Name _______________________________________________ Date __________________
Standards:

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.

G.CO.8-Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

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).
Objective:
To create a portfolio that defends your learning of construction, congruence, and proofs.
Rough Draft Layout:
Each quiz will be an oral quiz over the major topics in Module 6. The test will be in the format of a portfolio to demonstrate what you have learned and when you learned it. This assessment is for both Module 6 and your Exhibition
#3: Math Deliverables. The goal is for you to defend your learning when and how you learned it.


Each reflection should be about ½ to a 1 page single spaced.
When printing reflection: (Proof read your work with a partner) o 12 pt. font o Times New Roman o Double Spaced
Quiz #1 Quiz #2 Quiz #3 Test
Transformations

Partner Pre-Quiz
-Your partner will provide you feedback using a rubric
(success criteria) of how you will be graded on your quiz. They will take notes and highlight key pieces that you hit on the rubric as well as key pieces that need improvement.
-Following this, you will reflect over the peer feedback to take the quiz the following day.

Quiz
-You will conduct an oral exam to explain your learning.
-Your partner will be provided with a list of questions that they can prompt you with to help justify your learning.
Symmetries of Polygons

Partner Pre-Quiz

Quiz
Congruence

Partner Pre-Quiz

Quiz
Portfolio

Goal = Reflect On
Each Quiz

Topics will be listed and you will have to justify when you learned the math concept.
Example:
Topic: Translation
Time Stamp: Quiz #1 – 1:24
Justification: I am able to prove that I understand translation of a pre-image by…

Quiz #1: Reflection
Use quiz 1 and the rubric to transform your art piece (Just a picture of your art piece, not the actual model). You must have a rotation, translation, and reflection in your assignment. Each transformation should have an answer with a justification just like the quiz. Once, you have transformed your art piece, reflect on how your learning has changed since quiz 1. (ex. What did you know then and what you know now? What have you learned from transformations? How did taking the oral quiz express your learning? Etc.)
Exmple:
Quiz 1:

If you decide the transformation is a rotation, you will need to give the center of rotation with the direction of the rotation.

If you decide the transformation is a reflection, you will need to give the equation for the line of reflection.

If you decide the transformation is a translation, you will need to provide the slope between the pre-image and final image.
Pre-Image
Image 1
Final Image
Image 2
Description
Image 2
Image 2
Image 3
Image 4

Quiz 1: Rubric
Translation:
Justification of
Chosen
Transformation
Proof of Math
Expression
4
-Student says: the pre-image slides/moves to the final image using:

Slope

Rise/Run

Creates
Parallel Lines
-Student uses bunny hops or equation 𝑦
2
−𝑦
1 𝑥
2
−𝑥
1
to prove the slope
-Students connect points and their primes to form parallel lines
-Students label their original point to their primes
3
-Student says: the pre-image slides/moves to the final image using:

Slope
-Student uses bunny hops or equation 𝑦
2
−𝑦
1 𝑥
2
−𝑥
1
to prove the slope
-Students connect points and their primes to form parallel lines
2
-Student says: the image slides/moves
-Student uses bunny hops or equation 𝑦
2
−𝑦
1 𝑥
2
−𝑥
1
to prove the slope
OR
-Students connect points and their primes to form parallel lines
1
-Nothing said, done, or written
-Nothing said, done, or written
Rotation:
Justification of
Chosen
Transformation
Proof of Math
Expression
4
-Student says: the preimage turn/moves to the final image using:

Center of
Rotation

Axis of Rotation

Concentric Circles

Perpendicular
Lines
-Students uses compass to show connecting points from the preimage to the final image to create concentric circles
-Student uses perpendicular lines to create a perpendicular bisector to create perpendicular lines
-Students label their original point to their primes

3
-Student says: the preimage turn/moves to the final image using:

Center of
Rotation

Concentric Circles
Perpendicular
Lines
-Students uses compass to show connecting points from the preimage to the final image to create concentric circles
-Student uses perpendicular lines to create a perpendicular bisector to create perpendicular lines
2
-Student says: the preimage turn/moves to the final image using:

Center of
Rotation

Concentric
Circles
-Students uses compass to show connecting points from the pre-image to the final image to create concentric circles
OR
-Student uses perpendicular lines to create a perpendicular bisector to create perpendicular lines
1
-Nothing said, done, or written
-Nothing said, done, or written

Reflection:
Justification of
Chosen
Transformation
4
-Student says: the preimage flips/rotates to the final image:

Line of Reflection

Equation

Perpendicular
Lines
3
-Student says: the preimage flips/rotates to the final image:

Equation

Perpendicular
Lines
2
-Student says: the pre-image flips/rotates to the final image:

Line of
Reflection
1
-Nothing said, done, or written
Proof of Math
Expression
-Students uses a compass to show equidistance from line of reflection
-Students show the preimage to the final image is perpendicular from the original points to their primes
-Students label their original point to their primes
-Students uses a compass to show equidistance from line of reflection
-Students show the preimage to the final image is perpendicular from the original points to their primes
-Students uses a compass to show equidistance from line of reflection
OR
-Students show the pre-image to the final image is perpendicular from the original points to their primes
-Noting said, done, or written
Quiz #2 Reflection:
Using a picture of your art piece, you need to find lines of symmetry and rotational symmetry. If you do not have any, you need to think about how to use transformations to help you accomplish these symmetries or place your art piece within a geometric figure to create symmetries. Once you are done with creating symmetries for your image, reflect on your learning from quiz 2 to now. (ex. How has your learning change? What did you know and what was a challenge?
How did the oral quiz help justify your learning? Etc.)
Example:
Quiz 2:
Show the rotational symmetry and lines of symmetry for the geometric figure. Orally justify why.
Lines of Symmetry Justification Degrees of Rotation Justification

Quiz 2: Rubric
Pentagon:
Lines of
Symmetry
Rotational
Symmetry
4

5 lines of symmetry

5 vertices = 5 sides = 5 lines of symmetry

Connect vertices to opposite midpoints

All polygons have a 360 ° rotational

Rotational symmetry formula
=
360 𝑛

Degrees of rotation: 72 ° ,
144 ° , 216 °, 288 ° and 360 °
3

5 lines of symmetry

Connect vertices to opposite midpoints

All polygons have a 360 ° rotational

Rotational symmetry formula =
360 𝑛
2

5 lines of symmetry

All polygons have a 360 °
1

Nothing said/written

Nothing said/written

Lines of Symmetry Justification Degrees of Rotation Justification