Grade 8 Mathematics, Quarter 3, Unit 3.

Similarity and Angles

No Calculator

Overview
Number of instructional days: Content to be learned
Understand the properties of similar figures. Identify similarity between two figures by a series of transformations (rotations, reflections, translations, dilations). Investigate the sum of the interior angles of a triangle. Investigate the sum of the exterior angles of a triangle. Determine angle relationships when parallel lines are cut by a transversal. Use correct angle terminology when referring to angles created by parallel lines cut by a transversal. Understand two triangles are similar if two corresponding angles are congruent (angleangle criterion). 2. Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Use quantitative reasoning that entails creating a coherent representation of quantities, not just how to compute them. Know and flexibly use different properties of operations and objects.

15

(1 day = 4560 minutes)

Mathematical practices to be integrated

3. Construct viable arguments and critique the reasoning of others. Describe a sequence that exhibits similarity between figures. Use arguments to establish facts about angle relationships.

6. Attend to precision. Communicate precisely using clear definitions to justify their reasoning to themselves and others. Label to clarify correspondence. Make explicit use of definitions.

7. Look for and make use of structure. See complicated things as single objects or composed of several objects.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Essential questions
How can you determine if two figures are similar? How do you describe a sequence of transformations between a figure and its image? What is the result of a transversal cutting parallel lines? What is the sum of the interior angles of a triangle? How can you prove it? What is the relationship between an exterior angle and the two other angles in a triangle? How would angle relationships be applied to the real world?

Written Curriculum
Common Core State Standards for Mathe matical Content Geometry
Understand congruence and similarity using physical models, transparencies, or geometry software. 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

8.G

8.G.5

Common Core Standards for Mathe matical Practice

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In grade 6, students drew polygons in the coordinate plane and gave coordinates for the vertices. In grade 7, students drew geometric shapes with given conditions (by freehand, using a ruler and protractor, or with technology). They also constructed triangles from three measures, angles, or sides, noticing when the conditions determined a unique triangle, more than one triangle, or no triangle. Students also solved problems involving scale drawings of geometric figures. Current Learning In grade 8, this is a critical area and a major cluster. Students understand that two figures are similar if the second can be obtained from the first by a sequence of movements. Given two similar two-dimensional figures, they explain the sequence of movements between the two. Through investigation, students explore interior and exterior angles of triangles and angle measures created by two parallel lines cut by a transversal, and the angles of similar triangles.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Future Learning In high school, students will experiment with transformations in the plane. They will prove geometric theorems about lines, angles, triangles, and parallelograms. Students will make formal geometric constructions with a variety of tools and methods. They will work with similarity in terms of similarity transformations and prove theorems involving similarity. Students will also use this knowledge of geometric concepts in modeling situations.

Additional Findings
According to PARCC Model Content Framework, The angle-angle criterion for triangle similarity underlies the fact that a non-vertical line in the coordinate plane has the equation y = mx + b. According to the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, students examine the congruence, similarity and line of rotational symmetry of objects using transformations.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014