MULTIPLE TRANSFORMATIONS HOW DID THAT SHAPE CHANGE Learning
- Slides: 5
MULTIPLE TRANSFORMATIONS HOW DID THAT SHAPE CHANGE?
Learning Goal 1 (8. G. A. 3 & 4): The student will understand use informal arguments to prove congruency and similarity using physical models, transparencies or geometry software. 4 In addition to level 3. 0 and above and beyond what was taught in class, I may: Make connection with real-world situations Make connection with other concepts in math Make connection with other content areas. 3 I understand use informal arguments to prove congruency and similarity using physical models, transparencies or geometry software. informally prove similarity of triangles Use scale factors to create and analyze dilations. 2 I understand congruency and similarity using physical models, transparencies or geometry software. construct triangles Calculate dilations with scale factors. 1 With help from the teacher, I have partial success with the unit content. 0 Even with help, I have no success with the unit content.
HOW DID THE SHAPE CHANGE? (FROM FIGURE A TO B) • How many transformations did it take? • What was the scale factor for the dilation? • How was the shape reflected?
HOW DID THE SHAPE CHANGE? (FROM FIGURE A TO B) • How many transformations did it take? • How was the shape translated? • What was the scale factor for the dilation? • Are these two shapes similar?