I see a ton of geometry projects, but I am looking to create a project plan for students to apply their learning of these standards

Geometry
8.G.A.1
Verify experimentally the 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.
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Geometry
8.G.A.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.

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Geometry
8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two–dimensional figures using coordinates.

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Geometry
8.G.A.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.

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Geometry
8.G.A.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 sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

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Does anyone have any created plans already that they would be willing to share?

Coffeechug wrote:

I see a ton of geometry projects, but I am looking to create a project plan for students to apply their learning of these standards

Geometry
8.G.A.1
Verify experimentally the 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.
MORE INFORMATION
Geometry
8.G.A.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.

MORE INFORMATION
Geometry
8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two–dimensional figures using coordinates.

MORE INFORMATION
Geometry
8.G.A.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.

MORE INFORMATION
Geometry
8.G.A.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 sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

MORE INFORMATION


Does anyone have any created plans already that they would be willing to share?

Please tell me if I read this right. So my understanding is you want to make a project to teach students about geometry shapes and you want to have them answer questions about the shapes? So what I am getting out of this is you want to create a “study guide” and then a quiz.

No, not all. I want to develop a project guide for teachers that helps them see how Scratch can be a tool for students to showcase their learning of these standards.

For example, one could launch the project discussing video games and how many of them use Game design based on rigid motion in which we have three types
Translation - used to travel going up, down, left, and right
Reflection - used when change direction you are currently going(right to left)
Rotation - used when rotating self to face direction you are traveling

Students could then work to develop a game, maze, simulation, etc. to demonstrate their understandings of these concepts.

Coffeechug wrote:

No, not all. I want to develop a project guide for teachers that helps them see how Scratch can be a tool for students to showcase their learning of these standards.

For example, one could launch the project discussing video games and how many of them use Game design based on rigid motion in which we have three types
Translation - used to travel going up, down, left, and right
Reflection - used when change direction you are currently going(right to left)
Rotation - used when rotating self to face direction you are traveling

Students could then work to develop a game, maze, simulation, etc. to demonstrate their understandings of these concepts.

So a tutorial is what you are trying to make?