Orange Public Schools

Office of Curriculum & Instruction

2019-2020 Mathematics Curriculum Guide

Geometry
Unit1: Geometric Transformation
September 9, 2019 –November 13, 2019

ORANGE TOWNSHIP BOARD OF EDUCATION

E. Lydell Carter
 President
Courtne Thomas, Ed.D.
Vice President

Members
Brenda Daughtry Derrick Henry Kyleesha Hill
Cristina Mateo Siaka Sherif Tyrone Tarver
Jeffrey Wingfield
SUPERINTENDENT OF SCHOOLS
Gerald Fitzhugh, II, Ed.D.

BUSINESS ADMINISTRATOR/BOARD SECRETARY

Adekunle O. James

EXECUTIVE DIRECTOR OF HUMAN RESOURCES

Glasshebra Jones-Dismuke
DIRECTORS
Karen Harris, English Language Arts/Testing Shelly Harper, Special Services
Tina Powell, Ed.D., Math/Science Terri Russo,D.Litt., Curriculum & Instruction

SUPERVISORS
Olga Castellanos, Math (K-4) Janet McCloudden, Ed.D., Special Services
Meng Li Chi Liu, Math (9-12) Rosa Lazzizera, ELA (3-7) & Media Specialist
Daniel Ramirez, Math (5-8) Adrianna Hernandez, ELA (K-2) & Media Specialist
Donna Sinisgalli, Visual & Performance Arts Frank Tafur, Guidance
Kurt Matthews, ELA (8-12) & Media Specialist Henie Parillon, Science (K-12)
Linda Epps, Social Studies (5-12) /Tech Caroline Onyesonwu, Bilingual/ESL & World Lang
Coordinator David Aytas, STEM Focus (8-12)
Tia Burnett, Testing Amina Mateen, Special Services
Jahmel Drakeford, CTE (K-12)/Health & Phys Ed
PRINCIPALS
Faith Alcantara, Heywood Avenue School Jason Belton, Orange High School
Yancisca Cooke, Ed.D., Forest St. Comm School Jacquelyn Blanton, Orange Early Childhood
Robert Pettit, Cleveland Street School (OLV) Center
Cayce Cummins, Ed.D., Newcomers Academy Dana Gaines, Orange Prep Academy
Debra Joseph-Charles, Ed.D.,Rosa Parks Comm Myron Hackett, Ed.D., Park Ave. School
School Karen Machuca, Scholars Academy
Denise White, Oakwood Ave. Comm School Erica Stewart, Ed.D., STEM Academy
Frank Iannucci, Jr., Lincoln Avenue School

ASSISTANT PRINCIPALS
Contents

Unit Overview.......................................................................................................................................................................2
Pacing Guide......................................................................................................................................................................... 4
Calendar :.............................................................................................................................................................................. 5
Student Learning Material.....................................................................................................................................................8
Modifications........................................................................................................................................................................ 9
21st Century Life and Career Skills:.....................................................................................................................................11
Technology Standards:........................................................................................................................................................12
Interdisciplinary Connections:.............................................................................................................................................13
Assessment Framework......................................................................................................................................................14
Ideal Math Block.................................................................................................................................................................22
Idea Math Block with Intervention Stations........................................................................................................................23
Sample Lesson Plan.............................................................................................................................................................24
Sample Performance Assessment.......................................................................................................................................26
Link of Performance Assessment....................................................................................................................................28
Extended Constructed Response (ECR)...............................................................................................................................30
Multiple Representations....................................................................................................................................................31
NJSLA Sample Items............................................................................................................................................................34
Geometry Unit 1

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Geometry Unit 1

Unit Overview
Unit 1: Geometric Transformations
Overview
This course uses Agile Mind as its primary resource, which can be accessed at the following URL:

 www.orange.agilemind.com

Each unit consists of 1-3 topics. Within each topic, there are “Exploring” lessons with accompanying
activity sheets, practice, and assessments. The curriculum guide provides an analysis of teach topic,
detailing the standards, objectives, skills, and concepts to be covered. In addition, it will provide
suggestions for pacing, sequence, and emphasis of the content provided.
Essential Questions
 What is inductive reasoning and how do I use it?
 What are rigid transformations?
 How can rigid transformations be used to discover and prove geometric properties?
 What is coordinate geometry?
Enduring Understandings
 Inductive reasoning is the process of observing and forming conclusions about patterns.
 Rigid transformations of a geometric shape do not change length, area, or angle measure.
 Coordinate geometry is a tool for discovering and verifying properties of geometric shapes;
CCSS/NJSLS
1) G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line, distance along a line, and distance around a circular
arc.
2) 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).
3) G.CO.3: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
reflections that carry it onto itself.
4) G.CO.4: Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments.
5) G.CO.5: 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.
6) G.CO.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect
of a given rigid motion on a given figure; given two figures, use the definition of congruence in
terms of rigid motions to decide if they are congruent.
7) G.CO.12: Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a
segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular
lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a

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Geometry Unit 1

given line through a point not on the line.

8) G.C.3: Construct the inscribed and circumscribed circles of a triangle, and prove properties of
angles for a quadrilateral inscribed in a circle.

9) G.CO.9: Prove theorems about lines and angles. Theorems include: vertical angles are congruent;
when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding
angles are congruent; points on a perpendicular bisector of a line segment are exactly those
equidistant from the segment’s endpoints.

These standards support other standards in this unit, but is not a main focus
10) G.GPE.4: Use coordinates to prove simple geometric theorems algebraically. For example, prove or
disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or
disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0,
2).
11) G.GPE.5: Prove the slope criteria for parallel and perpendicular lines and use them to solve
geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that
passes through a given point).

Major Content
Supporting Content
Additional Content
Parts of standard not contained in this unit

21st Century Career Ready Practice

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Geometry Unit 1

Pacing Guide
Overview
Topic Name NJSLS Suggesting Pacing
1 Using Inductive Reasoning and Conjectures G.CO. 1, G.CO.12, G.C.3 3 Periods
2 Rigid Transformations G.CO.2, G. CO.3, G. CO.5 10 Periods
G. CO.6
3 Transformations and Coordinate Geometry G.CO.2, G. CO.5, G.CO.9 12 periods
G.GPE.4, G.GPE.5
Summary:
28 days on new content (3 topics)
2 task days
1 review day
1 test day

3 NWEA days
2 Benchmark day
35 days in Unit 1

Note: Geometry Period (45 minutes per day)

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Geometry Unit 1

Calendar :
Please create a pacing calendar for your classes based on the scopes and sequence (page 7) in this unit plan.

September 2019
Sun Mon Tue Wed Thu Fri Sat

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Geometry Unit 1

October 2019
Sun Mon Tue Wed Thu Fri Sat

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Geometry Unit 1

November 2019
Sun Mon Tue Wed Thu Fri Sat

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Geometry Unit 1

Student Learning Material

Agile Mind Geometry: https://orange.agilemind.com/LMS/lmswrapper/LMS.html

Drawing on more than twenty-five hundred years of mathematical work, Geometry introduces the tools central to the
study of space and spatial relationships. Students began their study of geometric concepts in elementary and middle
school mathematics. In middle school, they studied area, surface area, and volume and informally investigated lines,
angles, and triangles. Students in middle school also explored transformations, including translations, reflections,
rotations, and dilations. The Charles A. Dana Center and Agile Mind have intentionally designed this Geometry course
to begin with developing the tools of geometry, including transformations, proof, and constructions. These tools are
used throughout the course as students formalize geometric concepts studied in earlier courses and extend those
ideas to new concepts presented in the high school standards.

Once students have some tools with which to explore geometry, they begin to formalize geometric relationships
involving angles, lines, triangles, quadrilaterals, and circles. Respecting a deeply rooted tradition, Geometry provides
for students a first introduction to formal mathematical reasoning, logic, and proof, in which they are introduced to
what constitute the standards of evidence in modern mathematics. Students spend time creating viable arguments
around triangle congruence and similarity, using transformations as the key underlying definition of congruence and
similarity.

Their study of triangles includes trigonometric ratios and right triangle relationships. Students create arguments and
solve problems with shapes represented both on and off the coordinate grid. Coordinate geometry provides a
connection and reinforcement to ideas studied in Algebra I. Students extend their understanding of plane geometry
to model the world they live in using three-dimensional shapes. Extending their understanding of area and volume
from middle school, students are able to solve geometric modeling problems and analyze characteristics of three-
dimensional shapes, including plane sections and solids of revolution. Throughout the course, students focus on
developing logical arguments and using geometry to model their world

There is a focus throughout the course on the Mathematical Practice Standards. These practices should become the
natural way in which students come to understand and do mathematics. While—depending on the content to be
understood or on the problem to be solved—any practice might be brought to bear, some practices may prove more
useful than others. In a high school geometry course, communication, reasoning, and justification are particularly
important, as are modeling, the strategic use of appropriate tools, and precision of language.

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Modifications
Special Education/ 504: English Language Learners:

-Adhere to all modifications and health concerns stated in - Use manipulatives to promote conceptual
each IEP. understanding and enhance vocabulary usage

-Give students a MENU options, allowing students to pick - Provide graphic representations, gestures, drawings,
assignments from different levels based on difficulty. equations, realia, and pictures during all segments of
instruction
-Accommodate Instructional Strategies: reading aloud
text, graphic organizers, one-on-one instruction, class - During ALEKS lessons, click on “Español” to hear specific
website (Google Classroom), handouts, definition list with words in Spanish
visuals, extended time
- Utilize graphic organizers which are concrete, pictorial
-Allow students to demonstrate understanding of a ways of constructing knowledge and organizing
problem by drawing the picture of the answer and then information
explaining the reasoning orally and/or writing , such as
Read-Draw-Write - Use sentence frames and questioning strategies so that
students will explain their thinking/ process of how to
-Provide breaks between tasks, use positive solve word problems
reinforcement, use proximity
- Utilize program translations (if available) for L1/ L2
-Assure students have experiences that are on the students
Concrete- Pictorial- Abstract spectrum by using
manipulatives - Reword questions in simpler language

-Common Core Approach to Differentiate Instruction: - Make use of the ELL Mathematical Language Routines
Students with Disabilities (pg 17-18) (click here for additional information)

-Strategies for Students with 504 Plans -Scaffolding instruction for ELL Learners

-Common Core Approach to Differentiate Instruction:

Students with Disabilities (pg 16-17)

Gifted and Talented: Students at Risk for Failure:

- Elevated contextual complexity - Assure students have experiences that are on the
Concrete- Pictorial- Abstract spectrum
- Inquiry based or open ended assignments and projects
- Modify Instructional Strategies, reading aloud text,
- More time to study concepts with greater depth graphic organizers, one-on-one instruction, class website

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Geometry Unit 1

- Promote the synthesis of concepts and making real (Google Classroom), inclusion of more visuals and
world connections manipulatives, Field Trips, Google Expeditions, Peer
Support, one on one instruction
- Provide students with enrichment practice that are
imbedded in the curriculum such as: - Assure constant parental/ guardian contact throughout

● Application / Conceptual Development the year with successes/ challenges

● Are you ready for more?
- Common Core Approach to Differentiate Instruction: - Provide academic contracts to students and guardians
Students with Disabilities (pg. 20)
- Create an interactive notebook with samples, key
- Provide opportunities for math competitions vocabulary words, student goals/ objectives.

- Alternative instruction pathways available - Always plan to address students at risk in your learning
tasks, instructions, and directions. Try to anticipate where
the needs will be and then address them prior to lessons.

-Common Core Approach to Differentiate Instruction:

Students with Disabilities (pg 19)

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Geometry Unit 1

21st Century Life and Career Skills:

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in
their students. They are practices that have been linked to increase college, career, and life success. Career Ready
Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher
levels of complexity and expectation as a student advances through a program of study.

https://www.state.nj.us/education/cccs/2014/career/9.pdf

● CRP1. Act as a responsible and contributing ● CRP7. Employ valid and reliable research
citizen and employee. strategies.
● CRP2. Apply appropriate academic and technical ● CRP8. Utilize critical thinking to make sense of
skills. problems and persevere in solving them.
● CRP3. Attend to personal health and financial ● CRP9. Model integrity, ethical leadership and
well-being. effective management.
● CRP4. Communicate clearly and effectively and ● CRP10. Plan education and career paths aligned
with reason. to personal goals.
● CRP5. Consider the environmental, social and ● CRP11. Use technology to enhance productivity.
economic impacts of decisions. ● CRP12. Work productively in teams while using
● CRP6. Demonstrate creativity and innovation. cultural global competence.

Students are given an opportunity to communicate with peers effectively, clearly, and with the use of
technical language. They are encouraged to reason through experiences that promote critical thinking and
emphasize the importance of perseverance. Students are exposed to various mediums of technology, such
as digital learning, calculators, and educational websites.

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Technology Standards:
All students will be prepared to meet the challenge of a dynamic global society in which they participate, contribute,
achieve, and flourish through universal access to people, information, and ideas.

https://www.state.nj.us/education/cccs/2014/tech/

8.2 Technology Education, Engineering,

8.1 Educational Technology: Design, and Computational Thinking -
Programming:

All students will use digital tools to access, manage, All students will develop an understanding of the nature
evaluate, and synthesize information in order to solve and impact of technology, engineering, technological
problems individually and collaborate and to create and design, computational thinking and the designed world as
communicate knowledge. they relate to the individual, global society, and the
environment.

A. The Nature of Technology: Creativity and

A. Technology Operations and Concepts: Students Innovation- Technology systems impact every
demonstrate a sound understanding of technology aspect of the world in which we live.
concepts, systems and operations. B. Technology and Society: Knowledge and
B. Creativity and Innovation: Students demonstrate understanding of human, cultural, and societal
creative thinking, construct knowledge and values are fundamental when designing
develop innovative products and process using technological systems and products in the global
technology. society.
C. Communication and Collaboration: Students C. Design: The design process is a systematic
use digital media and environments to approach to solving problems.
communicate and work collaboratively, including D. Abilities in a Technological World: The
at a distance, to support individual learning and designed world in a product of a design process
contribute to the learning of others. that provides the means to convert resources into
D. Digital Citizenship: Students understand human, products and systems.
cultural, and societal issues related to technology E. Computational Thinking: Programming-
and practice legal and ethical behavior. Computational thinking builds and enhances
E. Research and Information Fluency: Students problem solving, allowing students to move
apply digital tools to gather, evaluate, and use of beyond using knowledge to creating knowledge.
information.
F. Critical thinking, problem solving, and decision
making: Students use critical thinking skills to
plan and conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.

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Geometry Unit 1

Interdisciplinary Connections:
English Language Arts:

ELA.Literacy.RI-9-10.4 Determine the meaning of words and

phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language of a court opinion differs
from that of a newspaper).

CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and

supporting evidence clearly, concisely,
and logically such that listeners can
follow the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.

CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex

ideas, concepts, and information to
make important connections and
distinctions; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.

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Geometry Unit 1

Assessment Framework

Estimated
Assignment
Assessment Grading Source in-class When?
Type
time
Diagnostic Assessment Diagnostic Traditional Curriculum Dept. created 1 period Beginning of
Unit 1 Diagnostic Assessment (zero – see Dropbox unit
weight)
Mid-Unit Assessment Formative Traditional Teacher created using 1-2 periods Mid unit
Assessment “Assessments” in Agile (optional, must
Mind have 3 tests per
MP)
Benchmark Assessment Summative Traditional Curriculum Dept. created 2 periods End of unit
Assessment
ECRs Performance Rubric Curriculum Dept. Created ½ period for Last week of
Assessment each ECR each month
Performance Task Performance Rubric Teacher co-created 2 periods In topic 3
Unit 1 Performance Tasks Assessment Assessment
Quizzes Formative Rubric or Teacher created or < ½ block Varies (must
Assessment Traditional “Practice” in Agile Minds have 3 quizzes
per MP)

NWEA Map test n: Test Window: September 9 – September 20

Benchmark Assessment Window: Oct. 29 -- Nov. 12

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Geometry Unit 1

Topic 1: Using Inductive Reasoning and Conjectures

Topic Objectives (Note: these are not in 3-part or SMART objective format)
1. Know precise definitions of angle, perpendicular line, and line segment
2. Make the following constructions: bisecting a segment; bisecting an angle; constructing perpendicular lines,
including the perpendicular bisector of a line segment, and inscribed and circumscribed circles of a triangle
3. Write conjectures based on observations, and use them to write informal arguments

Focused Mathematical Practices

 MP 2: Reason abstractly and quantitatively
 MP 3: Construct viable arguments and critique the reasoning of others
 MP 5: Use appropriate tools strategically
 MP 6: Attend to precision
 MP 7: Look for and make use of structure
 MP 8: Express regularity in repeated reasoning

Vocabulary
 Inductive reasoning, point, line, plane, line segment, angle, vertex, ray, collinear, coplanar, conjecture, angle
bisector, incenter, inscribed circle, perpendicular bisector, circumcenter, and circumscribed circle.

Fluency
 Plotting points on a coordinate grid
 Using correct notation when naming angles, lines, line segments, rays, etc.
 Solving linear equations (i.e. 2x = x + 10)
 Use of a compass
Suggested Topic Structure and Pacing
Agile Mind “Blocks”
Objective(s)
Block (see Professional Support for further MP Additional Notes
covered
lesson details)
1 1 Block 1 2, 3, Since inductive reasoning appears later on in the topic,
Block 2 8 spend the majority of time focusing on Agile Mind “Block”
#2
2-3 2, 3 Block 3 2, 3,
Block 4 5, 6
Block 5
4 1-3 Block 6 5, 6, Block 7 has students completing one of the constructed
Block 7 7, 8 responses; this is optional/flexible.
5 1-3 Block 8 Optional/flexible (opportunity for a formative or
summative assessment)
Concepts Skills
CCSS
What students will know What students will be able to do
G.CO.1: Know precise Review Review
definitions of angle,  Classifications/terminology of  Measure segments with a ruler
circle, perpendicular line, triangles, circles, and segments  Measure angles with a protractor
parallel line, and line New New
segment, based on the  Inductive reasoning is the process of  Describe points, lines, and planes using
undefined notions of observing and forming conclusions physical models in our world

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Geometry Unit 1

point, line, distance along about patterns and relationships  Write conjectures based on observations of
a line, and distance  A conjecture is based upon the patterns and relationships
around a circular arc. observations and relationships.  Define and use correct notation for line,
 If you have not yet shown or proven segment, ray, angle, angle bisector, and
G.CO.12: Make formal that your conjecture is true for all collinear points
geometric constructions cases, it remains a conjecture.  Make constructions using paper folding and
with a variety of tools  Conjectures can be used to build drawing (see exactly constructions above)
and methods (compass logical explanations and justifications
and straightedge, string, in mathematics
reflective devices, paper  Knowing and using precise definitions
folding, dynamic and notations will be the basic building
geometric software, blocks of geometry
etc.). Copying a segment;  If a point is on an angle bisector, then
copying an angle; it is equidistant from both sides of the
bisecting a segment; angle.
bisecting an angle;  The three angle bisectors of a triangle
constructing interest at a single point, called the
perpendicular lines, triangle’s incenter.
including the  IF a point is on a segment’s
perpendicular bisector of perpendicular bisector, then that point
a line segment; and is equidistant from each of the
constructing a line segment’s endpoints.
parallel to a given line
through a point not on
the line.

G.C.3: Construct the

inscribed and
circumscribed circles of a
triangle, and prove
properties of angles for a
quadrilateral inscribed in
a circle.

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Geometry Unit 1

Topic 2: Rigid Transformations

Topic Objectives (Note: these are not in 3-part or SMART objective format)
4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines,
parallel lines, and line segments; understand the definition of a rigid transformation.
5. Use translations, rotations, and reflections to write and justify conjectures about geometric properties

Focused Mathematical Practices

 MP 2: Reason abstractly and quantitatively
 MP 5: Use appropriate tools strategically
 MP 6: Attend to precision

Vocabulary
 transformation, rigid, isometry, pre-image, image, betweenness, composition, composite, tessellation,
reflectional (or line) symmetry, rotational symmetry, bilateral symmetry, and n-fold rotational symmetry

Fluency
 Knowledge and application of definitions from Topic 1
 Solving linear equations and using properties to justify steps
 Measuring angles with a protractor
Suggested Topic Structure and Pacing
Agile Mind “Blocks”
Objective(s)
Block (see Professional Support for further MP Additional Notes
covered
lesson details)
1-2 4-5 Block 1 5, 6
Block 2
Block 3
3 5 Block 4 2, 5, Topics regarding tessellations and symmetry are optional
Block 5 6 and should be skipped if there are time constraints.
Block 6 Skip this block and use these practice questions embedded
in other lessons, as homework assignments, or as a review
for the End of Unit Assessment.
Concepts Skills
CCSS
What students will know What students will be able to do
G.CO.2: Represent Review Review
transformations in the plane  Definition of perpendicular  Identify translations, rotations, and
using, e.g., transparencies bisector reflections in images
and geometry software; New  Measure angles with a protractor
describe transformations as  Translations, reflections, and New
functions that take points in rotations are all rigid  Understand a geometric definition of a
the plane as inputs and give transformations reflection
other points as outputs.  A rigid transformation does not  Understand a geometric definition of a
Compare transformations change the size or shape of an translation as the composition of two
that preserve distance and object reflections across parallel lines
angle to those that do not  Measurements such as distance,  Understand a geometric definition of a
(e.g., translation versus angle measure, and area do not rotation as the composition of two
horizontal stretch). move when an object is moved reflections across intersecting lines
with a rigid transformation  Use rigid transformations to write
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Geometry Unit 1

G.CO.3: Given a rectangle,  Rigid transformations also preserve conjectures about geometric properties
parallelogram, trapezoid, or collinearity and betweenness of
regular polygon, describe the points
rotations and reflections that  Because they preserve shape and
carry it onto itself. size, rigid transformations are
often useful in proving geometric
G.CO.4: Develop definitions properties
of rotations, reflections, and  A reflection can be described as
translations in terms of the "flipping" of an object across a
angles, circles, perpendicular line. A reflection of a point P across
lines, parallel lines, and line a line m is defined as the point P' if
segments. line m is the perpendicular bisector
of segment
G.CO.5: Given a geometric  A translation can be described as
figure and a rotation, "sliding" an object a certain
reflection, or translation, distance in a certain direction. A
draw the transformed figure translation of a point A to point A'
using, e.g., graph paper, can be defined as the composition
tracing paper, or geometry of two reflections over parallel
software. Specify a sequence lines.
of transformations that will  A rotation can be described as
carry a given figure onto "turning" an object a certain
another. number of degrees about a fixed
point, called the center of MM'.
G.CO.6: Use geometric 
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures, use
the definition of congruence
in terms of rigid motions to
decide if they are congruent.

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Geometry Unit 1

Topic 3: Transformations and Rigid Geometry

Topic Objectives (Note: these are not in 3-part or SMART objective format)
6. Use coordinate representations of figures and transformations in the coordinate plane to investigate and
solve application problems
7. Given a geometric figure and a rigid transformation, draw the transformed figure; specify a sequence of
transformations that will carry a figure onto another.
8. Describe transformations as functions and ordered pair rules

Focused Mathematical Practices

 MP 2: Reason abstractly and quantitatively
 MP 4: Model with mathematics
 MP 5: Use appropriate tools strategically
 MP 6: Attend to precision
 MP 8: Express regularity in repeated reasoning

Vocabulary
 Ordered pair rule, vector, matrix, equidistant, transversal, corresponding angles, and matrices

Fluency
 Reading coordinates on a coordinate plane
 Tracing using patty paper
Suggested Topic Structure and Pacing
Agile Mind “Blocks”
Bloc Objective(s
(see Professional Support for further MP Additional Notes
k ) covered
lesson details)
1 7-8 Block 1 2, 5,
Block 2 8
2 7-8 Block 3 2, 5, If time is an issue, do not emphasize the topic of vectors.
Block 4 8
3 6-7 Block 5 2, 4, Also give the Topic 3 constructed response question as
5, 6 the Unit 1 Performance Task in this block.
Block 6 and 7 Skip; use assessment questions (automatically scored)
embedded in other lessons, as homework, Mid Unit
Assessment questions, or as a review for the End of Unit
Assessment
Concepts Skills
CCSS
What students will know What students will be able to do
G.CO.2: Represent Review Review
transformations in the  Slope formula  Plotting a reading points on a coordinate plate
plane using, e.g.,  Relationships between slopes and  Using the slope formula
transparencies and parallel/perpendicular lines  Find the midpoint of a segment on a
geometry software;  Pythagorean’s Theorem coordinate plane
describe transformations as  Definitions of translations, New
functions that take points in rotations, and reflections  Represent transformations in the coordinate
the plane as inputs and give New plane
other points as outputs.  In the coordinate plane,  Describe transformations given two figures
Compare transformations reflections, translations, and  Specify a sequence of transformations that
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Geometry Unit 1

that preserve distance and rotations of a figure (pre‐image) will carry a figure onto another
angle to those that do not can be described with ordered  Describe transformations as functions and
(e.g., translation versus pair rules. (function ordered pair rules
horizontal stretch). input/output rules)  Use rigid transformations to solve application
 Translations and rotations can problems
G.CO.5: Given a geometric be defined by compositions of
figure and a rotation, reflections
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.9: Prove theorems Review Review

about lines and angles.  Slope formula  Plotting a reading points on a coordinate plate
Theorems include: vertical  Relationships between slopes and  Using the slope formula
angles are congruent; when parallel/perpendicular lines  Find the midpoint of a segment on a
a transversal crosses  Pythagorean’s Theorem coordinate plane
parallel lines, alternate New New
interior angles are   Use rigid transformations to solve application
congruent and problems
corresponding angles are
congruent; points on a
perpendicular bisector of a
line segment are exactly
those equidistant from the
segment’s endpoints.

G.GPE.4: Use coordinates to

prove simple geometric
theorems algebraically. For
example, prove or disprove
that a figure defined by four
given points in the
coordinate plane is a
rectangle; prove or disprove
that the point (1, √3) lies on
the circle centered at the
origin and containing the
point (0, 2).

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Geometry Unit 1

G.GPE.5: Prove the slope

criteria for parallel and
perpendicular lines and use
them to solve geometric
problems (e.g., find the
equation of a line parallel or
perpendicular to a given
line that passes through a
given point)

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Geometry Unit 1

Ideal Math Block

The following outline is the department approved ideal math block for grades 9-12.

1) Fluency Practice (5 min) (see focused fluency skills in each curriculum unit plan)

2) Do Now (7-10 min)

a. Serves as review from last class’ or of prerequisite material
b. Provides multiple entry points so that it is accessible by all students and quickly scaffolds up

3) Starter/Launch (5 min)
a. Designed to introduce the lesson
b. Uses concrete or pictorial examples
c. Attempts to bridge the gap between grade level deficits and rigorous, on grade level content
d. Provides multiple entry points so that it is accessible by all students and quickly scaffolds up

4) Mini-Lesson (15-20 min)

a. Design varies based on content
b. May include an investigative approach, direct instruction approach, whole class discussion led approach,
etc.
c. Includes CFU’s
d. Anticipates misconceptions and addresses common mistakes

5) Class Activity (25-30 min)

a. Design varies based on content
b. May include partner work, group work/project, experiments, investigations, game based activities, etc.

6) Independent Practice (7-10 min)

a. Provides students an opportunity to work/think independently

7) Closure (5-10 min)

a. Connects lesson/activities to big ideas
b. Allows students to reflect and summarize what they have learned
c. May occur after the activity or independent practice depending on the content and objective

8) DOL (5 min)
a. Exit slip

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Geometry Unit 1

Idea Math Block with Intervention Stations

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Geometry Unit 1

Sample Lesson Plan

Lesson Topic 1, blocks 3-4 Days 1

Objective By making constructions and observations, students will CCSS G.CO.12
make a conjecture about angle bisectors and the G.C.3
incenter of a triangle with 4/4 correct on the exit ticket.
Learning Materials needed: patty paper, ruler, protractor, pencil
activities/strategies
Fluency Practice: (5 minutes)
∠K and ∠L are supplementary angles, m∠K = (2x + 13)°, and m∠L = (5x – 8)°. What are
the
measures of the two angles?

Do Now (8 minutes):
1) Fluency check
2) Construct an angle on a piece of patty paper. Label the angle A
3) Predict: Write down what you THINK an angle bisector is.
 Observe responses for #1 and only go over if necessary. #’s 2 and 3 lead into the
lesson.

Starter/Launch (2 minutes):
 Use #3 from the Do Now to discuss what an angle bisector is. The prefix “bi” has to do
with why it is a segment that divides the angle into TWO angles with equal measure.
 Introduce objective
Mini lesson and exploration (30 minutes):
 Students follow along with the steps to the construction on Exploring “The language
of geometry”, Page 5. Class verifies that each person measured angles of equal
measure.
 Students follow along with the steps on Page 6. Students pair off and do a turn and
talk about what they have noticed. Students write down their observations.
 Teacher explains that, with observations, you can write a conjecture. Teacher defines
a conjecture using page 7. Students then write their own conjecture about points on
an angle bisector. Class uses page 7 and 8 to check and summarize. (MP 6)
 Teacher explains that the class will now use angle bisectors to make another
conjecture about a triangle.
 Using page 1 from Exploring “Angle bisectors and the incenter,” students complete
problem #1 from SAS 3.
 As a group, students use #2 from SAS 3 and pages 2-3 to follow the steps and make a
conjecture. Each group of 2-3 should have 1 laptop to move through the steps
themselves and manipulate the animations as needed.
 Teacher uses page 4 to discuss possible conjectures. Students complete #3 on SAS 3.
 Group uses #4 from SAS 3 and page 5 to follow steps and manipulate animations as
needed. Students are asked to WRITE down observations BEFORE completing the
puzzle on page 6. Students also complete #5-8 from SAS 3.
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Geometry Unit 1

Practice (20 minutes):

 Students work Guided Practice #’s 10-11 and More Practice #’s 4, 11, 12 as a
group/pairs
 Students work on SAS 2 #’s 20-21, 23-25 independently; they may move on to HW if
they complete these problems

Closure (6 minutes):
 Spend ~2 minutes assigning HW and allowing students to ask any questions (HW is
SAS 2 #’s 26-28 and SAS 3 #’s 10-11)
 Teacher uses pages 1-2 from “Summary” to summarize lesson. Before showing pages,
teacher can ask:
 What do we know about conjectures?
 What conjectures did we make today?
DOL (5 minutes):
 Automatically Scored assessment questions #11-14

25
Geometry Unit 1

Sample Performance Assessment

Unit 1 Performance Task – Rigid Transformation Name: __________________________________ Date

26
Geometry Unit 1

Alicia is working on a computer animation project for her programming class. She needs to move a dog on a
skateboard around the computer screen. a. Alicia's first task is to move the dog from a starting position in quadrant I
to an ending position in quadrant III.
Describe, in words, what transformations Alicia will need to use to move the dog.

Help Alicia write an ordered pair rule that can be programmed into a computer to move the dog in quadrant
I to the dog in quadrant III.

Alicia needs to show the dog doing a trick. She wants to show the dog rolling over. Write a transformation rule that
shows the dog on his back.

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Geometry Unit 1

Draw and label the location of A’ and B’ if the dog is rotated 270° clockwise about the origin. Point A is located at (3,
2) and Point B is located at (6, 2).

For your transformed dog in Part D (with points A’ and B’), determine which of the following remain unchanged (as
compared to the dog with Points A and B).
Changed Unchanged

The area of the dog

The direction the dog is facing

The distance between A and B

The location of A and B

The length of the skateboard

Is Parts a, c, and d examples of rigid transformations? Explain why or why not.

Link of Performance Assessment

28
Geometry Unit 1

CCSS SMP Dropbox location and filename Link (original task and answer key)
https://www.dropbox.com/work/Orange%209-
Orange 9-12 Math > Geometry >
12%20Math%202016-17/Curriculum%20Geometry/
MP 4 Unit 1 >Performance task >Major
H.G.CO4 Unit%201/Performance%20Assessment/Major
MP 7 work> unit 1 performance task
%20Work?preview=Unit+1+Performance+Task+-
major work
+Major+Work.docx
https://www.dropbox.com/work/Orange%209-
Orange 9-12 Math > Geometry >
12%20Math%202016-17/Curriculum%20Geometry/
Unit 1 >r performance
HS.C.14.2 Unit%201/Performance%20Assessment/Reasoning?
work>reasoning>unit 1
preview=Unit+1+Performance+Task+-
performance task reasoning
+Reasoning.docx

ELL/SWD supplements

http://nlvm.usu.edu/en/nav/vlibrary.html
http://www.explorelearning.com/index.cfm?method=cResource.dspBrowseCorrelations&v=s&id=USA-000
http://www.thinkingblocks.com/
IXL
http://www.ixl.com/

Geometry Major Work Performance Task (Rigid Transformations) – Rubric Name:

___________________ Date: _______

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Geometry Unit 1

CCSS: G.CO.2, G.CO.5, G.CO.6 SMP: MP 5, MP 6 Type:___________

Teacher: ___________________

 Transforms figures
 Describes a series of rigid transformations that maps one figure on to
Task another
Description  Writes a transformation as an ordered pair rule
 Predicts the effect of rigid transformations on a transformed figure
 Understands characteristics of rigid transformations
Level 5: Level 4: Level 3: Level 2: Level 1:
Distinguished Strong Moderate Partial
Command Command Command Command
Perform the
Command
Perform the task Perform the Perform the Perform the task items with
Level
items accurately task items task items with task items with serious errors
Description
or with minor with minor some errors on on both math
computation some non- conceptual both math concept and
errors. conceptual errors and concept and computation.
errors some computation.
computation
errors.
Score range 10-11 pts 8-9 pts 5-7 pts 3-4 pts 0-2 pts
Genesis: 100 Genesis: 89 Genesis: 79 Genesis:69 Genesis: 59
Task Score &
PLD Assigned

Teacher
Feedback

30
Geometry Unit 1

Extended Constructed Response (ECR)

Math Department ECR Protocol

Link of Unit 1 ECRs

https://www.dropbox.com/sh/yujzxex28eebxsj/AAD99HcYHhjEQ_ym1FnfXcTRa?dl=0

31
Geometry Unit 1

Multiple Representations
Types of Transformation Rigid Transformation
A rigid transformation is one in which the image is congruent to the original figure.
(i.e. Reflection, Translation, & Rotation)

Reflection Real Life Image

Pictorial
(Coordinate
Plane)

(Reflected over y-axis) (Reflected over x-axis)

Rules/Function Original → Image Original → Image
ry: (x, y) → (-x, y) rx: (x, y) → (x, -y)

Transformation Real Life Image

Pictorial
(Coordinate
Plane)

Rule/Function Rule: Function

32
Geometry Unit 1

Original → Image Original(Parent) → Image

Ta,b: (x, y) → (x+a, y+b) Ta,b y= f(x) → y= f(x-a)+b
T6,-4: (x, y) → (x +6, y-4)

Types of Transformation Rigid Transformation

A rigid transformation is one in which the image is congruent to the original figure.
(i.e. Reflection, Translation, & Rotation)

Rotation Real Life Image

Pictorial
(Coordinate
Plane)

Rules/Function Rule
Original → Image
R0,θ : (x, y) → (x’, y’) = (xcos(θ ) – ysin(θ ¿, xsin(θ ¿+ ycos (θ))
Types of Transformation Non-Rigid Transformation is one that does not preserve the size and shape of the
original figure (i.e. Dilation)

Dilation Real Life Image

33
Geometry Unit 1

Pictorial
(Coordinate
Plane)

Rules/Function Rule (Dilation with origin as center and scale factor a)

Original → Image
D0,a: (x, y) → (ax, ay)

34
Geometry Unit 1

NJSLA Sample Items

Line segment AB with endpoints A(4, 16) and B(20,4) lies in the coordinate plane. The segment will be dilated with a
scale factor of ¾ and a center at the origin to create A ' B' . What will be the length of A ' B' ?

A. 15
35
Geometry Unit 1

B. 12

C. 5

D. 4

36
Geometry Unit 1

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Geometry Unit 1

38