1. Multiple Transformations
How did that shape change?

2. Learning Goal 1 (8.G.A.3 & 4):
The student will understand and use informal arguments to prove congruency and similarity using physical models, transparencies or geometry software. 4 3 2 1
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.
I understand and 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.
I understand congruency and similarity using physical models, transparencies or geometry software.
construct triangles
Calculate dilations with scale factors.
With help from the
teacher, I have
partial success
with the unit content.
Even with help, I have no success with the unit content.

4. 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?

5. 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?