Teachers: Subject:

Laura Curry Math 8 – Rotations

Standard:
• 8.G.A.3: Describe the effect of dilations, translation, rotations, and reflection on two-dimensional
figures using coordinates.
Objective (Explicit):
• Determine the coordinates of the image of a figure that has been rotated about the origin.
Sub-objectives, SWBAT (Sequenced from basic to complex):
• Plot given points of a preimage
• Identify the direction and degree of rotation
• Describe the effect of the rotation on the coordinates of the figure
• Apply the determined effect to the coordinates of the preimage to find the coordinates of the
image

Evidence of Mastery (Measurable):

Exit ticket:
Triangle ABC has vertices A(1, 1), B(4, 1), and C(2, 3). Give the coordinates of the vertices of
the image after a 90° counterclockwise rotation about the origin. (You may do this by graphing
or by using your chart).

Exemplar Response:
90° counterclockwise: (x, y) à (-y, x)
So A’(1, -1), B’(-1, 4), C’(-3, 2)

Students will receive 1 point for each correct x coordinate and each correct y coordinate (6 pts total)
Students will receive 1 point for putting a prime symbol next to each letter of the vertices

Key vocabulary: Materials:

• Rotation • Workbook
• Center of rotation • Guided Notes
• Origin • Rally Coach Templates
• Preimage
• Image

Opening (state objectives, connect to previous learning, and make relevant to real life)
Bell Work: (7 minutes to complete, 7 minutes to review) – finish around 9:20

1. Draw a 90° angle. 2. Draw a 180° angle. 3. Draw a 270° angle.

Determine the size of the given angles:

 4. 5.
Teacher Will:
(20 minutes) – finish around 9:40
PAGE 476/477 in workbook
• Define rotation
• Talk about how a rotation is around the
center of rotation, which is a fixed point
o What does it mean for a point to
be fixed?
• Talk about how preimage and image are
congruent
GUIDED NOTES
• Distinguish between clockwise and
counterclockwise
Instructional Input
• Discuss how going 90° clockwise is the
same as going 270° counterclockwise
• Fill in the graph examples for the 6
boxes in the notes (refer to subobjectives
throughout)
o THINK/PAIR/SHARE: Why do the
rules work the way they do?
Preimage and image should be
same distance away from the
center of rotation (in this case the
origin), and should be at a 90°
angle. Need to change sign to
change quadrant and swap
locations to change to a quadrant
next door.
• MODEL Page 478 example b together
(refer to subobjectives throughout)
(Think aloud with student help)
6.
Student Will:
• Take notes and participate in
discussion
o Students will possibly offer real-
world synonyms for rotations,
such as spins
o Possible student response for
fixed point: correct (like when
you fix a mistake) – address
that this would be a synonym in
a non-math context
• Offer ideas by using prior knowledge
• Take notes and participate in
discussion
o Ask students to show which
direction is clockwise &
counterclockwise with their
fingers in front of them
o If wrong answer – ask them to
picture a clock and go the way
that the numbers count up
• Fill in the graphs and examples for the
6 boxes
• Copy the steps on their notes
• Identify/ask questions
• Participate in discussion
• Use the steps from their notes to offer
ideas on how to solve example b
 o Plot the preimage • Solve example b in their workbooks
o Identify the direction/degree of with the class
rotation
o Describe effect on coordinates
o Apply effect to preimage

Co-Teaching Strategy/Differentiation
One teach one observe: One teacher will instruct while the other observes.
• Students will be given guided notes to fill in
• Teacher will adjust questions to students’ ability to answer (if a student cannot answer a
more complicated question, it will be broken down into smaller pieces)
• Students are seated in pairs so they can ask their partner a quick question if they need help
• Think/Pair/Share to help students brainstorm before having to answer a tough question

Teacher Will: Student Will:

(20-25 minutes) – finish by 10:05
• Ask a student to remind the class
how rally coach activity works
• Instructions: Students will work in
pairs doing the Rally Coach activity.
They will start with the four problems
on rotating figures about the origin. If
they finish early, they can check their
answers. Once all their answers are
correct, they can turn in their sheet
and work on the extra challenge (still
in Rally Coach style).
Guided Practice
• Work in pairs doing Rally Coach
o Partner A stands first and coaches
Partner B through the first problem.
o For the second problem, Partner B
stands and coaches Partner A
through the problem.
o Partners continue on this way
through all the problems
• Ask questions of each other and of the
teacher
• Check their answers and fix their work if

• Ask a student to summarize they have incorrect answers

directions while I write them on the
board
• Pass out starting Rally Coach
templates after instructions/showing
where to get everything so they don’t
get started early.
Co-Teaching Strategy/Differentiation
One teach one observe: One teacher will circulate/facilitate the discussion of solutions while the
other observes.
• Instructions will be given verbally and will be written down.
• A visual timer will be provided for students so they know how much time they have left.
• Students may use the steps/process they took notes on during instructional input
• Students who finish early and need an extra challenge can grab another rally coach sheet
with more challenging/higher order thinking problems (C&J, J&D, J&S, Q&W)
• The first two problems the pair will complete on the sheet provide practice for both directions
of rotation and for quadrants that are “next door” and 180° away. Students who work at a
slower pace (A&A, K&L) will still be able to practice both types of rotations by only doing half
 the number of problems
• Weaker students are paired with stronger students for academic support.
• Teacher will check progress often for students/pairs who tend to struggle (M&D, T&K, A&A,
A&T, K&L)

Teacher Will: Student Will:

(7 minutes) – finish around 10:12
Give students an exit ticket with one question
on it:
• Triangle ABC has vertices A(1, 1), B(4,
1), and C(2, 3). Give the coordinates of
Independent Practice
Complete the exit ticket individually, showing
all their work.
Follow the process outlined by the
subobjectives and use their chart to correctly

the vertices of the image after a 90°

determine the coordinates of the image.
counterclockwise rotation about the
origin. (You may do this by graphing or
by using your chart).

Homework: pg 481 (11, 14-16)

Co-Teaching Strategy/Differentiation
One teach one observe: One teacher will circulate while the other observes.
• Students can use graph paper if necessary
• Verbal and printed directions
• Students who need to use their steps/process may do so
• Students may reference their guided notes to complete the exit ticket

Closing/Student Reflection/Real-life connections:

• Show me on your fingers (1-4) how confident you feel about rotating figures about the origin
• Discussion on real-world applications of rotations. Ask students for their ideas. If none, get the
ball rolling with the following:
o Creating a tile design
o Bike wheels
o Windmills
o Mills
o Washing machines
o Ferris Wheels