The second set of English assessments (marked as set "B") are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). Īdaptations and updates to IM 6–8 Math are copyright 2019 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).Īdaptations to add additional English language learner supports are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). OUR's 6–8 Math Curriculum is available at. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics®, and is copyright 2017-2019 by Open Up Resources. “Did you use any reflections?” (Answers vary.).“When a rotation was involved, did you specify the center of rotation?” (Answers vary.They will more likely say “rotate until the sides match.” or “turn upside down.”) “When a rotation was involved, did you specify the number of degrees of the rotation?” (Probably not.“When you used a translation, did you specify the direction and how far?” (Maybe, but they may also use the language “put next to” or equivalent.).“What was challenging about describing or identifying the tessellation?”įor the discussion after students complete Part 2, focus on the use of the words translate, reflect, and rotate (or equivalents).“Did you use the words translate, rotate, or reflect?” (Instead of “translate” students may use words like “move.” Similarly, students may describe rotations with words like “turn.”).“In what ways was describing the tessellation difficult?” (Finding words to communicate how the rectangles are aligned with one another.).“Are there other ways I could do this?”įor the discussion after students complete Part 1:.“How can I use rigid motions to move one of these parallelograms into the position of the other?”.For example, if a student has built a tessellation with parallelograms, choose two parallelograms and ask: Make sure, as students share their ideas for tessellations, to use the language of rigid motions to describe the tessellations. “What does it look like to not define a tessellation?” (Two octagons can be put together sharing a vertex, but there is a gap that is not large enough for a third octagon.).Squares can also be made into rows and translated.) Rhombuses can be made into rows and translated. ![]() Trapezoids can be made into hexagons or rows. Parallelograms can also be made into hexagons or rows. “If so how?” (Triangles can be built into hexagons, or they can make rows that can be translated and stacked on top of one another.“If not, why not?” (Three hexagons have to come together at each vertex: once the first hexagon of the pattern is placed, everything else has no flexibility.). ![]()
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