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Molloy College

Division of Education

Alyssa DiBello Professor Moroney

Course: EDU 527 Date: December 6, 2016
Grade 8 Topic: Reflections
Content Area: Math


After direct instruction and guided practice using Socrative, students will understand the
transformation called reflection. Students will be able to construct a reflection on the x-axis or y-
axis and engage in an activity on Google forms and answer the questions will 80% accuracy.


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.

Indicator: This will be evident when students are identifying images that are reflected.
The students will practice this with a socrative game.

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional
figures using coordinates.

Indicator: This will be evident when students are constructing a reflection over the x-axis
or y-axis.

ISTE Standards

Innovative Designer: Students use a variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative solutions.

Indicator: This will be evident during the guided practice. Students will be playing a
Socrative game on the chrome books. Students will identify which image is a reflection and
which ones are not.

Computational Thinker: Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop and test solutions.
Indicator: This will be evident when students are practicing independently. The students
will be assigned a Google form with 10 reflection questions. Students will have to express an
understanding for the problem through multiple choice answers or short responses.


Worksheet (supplied my the teacher for direct instruction)

SMART board
Chrome Books
Google Form

Students will listen to a 3 minute video on translations
(https://www.youtube.com/watch?v=NKtJd1hkI9k&t=71s). Before the video starts, they will be
asked to focus on reflections in the video. Once the video is over, we will go over the key words
the video used to describe a reflection. Students will fill in the worksheet with what they believe
the definition is of a reflection.

Do Now: Students will analyze a video and write about the key terms they heard throughout the
video. Students will also construct what they believe the definition of reflection is.

Direct Instruction: This will be evident when the students are introduced to reflections. We will
do two example questions using the smart board. Students will be taught step by step how to
reflect an image over the x-axis and y-axis.

Interactive Activities/ Cooperative learning

Socrative: Students will engage in a space race activity. The students will have the questions on
the chrome book and I will project the space race on the smart board. They will have to complete
seven reflection questions. Each question will be a different picture and the students will have to
determine if it is a reflection or not. When a student gets the question correct, the space race will
move forward. This will be done in groups that are pre-assigned.

Independent practice: At the end of class, students will independently work on a Google form.
Students will get immediate feedback after they submit their answers.

Technology: The use of the SMART Board will be what primarily will be used throughout the
lesson. The direct instruction and directions for each activity will be on a SMART Notebook. At
the beginning of class, students will watch a video on the SMART board. Students will then use
their chrome books for the guided practice on Socrative and the independent practice on Google
Students who have poor fine motor skills will receive a copy of skeleton notes and can follow
along with the lesson. This way they can have a copy of the notes that are well written and can
use it for classwork, homework, and studying.

Students with reading or literacy impairments will have access to their text reader on their
chrome books. This is a software that can be downloaded onto the students computer. With this
tool, the notes can be read to the students.

To help all the students in my class, I will post the lesson on Google classroom so the students
can edit the notes or translate the notes into a format that will best suit their learning styles.

All students will receive a guided reflection chart to use for the problems in the direct instruction
and independent practice. This chart is optional but should be used to help struggling students.
This will help the students struggling to remember the steps to solve a reflection problem and
will also help keep students organized. Students will use their chrome books to play Socrative.
This will be played in groups. For the group configurations, each group will have a struggling
student, average student and advanced student in it. This will be beneficial because being
accompanied by students with higher learning abilities will push students to become a better
learner. For students who finish the independent practice early, there will be a challenge question
in Google classroom that will be posted. This is to challenge students and have them think at a
higher level.

Students will be introduced to the word reflection. (I need a volunteer to tell me where
you might see a reflection in everyday life? Students may point out that we see our
reflection in a mirror or in a still pond.)
The teacher will then model how to reflect an image over the y-axis by showing the
students two methods they can use to reflect an image. (If we are reflecting over the y-
axis, are we flipping the image over the horizontal or vertical line?)
The teacher will then model how to reflect an image over the x-axis by showing the
students the same two methods from the previous problem. (What difference do we
notice when we are reflecting over the x-axis?)
The teacher will divide the students into four groups (these groups are pre-assigned). The
students will have to complete a socrative space race.
Students will be given seven problems to determine which image is a reflection and
which image is not.
The teacher will go over the correct answers. ( I need a volunteer to share their answer
for number 1 and explain why you believe it is a reflection or not.)
The students will be given an independent assignement on Google Forms. (Before we
start the independent practice, I need a volunteer to tell me what is the first step in solving
a reflection problem. I need another volunteer to tell me the second step third step
and fourth step.)
The teacher will be walking around the room monitoring the students. She will go over to
students and ask questions to the students such as What were the steps you used to get to
this reflected image? How did you get this coordinate? I see you did this Can you
tell me why?

Ideas for Academic Interactions:

Possible sentence frames
I believe that we must reflect over the horizontal line because
I believe that we must reflect over the vertical line because
My reflected image looks like
My coordinate point for the reflected image is
I see your image, but I disagree with the coordinate point.
I used the rule for

Students will accurately reflect an image over the x-axis and y-axis. They will be given a
Google form with 10 problems on in. The students will need to complete 10 problems with at
least 8 out of the 10 problems correct.

Following the classroom lesson, students will complete four homework problems consisting of
reflecting images on the coordinate grid. Students can use the method they prefer to reflect the



Direct Teacher Intervention: The teacher and student will, together, work on an interactive
website for reflections to practice reflecting an image over the x- axis and y-axis during a
specific extra help session.
Academic Enrichment: The students will use graph paper to create their own shape using the
coordinate grid. They will then reflect their image and check their answer with the reflection

Free 6-8 Teacher Resources. (n.d.). Retrieved December 06, 2016, from

Reflection. (n.d.). Retrieved November 30, 2016, from


Roberts, D. (n.d.). An Intuitive Notion of Line Reflection. Retrieved November 30, 2016, from



Burger, E. (n.d.). GoMath Student Edition CA, Grade 8. Retrieved December 06, 2016, from


Transformation Workshop. (n.d.). Retrieved December 06, 2016, from

Name________________________________ Date_______________

Do Now:
Write down key words you heard in the video about reflections.

From what you saw in the video, what would you say the definition of reflections is?

Reflection Lesson

Reflection is _________________________________________________________________

**Under a reflection, the figure does not change size.

Examples of reflections

The line (where a mirror may be placed) is called the line of reflection. The distance from a
point to the line of reflection is the same as the distance from the point's image to the line of

A reflection can be thought of as folding and "flipping" an object over the line of reflection.



It is common to label each corner with letters, and to use a

little dash (called a Prime) to mark each corner of the
reflected image.
Here the original is ABC and the reflected image is A'B'C'
Example 1: Reflect the image across the y-axis

Two ways you can solve a reflection problem.

1. Count the Boxes

For example, to get to Q is 4 right down 1
Q is 4 LEFT down 1

2. Rules

Reflection over the x-axis -> (x, -y)

Reflection over the y-axis -> (-x, y)
For example, the coordinates for Q is (4, -1)
The coordinates for Q is ( -4, -1)
Example 2: Reflect the image across the x-axis

Are you reflecting over the x-axis or y-axis?
Count the boxes or use the rule
Label your reflected image with primes
Write the coordinates

Guided Reflection Chart

Problems Are you Did you draw Did you label Did you write
reflecting over the reflected the reflected down the
the x-axis or image? images with reflected
y-axis? primes? images
Problem 1

Problem 2

Problem 3

Problem 4