, students will experiment with transformations in the plane. They will understand
congruence in terms of ridged motions. Students will be using concepts of similarity and congruence to
prove theorems and make geometric constructions.
Later in eighth grade students will use this to work with similar figures.

Additional Findings
According to Principles and Standards for School Mathematics, Students will examine the congruence
and similarity of objects using transformations.
8.G.1abc PARCC Evidence Table Clarifications: Tasks do not have a context.
8.G.2

PARCC Evidence Table Clarifications:

1) Tasks do not have a context.

2) Tasks do not reference similarity
3) Task should not focus on coordinate Geometry. Tasks should elicit student understanding of the
connection between congruence and transformations i.e., tasks may provide two congruent figures
and require the description of a sequence of transformations that exhibits the congruence or tasks
may require students to identify whether two figures are congruent using a sequence of
transformations.
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised 2014-2015

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at
the University of Texas at Austin
Revised 2014-2015