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In this unit students will:
• develop the concept of transformations and the effects that each type of transformation has on an object;
• explore the relationship between the original figure and its image in regards to their corresponding parts being           moved an equal distance which leads to concept of congruence of figures;
• learn to describe transformations with both words and numbers;
• relate rigid motions to the concept of symmetry and to use them to prove congruence or similarity of two figures;
• physically manipulate figures to discover properties of similar and congruent figures; and focus on the sum of the       angles of a triangle and use it to find the measures of angles formed by transversals (especially with parallel lines),   find the measures of exterior angles of triangles, and to informally prove congruence.


MGSE8.G.1 Verify experimentally the congruence properties of rotations, reflections, and translations: lines are taken to lines and line segments to line segments of the same length; angles are taken to angles of the same measure; parallel lines are taken to parallel lines.
MGSE8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
MGSE8.G.3 Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates.
MGSE8.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.
MGSE8.G.5 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 three angles appear to form a line, and give an argument in terms of transversals why this is so.


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