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Name Date
Evaluating Student Learning: Preparing to Report: Unit 7 Similarity and TransformationsThis unit provides an opportunity to report on the Shape and Space (3-D Objects and 2-D Shapes/Transformations) strand. Master 7.4 Unit Summary: Similarity and Transformations provides a comprehensive format for recording and summarizing evidence collected.
Here is an example of a completed summary chart for this Unit:Key: 1: Not Yet Adequate 2: Adequate 3: Proficient 4: Excellent
Most Consistent Level of Achievement*
Strand: Shape and Space (3-D Objects and 2-D Shapes/Transformations)
Conceptual Understanding
Procedural Knowledge
Problem-Solving Skills
Communication Overall
Ongoing observations 3 2 4 3 3
Work samples or portfolios; conferences
3 3 3 3 3
Unit Test 3 2 3 2 2/3
Unit ProblemDesigning a Flag 3 3 3 2 3
Achievement Level for reporting 3
* Use locally or provincially approved levels, symbols, or numeric ratings.
Recording How to ReportOngoing observations Use Master 7.2 Ongoing Observations: Similarity and Transformations to determine the most
consistent level achieved in each category. Enter it in the chart. Choose to summarize by achievement category, or simply to enter an overall level.Observations from late in the unit should be most heavily weighted.
Work samples or portfolios; conferences
Use Master 7.1 Unit Rubric: Similarity and Transformations to guide evaluation of collections of work and information gathered in conferences. Teachers may choose to focus particular attention on the Assessment Focus questions. Work from late in the unit should be most heavily weighted. You may choose to assign some or all of the questions in the Review. Master 7.1 Unit Rubric: Similarity and Transformations may be helpful in determining levels of achievement. See Assessment for Learning at the end of each lesson for specific data.
Unit Test Master 7.1 Unit Rubric: Similarity and Transformations may be helpful in determining levels of achievement. #4 provides evidence of Conceptual Understanding; #1 provides evidence of Procedural Knowledge; #2 provides evidence of Problem-Solving Skills.
Unit Problem Use Master 7.3 Performance Assessment Rubric: Designing a Flag. The Unit Problem offers a snapshot of students’ achievement. In particular, it shows their ability to synthesize and apply what they have learned.
Student Self-Assessment Note students’ perceptions of their own progress. This may take the form of an oral or written comment, or a self-rating. Use any of Master 7.5 or Program Masters 2, 3, 4, 5, 6, 7, or 8.
Comments Analyse the pattern of achievement to identify strengths and needs. In some cases, specific actions may be planned to support the learner.
Learning SkillsPM 9: Learning Skills ChecklistUse to record and report throughout a reporting period, rather than for each unit and/or strand.
Ongoing RecordsPM 11: Observation Record 1PM 12: Observation Record 2PM 14: Work Sample Records
Use to record and report evaluations of student achievement over several clusters, a reporting period, or a school year. These can also be used in place of the Unit Summary.
Unit 7 Evaluating Student Learning71
Name Date
Unit Rubric: Similarity and Transformations
Not Yet Adequate Adequate Proficient Excellent
Conceptual UnderstandingShows understanding of transformations by demonstrating and explaining:– scale factors– similar polygons– similar triangles– line symmetry– rotational symmetry
little understanding; may be unable to demonstrate or explain:– scale factors– similar polygons– similar triangles– line symmetry– rotational symmetry
some understanding; partially able to demonstrate or explain:– scale factors– similar polygons– similar triangles– line symmetry– rotational symmetry
shows understanding; able to demonstrate and explain:– scale factors– similar polygons– similar triangles– line symmetry– rotational symmetry
shows depth of understanding; in various contexts, demonstrates and explains:– scale factors– similar polygons– similar triangles– line symmetry– rotational symmetry
Procedural KnowledgeAccurately:– determines if two polygons
are similar– draws similar polygons– determines scale factor for
given diagram– draws scale diagrams (an
enlargement or reduction) – identifies a line of
symmetry – determines the angle of
rotation symmetry
limited accuracy; often makes major errors/omissions in:– determining if two
polygons are similar– drawing similar
polygons– determining scale
factor– drawing scale
diagrams – identifying a line of
symmetry – determining an
angle of rotation symmetry
partially accurate; makes frequent minor errors/omissions in:– determining if two
polygons are similar– drawing similar
polygons– determining scale
factor– drawing scale
diagrams – identifying a line of
symmetry – determining an
angle of rotation symmetry
generally accurate; makes few errors/ omissions in:– determining if two
polygons are similar– drawing similar
polygons– determining scale
factor– drawing scale
diagrams – identifying a line of
symmetry – determining an
angle of rotation symmetry
accurate and precise; rarely make errors/omissions in:– determining if two
polygons are similar– drawing similar
polygons– determining scale
factor– drawing scale
diagrams – identifying a line of
symmetry – determining an
angle of rotation symmetry
Problem-Solving SkillsSelects and uses appropriate strategies to solve problems using:– properties of similar
polygons and triangles– scale diagrams– line and rotational
symmetry
does not select and use appropriate strategies to solve problems involving similarity and transformations successfully
with limited help, selects and uses some strategies to solve problems involving similarity and transformations with partial success
selects and uses appropriate strategies to solve problems involving similarity and transformations successfully
selects and uses appropriate strategies to solve problems involving similarity and transformations with a high degree of success
CommunicationRecords and explains reasoning and procedures clearly and completely, including appropriate terminology
does not record and explain reasoning and procedures clearly and completely
records and explains reasoning and procedures with partial clarity; may be incomplete
records and explains reasoning and procedures clearly and completely
records and explains reasoning and procedures with precision and thoroughness
Ongoing Observations: Similarity and Transformations
The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning.
STUDENT ACHIEVEMENT: Similarity and Transformations*Student Conceptual
UnderstandingProcedural Knowledge
Problem-Solving Skills
Communication
Demonstrates and explains: scale factors; similar polygons and triangles; line and rotational symmetry
Determines:– if polygons are
similar– scale factors– line of symmetry– angle of rotational
symmetry
Solves problems that involve similarity and transformations, including scale diagrams
Records and explains reasoning and procedures clearly and completely, including appropriate terminology
*Use locally or provincially approved levels, symbols, or numeric ratings.
Conceptual UnderstandingDescriptions show understanding of line and rotational symmetry
shows very limited understanding; descriptions are omitted or inappropriate
shows partial understanding; descriptions are often incomplete or somewhat confusing
shows understanding; descriptions are appropriate
shows thorough understanding; descriptions are effective and thorough
Procedural KnowledgeAccurately:– classifies flags by numbers
of lines of symmetry– determines scale factor– draws a scale diagram
limited accuracy; major errors or omissions in:– classifying flags by
numbers of lines of symmetry
– determining a scale factor
– drawing a scale diagram
Partially accurate; some errors or omissions in: – classifying flags by
numbers of lines of symmetry
– determining a scale factor
– drawing a scale diagram
generally accurate; few errors or omissions in: – classifying flags by
numbers of lines of symmetry
– determining a scale factor
– drawing a scale diagram
accurate and precise; very few or no errors in:– classifying flags by
numbers of lines of symmetry
– determining scale factor
– drawing a scale diagram
Problem-Solving SkillsUses appropriate strategies to design a flag at least 3 m by 2 m, with line and rotational symmetry, and explains its use
uses few appropriate strategies; does not design a flag that meets criteria and is appropriate for designated use
uses some appropriate strategies to design a flag that meets some criteria and is appropriate for designated use
uses appropriate strategies to design a flag that meets the criteria and is appropriate for designated use
uses effective and often innovative strategies to design a flag that meets the criteria and introduces additional complexity; flag is well-designed for designated use
CommunicationPresents diagrams and descriptions clearly, using appropriate mathematical terminology and symbols
does not present diagrams and descriptions clearly, uses few appropriate mathematical terms and symbols
presents diagrams and descriptions with some clarity, using some appropriate mathematical terms and symbols
presents diagrams and descriptions clearly, using appropriate mathematical terms and symbols
presents diagrams and descriptions precisely, using a range of appropriate mathematical terms and symbols
Review assessment records to determine the most consistent achievement levels for the assessments conducted. Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying levels for each achievement category.
Most Consistent Level of Achievement*Strand: Shape and Space (3-D Objects and 2-D Shapes/Transformations)
Conceptual Understanding
Procedural Knowledge
Problem-Solving Skills
CommunicationOverall
Ongoing observations
Work samples or portfolios; conferences
Unit Test
Unit ProblemDesigning a Flag
Achievement Level for reporting
* Use locally or provincially approved levels, symbols, or numeric ratings.
1. Read the Learning Goals for similarity and transformations. Think about your learning. Rate your learning for each goal using these symbols:+ = I can understand and do this very well. = I can understand and do this all right.– = I am still having trouble with this. = This is a big problem for me.
Learning Goal My RatingInterpret scale diagrams.
Draw scale diagrams.
Apply properties of similar polygons.
Identify and describe line symmetry.
Identify and describe rotational symmetry.
2. Think about how you learn geometry best. a) When is it helpful for you to work with other students and when is it better for you to
c) How much do you use visualizing or seeing with your ‘mind’s eye’ when you are working with transformations? What helps you visualize the shapes and their transformations?
Play with a partner.You will need Polygoncentration Game Cards (Master 7.6b), and scissors.
How to Play:
Cut out the cards. Shuffle the cards.Place them face down in a rectangular array on the table.
Player A picks a card from the array, and turns it face up. Player A then picks another card and turns it face up.If the two cards have polygons that are similar (matching cards), the cards are removed and kept by Player A. Players who pick matching cards get to choose again until their cards do not match.
If the two cards do not match, the cards are turned face down, and it is Player B’s turn to try to pick two matching cards.
Players take turns until all the cards have been picked. The player with more cards wins.
Take It FurtherPlay the game again, but this time, create your own pairs of similar polygons and add them to the game cards.
Additional Activity 2: How Far Is It Across the Street?
Work in groups of three. Use Master 7.7b to set up.You will need a large piece of cardboard, scissors, ruler, metre ruler or tape measure.
What to Do:
Draw an isosceles right triangle on a piece of cardboard.Cut out the triangle.Go out to the street, or the area indicated by your teacher.
Person 1 stands at point A, directly across the street from an object such as a lamp post or fire hydrant. Person 2 moves to a point where she can hold the triangle horizontally at eye level so that she can sight along one side of the triangle to see the object, and along the other side of the triangle to see Person 1 at point A. Person 3 uses a tape measure or metre ruler to measure the distance AB between Person 1 and Person 2
Students exchange roles so that each person takes a sighting and there are three measures of AB. Calculate the mean measure of AB.This mean measure represents the distance across the street (BC).
Sighting Distance AB
1
2
3
Mean
Work as a group and use diagrams to explain why the distance across the street (BC) is the same as the distance AB between Person 1 and Person 2.
Take It FurtherDetermine a strategy to use similar triangles to determine a height that cannot be measured directly. Apply your strategy to determine the height of a flagpole or lamp post.
You will need a Star Creation Grid (Master 7.8b), light cardboard, scissors, ruler, sharp pencil or compass point, and a felt pen.
What to Do:
1. Draw and cut out a triangle from cardboard. Pick any point on the triangle. Use a sharp pencil or compass point to make a small hole and line it up with the centre point on the Star Creation Grid. Position the triangle so that one of its vertices lies on Line 1.Trace the triangle.
2. Rotate the triangle clockwise until the chosen vertex lies on Line 2.Trace the triangle.
3. Repeat the procedure in Step 2 until you have rotated the triangle a full turn, tracing the triangle at Lines 3, 4, 5, and 6.
4. Use a felt pen to draw the outline of the star shape you created.Describe the symmetry of your star shape.
Take It FurtherRepeat this procedure with a Star Creation Grid of your own design to make new stars.
Your teacher will assign an area for your Scavenger Hunt.Find examples of objects with line and/or rotational symmetry. Sketch each object and indicate the number of lines of symmetry, and/or the order of rotational symmetry.
Points are scored as follows: 1 point for an object or design with 1 line of symmetry, 2 points for 2 lines of symmetry, and so on. 2 points for rotational symmetry of order 2, 3 points for rotational symmetry order 3, and so on. An object or design receives points for both rotational and line symmetry.
The team with the most points at the end of the Scavenger Hunt wins.
Take It FurtherFind an object or design with the greatest order of rotational symmetry or the greatest number of lines of symmetry.
a) Calculate the length of PT.b) Calculate the length of DE.c) Draw a reduction of pentagon PQRST with a scale factor of .d) Draw an enlargement of pentagon ABCDE with a scale factor of 2.
2. Naomi wants to calculate the height of a tree. She is 1.5 m tall and casts a shadow of 2.5 m. At the same time, the shadow of the tree is 10.5 m long.a) Sketch a diagram that can be used to calculate the height of the tree.b) What is the height of the tree?
3. Plot these points on a grid: A(−2, 4), B(2, 4), C(2, 2), D(−2, 2)For each transformation below:i) Draw the transformation image.ii) Record the coordinates of its vertices.iii) Describe the symmetry of the diagram formed by the original shape and its image.a) rotation 90° clockwise about point E(0, 3)b) reflection in the horizontal line passing through (0, 2) c) a translation 4R, 2U
ii) A′(1, 5), B′(1, 1), C′(−1, 1), D′(−1, 5)iii) The y-axis is a line of symmetry; the
horizontal line through (0, 3) is a line of symmetry; the oblique line through (−1, 2) and (1, 4) is a line of symmetry; the oblique line through (−1, 4) and (1, 2) is a line of symmetry; the shape has rotational symmetry of order 4 about (0, 3).
b) i)
ii) A′(−2, 0), D(–2, 2), C(2, 2), B′(2, 0)iii) The y-axis is a line of symmetry; the
horizontal line through (0, 2) is a line of symmetry; the oblique line through (−2, 0) and (2, 4) is a line of symmetry; the oblique line through (−2, 4) and (2, 0) is a line of symmetry; the shape has rotational symmetry of order 4 about (0, 2).
c) i)
ii) A′(2, 6), B′(6, 6), C′(6, 4), D′(2, 4) iii) The shape has rotational symmetry of
order 2 about the point (2, 4).
4. a) 6 lines of symmetry, rotational symmetry of order 6 with angle of rotation symmetry 60°
b) 2 lines of symmetry, rotational symmetry of order 2 with angle of rotation symmetry 180°
c) 1 line of symmetry, no rotational symmetry
d) 2 lines of symmetry, rotational symmetry of order 2 with angle of rotation symmetry 180°
e) 5 lines of symmetry, rotational symmetry of order 5 with angle of rotation symmetry 72°