.

Katie Chock
Math Concept: Congruence
Grade 8
CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections, and
translations: 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.
CCSS.Math.Content.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.

Big Idea: Two-dimensional figures can be manipulated across one plane by means of :
translations and reflections. A translation is a basic rigid motion that moves a figure along a
given vector. A Reflection is a basic rigid motion that moves a figure across a line. No matter
what the transformation is congruence is preserved.

Lesson Goal #1: Students will use facts learned about rigid motions in order to
make sense of problems involving congruence.
Open Question: What are ways we can transform figures?
Expected student responses
- move it to another area (on the paper)
- turn it
- flip it
Management
- Students will be given 2-3 minutes to construct a written response.
- Teacher Questions to probe thinking: Why do things move around? How do
they move? How would you know if two segments or figures have the same
length or size?
Academic Language Check: Guide students to changing their informal language into academic
language or academic vocabulary. Discussion as a whole class, then groups highlight words and
phrases they used and write the replacement words next to their original ones. Chart the words
on a word wall as shown below.
- flip = reflection
- mirror = reflection
- up/down = vertical reflection
- left/right = horizontal reflection
- move = translation
- slide = translation
- glide = translation
- right = positive on the x-axis (translation)
- left = negative on the x-axis (translation)
- up = positive on the y-axis (translation)
- down = negative on the y-axis (translation)
- movement = rigid motion

Activity: Have students complete an exercise. Four figures are given. One figure is the original
or pre-image and the others are around the paper. Students are required to describe intuitively
what kind of transformation will be required to move the figure on the left to each of the figures
(1)(3) on the right. To help with this exercise, use a transparency to copy the figure on the left.
Note: Begin by moving the left figure to each of the locations in (1), (2), and (3).
Debrief: Have students share their ideas with their table mates (small group), then have one
person from each table share an idea with the rest of the class. Record answers on a chart.
Remind students of new academic vocabulary.
Figure A is mapped onto Figure A1 by means of ___________________.
I would map figure A onto A1 by ___________________.
Segment BC is___________________ to BC1.
Summarize what we have learned: Provide students with the two figures or two segments on a
piece of paper. Each student completes the question and tapes it into their math journal. They
will individually complete the assignment; however, they are able to work together as a table
group to come up with an answer.
Formative Assessment: Exit Ticket.
First, draw a simple figure and name it Figure W. Next, draw its image under some
transformation, (i.e., trace your Figure W on the transparency), and then move it. Finally, draw
its image somewhere else on the paper.
Describe intuitively, how you moved the figure. Please use complete sentences and academic
vocabulary.

Lesson Goal #2: Students perform translations of figures along a specific vector.
Students label the image of the figure using appropriate notation.
Tiered Lesson: Students will be divided into two groups depending on the outcome of lesson 1.
Group 1: Students will practice identifying rigid motions. Once they are comfortable
naming rigid motions, translations, and students will translate different figures along one
vector.
Group 2: Students will practice translating figures along different sized vectors. The first
couple vectors will be given, and then students can make up their own vectors to practice
translating shapes.
Academic Language Check: Review word wall and chart from the previous day. Additionally,
have students review homework from the night before. Does your homework include academic
language?
Debrief: Discuss the reference charts. Guide the students in drawing the following conclusions.

Summarize what we have learned: Complete paragraph frame and read to a partner. Equal
pieces can be represented multiple ways. A vector shows both ______________ and
______________.
Formative Assessment:
We use vectors to ____________________________________________. Use at least 2
academic language words.