M422 / M522 Math Education Lesson Plan Template (Common Core Update)

Title of the Lesson

Congruence Transformation
Target Audience of the Lesson:
High School Geometry [Sophomore-Senior]
Overall Goal of the Lesson:
-Students will understand the different geometric transformations and how they effect a
figure on a graph. These translations are reflections, rotations, and translation.
Student Learning Objectives:
-Students will be able to state and apply what a translation is.
-Students will be able to state and apply what a reflection is.
-Students will be able to state and apply what a rotation is.

Student Prior Knowledge

-Students will know the SSS theorem on identifying congruent triangles
-Basic knowledge of the coordinate system and plane.
-Know what an isosceles, scalene, and equilateral triangles.
Assessment: (Go back to your learning objectives. What will the students do to
demonstrate they have met the learning objectives? Make sure each objective is
paired to an assessment measure)
-Students create pictures on geogebra that demonstrate their knowledge on translations,
rotations, and reflections
-We will monitor as the students work on the lesson investigation
Indiana Common Core Standards and Mathematical Practices Addressed:
(Download, copy and paste entire standard from
http://www.doe.in.gov/standards/mathematics)
-PS.4: Model with mathematics. Mathematically proficient students apply the mathematics

they know to solve problems arising in everyday life, society, and the workplace using a
variety of appropriate strategies. They create and use a variety of representations to solve
problems and to organize and communicate mathematical ideas. Mathematically proficient
students apply what they know and are comfortable making assumptions and
approximations to simplify a complicated situation, realizing that these may need revision
later. They are able to identify important quantities in a practical situation and map their
relationships using such tools as diagrams, two-way tables, graphs, flowcharts and
formulas. They analyze those relationships mathematically to draw conclusions. They
routinely interpret their mathematical results in the context of the situation and reflect on
whether the results make sense, possibly improving the model if it has not served its
purpose.
-G.T.3: Explain and justify the process used to construct congruent triangles with a variety
of tools and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.).
-G.QP.4: Identify types of symmetry of polygons, including line, point, rotational, and selfcongruences.
-G.TR.1: Use geometric descriptions of rigid motions to transform figures and to predict and
describe the results of translations, reflections and rotations on a given figure. Describe a
motion or series of motions that will show two shapes are congruent.
Length of Lesson:
45 minutes (one day)

Schedule of Activities: (Focus on what students will be doing and what teachers will
be doing during each part of the activity.)
Launch/Before: ( 15 minutes)
-Guided practice on page 297. Get students talking about their observations of how the two
images relate to each other. Students use their own words which we will relate to
vocabulary terms in the investigation.
-Go over the definitions: preimage, image, reflection, translation, rotation, and congruence
transformation

Pics:

-Students will be given a flip book to write their definitions. The words and pictures will
already be provided (images match the ones discussed in the launch). We will discuss the
definitions in class and has a class come up with a definition together.
-Vocab:
Preimage: original geometric figure
Image: new figure
Reflection: a flip over a line of reflection
Translation: a slide that moves all points of the original figure the same distance in the
same direction
Rotation: a turn around a fixed point call the center of rotation, through a specific angle, and
in a specific direction. Each point of the original figure and its image are the same distance
from the center
Congruence transformation: also called a rigid transformation. The position of the image
may differ from that of the preimage, but the two figures remain congruent
-Question:
-What do you notice about the two images?
-What is related about the two?
-Are they congruent?
-How would you prove they are congruent?
-If say distance, or by measuring the sides, state the distance formula:

Investigate/During: (20 minutes)

-Students will be given a worksheet. There will be four problems that give descriptions of
the shapes by using coordinate planes. They will have to create these shapes and state

what transformation occurred for three of them.

-Fourth problem, they will create a triangle, perform a two step transformation and show
that the triangles are still congruent by using the distance formula on the sides.
-Will leave time to do a rough tutorial on geogebra.
-Will sketch a triangle
-tell to click algebra if sidebar not open. Then choose fx and click description
-select circle triangle button and select show grid with the coordinate plane lines
-Questions:
-What shape are we creating?
-What does it mean to apply the transformation to all of the shape? (Trying to get
them to see that every point must have the transformation applied to it)
-What does it mean to rotate clockwise? What does it mean to rotate from a specific
point?
-Things to point out:
-When labeling the image, make sure to start with the same point in the preimage
and go in the same direction.
-During monitoring, look to see which students will potentially share their part 4 problem.
Look for potentially two.
Summarize/After: (10 minutes)
-Students will be asked to share their finding with the class. We will discuss what each
transformation looks like and how regardless of the transformation the shapes remain
congruent.
-We will project onto the whiteboard a coordinate plane. Students will relay us their points
and we will discuss the translations with the pictures on the board.
-Key is students were able to execute the first problems correctly. Then students were able
to correctly create an image, preimage and use the distance formula to show that they are
congruent.

Adaptations: (How might the lesson be geared up or down? How might the lesson
need to be adapted for students with special needs?)
-Gear up: More complex shapes and multiple transformations in each question. Ask
students to prove congruence using the distance formula for each question.

-Gear down: Stick with triangles. Do not have students create their own shape in question
4.

Materials Needed: (Go through each activity and identify what items and technology
are needed to complete this lesson.)
-Crome Books
-Geogebra
-Paper/Worksheets
-Writing utensil

Transformations Investigation:
1) Plot the following points and connect them to create your preimage:
A (-7,1), B (-5,-1), C (-3,1), D (-4,3)
Then plot the next set of points to create your image:
E (7,1), F (5,-1), G (3,1), H (4,3)
Describe the transformation that occurred between the preimage and image using proper
vocabulary.

2) Plot the following points and connect them to create your preimage:
A (3,3), B (3,5), C (5,6), D (7,5), E (7,3)
Then plot the next set of points to create your image:
F (-3,-3), G (-3,-5), H (-5,-6), I (-7,-5), J (-7,-3)
Describe the transformation that occurred between the preimage and image using
proper vocabulary.

3) Plot the following points and connect them to create your preimage:
A(-4,-7), B(-2,-5), C(-4,-3), D(1,-3), E(5,-4), F(2,-6), G(4,-8)
Use the translation transformation to shift the figure up 3 right 4.
After you have translated the preimage name the coordinates of the new image.

4) Construct an isosceles triangle on the coordinate plane. Apply two different transformations to
your triangle. Write the transformations you used below. Verify that it is a congruence
transformation.

Key:

1)

2)

3)
H(0, -4) = A
I(2, -2) = B
J(0, 0) = C
K(5,0) = D
L(9, -1) = E
M(6, -3) = F
N(8, -5) = G