Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 64769
Transformations... Geometry in Motion
Transformations... Geometry in Motion is designed for students to practice their knowledge of transformations. Students will represent
transformations in the plane, compare transformations, and determine which have isometry. Students should have a basic understanding of the
rules for each transformation as they will apply these rules in this activity. There is a teacher-led portion in this lesson followed by partner-activity.
Students will be asked to explain and justify reasoning, as well.
Subject(s): Mathematics
Grade Level(s): 8, 9, 10
Intended Audience: Educators
Suggested Technology: Document Camera, LCD
Projector, Overhead Projector
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: transformations, isometry, rotations, reflections, translation
Resource Collection: CPALMS
ATTACHMENTS
warm up pics hook FINISHED.pdf
Guided Practice Student worksheet2.docx
Guided Practice Student Worksheet ANSWERS.docx
student.partner worksheet practice.pdf
Student Partner worksheet ANSWERS.docx
summative assessment and answers transformations 2.docx
Extension Summative.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
represent transformations in the plane using graph paper
describe transformations in words and with rules
determine which transformations preserve distance (have isometry) and which ones do not
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior knowledge of transformations: rotations, reflections, translations & may have limited knowledge of dilations
Students should know how to perform basic reflections, translations, and rotations.
Knowledge of isometry / rigid motion. (It will be briefly discussed in the lesson, however.)
Graphing skills on coordinate plane
Guiding Questions: What are the guiding questions for this lesson?
1. How can we determine the type of transformation from an image? (open ended, may lead to discovery that there are multiple answers to many)
2. What rules apply to each of the transformations; rotations, translations, reflection, dilation? (will vary)
page 1 of 3 3. What is meant by isometry? (a transformation preserving distance and angle measures)
Teaching Phase: How will the teacher present the concept or skill to students?
This phase is more of a "review" for students. This standard calls for students to "explore and verify conjectures" through real world examples, as well as describe
steps necessary to generate final images.
Introduce lesson with an example of real - life transformations shown on overhead as the formative assessment.
Allow time for students to answer the questions that follow each picture.
Of importance here is for students to review various transformations as well as the definition of Isometry (transformation preserving distance and angle measure).
Teacher should use these questions as guidelines and be flexible and open to student responses.
Students may "call out" answers, write answers on white boards, or even do partner chat to answer and discuss these pictures and questions.
The Ferris wheel picture will complete this "review and practice" portion of the lesson.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The guided practice will allow students to create transformations following given rules.
Guided Practice worksheet is attached. This is NOT intended to be turned in. It will serve as guided practice notes for the student.
The teacher should distribute these and ask students to perform the first section and write the coordinates of the figure.
Students should then as a whole group, perform the first transformation. This should take about 3-4 minutes. The teacher should move around the room to ensure
that all students are graphing correct coordinates for the rule given (a translation).
Call attention to whole class and demonstrate, on overhead, the teacher performing the translation. Ensure all points are properly labeled.
Students should attempt the second transformation, a reflection.
Again, teacher is available, monitors for 3-4 minutes, and performs operation on overhead. Again, properly labeling the figure.
Finally, have students respond to the final questions regarding isometry. Again, this should only take 2-4 minutes.
Review answers.
Introduce the next portion as an independent portion that students will work on with a peer.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Put students in groups of 2 - 3 (maximum).
Distribute independent practice activity worksheet, I recommend everyone have a copy and be responsible for completing their own.
Students should work through this activity with their partner.
Teacher should be available, walking around, throughout this portion of the lesson, for assistance.
After 10 minutes, the teacher may want to call the class' attention to the front and ask for responses to the first question. Clarify any errors in reasoning. Clarify
questions regarding the task and directions that may have occurred to this point.
Students continue working through task, with partners.
Teacher will either collect work at the end of the period or have students bring it in the following period to complete and review.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Near the close of class, the teacher, after monitoring progress, should call whole class attention to the front of the class and clarify any misconceptions that exist. The
final summative is attached here and may be used at class end, as a warm up the following day or as a summative grade.
Summative Assessment
There is a brief summative task and answer key attached.
Formative Assessment
Prior to the lesson the teacher will briefly evaluate prior knowledge by using a warm up activity and the warm up-picture link attached to this lesson. This formative
assessment will allow the teacher to determine readiness for lesson.
If necessary, the teacher should extend the "review" period to include a few more samples of different transformation types.
During the activity, the teacher should be actively involved, walking about the room, clarifying errors as needed.
Students should, first, rely on partners for assistance prior to asking for teacher assistance.
Feedback to Students
During the warm up and review period, the students will get immediate feedback regarding their answers. The teacher may want to question the class and use
whiteboards or clickers in order to determine how each student responds. This will allow targeted feedback to each and every student.
Students can be given feedback verbally during the Guided Practice. This should help them as they begin their independent practice.
During the activity portion of the lesson, the students will get feedback from peers first. The teacher will provide corrective or leading feedback during the activity, as
needed.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Using whiteboards to assess prior knowledge could be useful. This will allow the teacher to verify that ALL students are ready for this activity.
Assign student partners with purpose to ensure students with special needs are paired with an appropriate partner.
Students who are Learning Disabled may need more direction and monitoring during the Independent Practice phase.
Extensions:
If students are able to complete the tasks in class, then students could complete the attached extension activity. This activity allows students to create additional
transformation activities for use within the classroom. Students can have their partners write the rules for their transformations. Students may be asked to provide
page 2 of 3 multiple solutions.
Suggested Technology: Document Camera, LCD Projector, Overhead Projector
Additional Information/Instructions
By Author/Submitter
Mathematical Practices:
MP 1 - Make sense of problems and persevere in solving them
MP 2 - Reason abstractly and quantitatively
MP 3 - Construct viable arguments and critique the reasoning of others
MP 6 - Attend to precision
SOURCE AND ACCESS INFORMATION
Contributed by: helen crawford connolly
Name of Author/Source: helen crawford connolly
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.8.G.1.1:
MAFS.912.G-CO.1.2:
MAFS.912.G-CO.1.5:
Description
Verify experimentally the properties of rotations, reflections, and translations:
a. Lines are taken to lines, and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as
functions that take points in the plane as inputs and give other points as outputs. Compare transformations that
preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper,
tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
page 3 of 3