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# Running Header: Benchmark – Curriculum 1

## Benchmark: Curriculum Design Making – Understanding by Design

Gwendolyn Starnes

## Grand Canyon University: SED-455

April 2, 2017

Cindy Barnes
Benchmark: Curriculum 2

Abstract

This Unit Plan focuses on transformations on both the coordinate plane and the Euclidean

plane. The plan uses Backward Design to first determine what the goal of the lessons are before

creating the objective, lesson plans, and formative or summative assessment. Discussion,

repetition, and self-assessment, are used as tools to help students demonstrate comprehension.

Several varieties of lessons are created to help ensure that all styles of learning are being met.

Direct instruction is mainly used in this unit plan with guided practice sheets, however, two

interactive projects, a scavenger hunt, and different types of worksheets are included to keep the

lesson engaging and stimulating. Technology was chosen carefully to be an asset rather than a

distraction. There are several forms of formative assessment, and the final test is summative and

## uses main concepts to test students in twenty questions.

Benchmark: Curriculum 3

Established Goals:

GOALS –
8.G – Understand congruence and similarity using physical models, transparencies, or geometry
software.

## North Carolina Math 2

Standards:
Functions: Interpreting Functions: Understanding the concept of a function and use function notation.
NC.M2.F-IF.1 – Extend the concept of a function to include geometric transformations in the plane by
recognizing that:
 the domain and range of a transformation function f are set points in the plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a geometric figure in the
plane resulting from a translation, rotation by multiples of 90 degrees about the origin, reflection
across an axis, or dilation as a function of its pre-image.
Geometry: Congruence: Experiment with transformations in the plane.
NC.M2.G-CO.2 – Experiment with transformations in the plane.
 Represent transformations in the plane.
 Compare rigid motions that preserve distance and angle measure (translations, reflections,
rotations) to transformations that do not preserve both distance and angle measure (e.g. stretches,
dilations).
 Understand that rigid motions produce congruent figures while dilations produce similar figures.
NC.M2.G-CO.3 – Given a triangle, quadrilateral, or regular polygon, describe any reflection or rotation
symmetry i.e., actions that carry the figure onto itself. Identify center and angle(s) of rotation
symmetry. Identify line(s) of reflection symmetry.
NC.M2.G-CO.4 – Verify experimentally properties of rotation, reflection, translations in terms of
angles, circles, perpendicular lines, parallel lines, and line segments.
NC.M2.G-CO.5 – Given a geometric figure and a rigid motion, find the image of the figure. Given a
geometric figure and its image, specify a rigid motion or sequence of rigid motions that will
transform the pre-image to its image.
Geometry: Congruence: Understand congruence in terms of rigid motions.
NC.M2.G-CO.6 – Determine whether two figures are congruent by specifying a rigid motion or
sequence of rigid motions that will transform one figure into the other.
Geometry: Similarity, Right Triangles, and Trigonometry: Understanding similarities in terms of
similarity transformations.
NC.M2.G-SRT.1 – Verify experimentally the properties of dilations with given center and scale factor.
NC.M2.G-SRT.1a – a. When a line segment passes through the center of dilation, the line segment and
its image lie on the same line.
NC.M2.G-SRT.1b – b. The length of the image of a line segment is equal to the length of the line
segment multiplied by the scale factor.
NC.M2.G-SRT.1c – c. The distance between the center of a dilation and any point on the image is
equal to the scale factor multiplied by the distance between the dilation center and the corresponding
point on the pre-image.
NC.M2.G-SRT.1d – d. Dilations preserve angle measure.
Benchmark: Curriculum 4

## • What happens when you apply reflection to an image? Translation? Rotation?

• What might happen if you applied reflection and rotation to an image? Translation and
reflection? Translation and rotation? All three?
• How can you determine if a figure is using congruent figures or similar figures? First put this
in your own words, and then use key vocabulary.

## What understandings are desired?

AIMS
Key Vocabulary:
 composition
 dilation
 domain
 enlargement
 glide reflection
 glide reflectional symmetry
 image
 isometry
 line symmetry
 point symmetry
 preimage
 range
 reduction
 reflection
 reflectional symmetry
 rotation
 rotational symmetry
 scalar multiplication
 symmetry
 transformation
 translation
 translational symmetry
Learning Intentions:
1. Understand rigid transformations, or series of rigid transformations, result in congruent
geometric figures.
2. Understand that transformations are two variable functions.
3. Understand, explain and apply the properties of transformations.
Benchmark: Curriculum 5

What key knowledge and skills will students acquire as a result of this unit?

OBJECTIVES
Students will be able to…
 differentiate between rotation, reflection, and translation.
 determine the difference between rigid motion and dilation.
Students will know…
 that reflection is the mirror image of an image.
 that a rotation moves an image on its origin a certain amount of degrees.
 that a translation moves an image on the x or y axis without rotating or reflecting the
image.
 That dilation increases or decreases the shape of an image.

Assessment Evidence

Stage 2

 Guided Practice Quiz- Students will be quizzed a
 Classroom note taking practice few days before the test to assess
 Daily review of previous day as comprehension.
warm-up work
 In class independent practice Projects- Two projects will help
 Learning vocabulary students get hands-on
 Daily objective understanding of the material.
Assessments prior to, and
discussion after will further
understanding.
Skill Check- Morning warm ups,
homework, and end of class
vocabulary comprehension will
help test students skills.
Benchmark: Curriculum 6

Learning Plan

Stage 3

Learning Activities:
W (Where and Why) =We are applying our knowledge of transformations of a function
into geometric figures. We learn about translations of geometric figures because one, we
will need to have this information understood to proceed to understand Unit 4: Patterns,
Similarity & Congruence in Triangles, and Unit 5: Solving Right Triangles. Two, because
different trades, such as construction, architecture, engineering, arts & design, medical, and
more, require this information to be understood for their trade.
H (Hook and hold) = Discuss with the class why and how the listed businesses might need
to use a mathematical model to do transformations and dilations.
E (Explore and experience, enable and equip) = Key vocabulary is discussed and
reviewed each lesson to ensure repetition and student comprehension. Students will take
notes on a notebook, inputting their vocabulary, examples, and guided practice problems.
Students will learn how to create charts, infer meaning from written instruction, algebraic
notation, points given on chart, or visually from preimage and image. Warm-up review
work, guided practice, individual practice problems, visual aids, and comprehensive
projects will be included to help build experience.
R (Reflect, rethink, revise) = Prior to the projects, students will complete and turn in assessment
worksheets. The teacher will not grade, but provide constructive feedback to help guide student
understanding and return the papers the following day. After the students work on the projects (they
differ depending on the topic and day), the students will receive a new assessment paper and using
the information they learned in the lesson, fix and improve their answers.
E (Evaluate work in progress) = Students will have computer review in the beginning of
class to help them recall the previous day’s lesson, and demonstrate understanding. Students
will apply the information learned in the guided lesson to individual practice, showing they
can analyze different instructions and infer the answer.

T (Tailor and personalize the work) = Each student uses their own ixl.com account which
they use as warm-up review, and can be completed at home if it is not completed in class.
Students are given tools to create colorful and comprehensive notes. Students discuss
vocabulary meaning in their own words, and connect ways of remembering rules, which are
shared in class.
O (Organize for optimal effectiveness) = Except for the first day of the unit, and the last
day, which has the test, class set-up always begins with an ixl.com warm up and ends with
class discussion. On days without a project, note-taking follows the warm up, with
vocabulary words and guided practice. Then students are given time for individual practice.

Figure 3.1 “Stage 1-Key Design Elements with Prompts” from Understanding by Design, 2nd Ed by Grant
Wiggins and Jay McTighe, Alexandria, VA: ASCD © 2005 by ASCD.
Benchmark: Curriculum 7

Lesson Plans
EEI Lesson Template 1
VITAL INFORMATION

## Author Gwendolyn Starnes

*Subject(s) Mathematics

## Topic or Unit of Study Translations

Students will refresh their knowledge of transformations, and go more into depth
*Summary about translations of an image from its preimage. Students will determine if an
image has isometry.

## STANDARDS AND DIFFERENTIATED INSTRUCTION:

NC.M2.G-CO.2 – Experiment with transformations in the plane.
 Represent transformations in the plane.
 Compare rigid motions that preserve distance and angle measure (translations,
reflections, rotations) to transformations that do not preserve both distance and
angle measure (e.g. stretches, dilations).
 Understand that rigid motions produce congruent figures while dilations
produce similar figures.
NC.M2.G-CO.4 – Verify experimentally properties of rotation, reflection,
translations in terms of angles, circles, perpendicular lines, parallel lines, and line
segments.
NC.M2.G-CO.5 – Given a geometric figure and a rigid motion, find the image of
*Standards the figure. Given a geometric figure and its image, specify a rigid motion or
sequence of rigid motions that will transform the pre-image to its image.
NC.M2.G-CO.6– Determine whether two figures are congruent by specifying a rigid
motion or sequence of rigid motions that will transform one figure into the other.
NC.M2.F-IF.1– Extend the concept of a function to include geometric
transformations in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a
geometric figure in the plane resulting from a translation, rotation by multiples of
90 degrees about the origin, reflection across an axis, or dilation as a function of
its pre-image.
Benchmark: Curriculum 8

## 1. In an inclusion classroom, an additional teacher is present to help students

with IEPs or 504s. Students may also work in pairs to help each other.
2. The teacher explains the lesson to the students. Students use the guided
practice to interpret the lesson concept. Students are to apply their
Differentiated understanding of the content with the worksheet. End of class vocabulary
Instruction discussion should include the students’ perspectives of how they have come
to understand the meaning. Students will use self-knowledge to complete
their homework.
3. Teacher guidance, and peer discussion and support, will help students who
struggle.

## EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

Audience (A) – Students will be able to
Behavior (B) – determine how to translate an image from its preimage, and
understand the algebraic notations and vocabulary to describe how to accomplish
Objective
the transformation
Condition (C) – with one day of study
Degree (D) – with a 90% accuracy.

Introduce the unit with the W and H listed. Have students focus on how the
material is used and is necessary to learn. Students take detailed notes with four
guided practice examples. Students apply their comprehension of the material by
Anticipatory Set
completing the worksheet (they should have enough time in class to complete, but
may take it home to complete), (formative assessment). End of class vocabulary
discussion will help students construct comprehensive, personal definitions to help
with retention and also is another measure of formative assessment.
Benchmark: Curriculum 9

Beginning of Unit:
Discuss with students (Five minutes):
 W (Where and Why) =We are applying our knowledge of transformations
of a function into geometric figures. We learn about translations of
geometric figures because one, we will need to have this information
understood to proceed to understand Unit 4: Patterns, Similarity &
Congruence in Triangles, and Unit 5: Solving Right Triangles. Two, because
different trades, such as construction, architecture, engineering, arts &
design, medical, and more, require this information to be understood for their
 H (Hook and hold) = Discuss with the class why and how the listed
businesses might need to use a mathematical model to do transformations
and dilations.
Teach Lesson / Model Note-taking (30+ minutes):
Use direct instruction with cues and questions. Students take notes in their
notebook. Teacher writes in an identical notebook and projects the image on the
board.
 Students will write down the title the unit (Transformations), subhead the
title of the lesson (Translations), the date, and number the page.
 They then write the lesson objective in their notebook.
 They will take notes in their notebooks copying both definitions and
examples given, so that they may refer to them later.

After explaining vocabulary, use the guided practice sheet to have students
understand the four ways of understanding a translation.

## Independent Practice (30+ minutes): Below

Closure (Remaining time): Below
Benchmark: Curriculum 10

Note-taking:
Begin the unit by reviewing transformations of a function, including the domain
with permissible values of x, and range with the corresponding values of y.
After review, go onto http://www.mathsisfun.com/geometry/translation.html to give
an interactive visual aid to students. Explain with translations the domain is the pre-
image and the range is the image.
‘T’ means you are doing a translations. (x + the first number after the ‘T’, y + the
second number after the ‘T’)
Algebraic Notation: (x,y) -> (x+h, y+k)
Explain Key Vocabulary:
Guided Practice 1. A transformation of a geometric figure is a change in its position, shape, or
size.
2. In a transformation, the preimage is the original figure.
3. In a transformation, the image is the resulting figure.
4. An isometry is a transformation in which the preimage and image are
congruent.
5. A translation (slide) is and isometry that maps all points of a figure the
same distance in the same direction.

Go over Guided Practice sheet from UCPS and answer 4 problems on translations.

Use UCPS Translations worksheet to give extra practice and complete as homework
Independent Practice
if not completed in class.

Students close their notebooks and classwork, and either volunteer or are randomly
picked to give the definition to their vocabulary words. Students must give both
Closure praise and constructive criticism of their peer’s attempt. Students are encouraged to
come up with ideas of how to remember the rules of the vocabulary and share with
the class.

Formative assessment is used in this lesson. Visual assessment will be used during
Evaluation
Guided Practice and Closure. Graded assessment will be from independent
*Assessment/Rubrics
work/homework.

## MATERIALS AND RESOURCES

Instructional Materials Guided practice handout, and translations homework handout, rulers, color pencils,
(handouts, etc.) note-taking notebook, pencil.

## UCPS Math Pacing Guide, UCPS Translations homework handout:

fLuzc3hU8F7_a5tkgQviTGHlVjcGk/edit
Benchmark: Curriculum 11

## Translations Guided Practice sheet, created by UCPS

Verbal

Given ΔABC with A(-1, 1), B(2, 4), and C(4, 1). Translate ΔABC left
4 units and up 1 unit.

Algebraic Rule
___________________________________
Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## Graph both triangles ∆𝐴𝐵𝐶 and ∆𝐴′𝐵′𝐶′.

Benchmark: Curriculum 12

Verbal

Algebraic Rule
(𝑥, 𝑦) → (𝑥 + 2, 𝑦 − 2)
Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

0 0
4 -2
0 2
4 0
Graph
Benchmark: Curriculum 13

Verbal

## Algebraic Rule __________________________________

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

Graph
Benchmark: Curriculum 14

Verbal

Algebraic Rule
___________________________________

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

-2 4 -5 3
-4 2 -7 1
-1 1 -4 0

Graph
Benchmark: Curriculum 15

Name:__________________________________ Math 2
Date:___________________________________ Translations
Period:__________ by UCPS

## For questions 1-5 below:

a) Use graph paper to graph the pre- image in one color and the image in another color.
b) Write the algebraic (arrow) rule for the given transformation
c) Create a table of values for the pre-image and image coordinates.

1. STU with S(1, 2), T(4, 3), and U(5, -3); translate left 4 and up 3.

2. Parallelogram ABCD with A(-4, -3), B(-1, 4), C(5, 6) and D(2, -1); translate right 2 and
down 4.

3. Rectangle PQRS with P(4, 0), Q(3, -3), R(-3, -1) and S(-2, 2); translate left 2 and up 1.

4. Parallelogram RSTU with R(-4, -2), S(-3, 1), T(3, 4) and U(2, 1); translate right 4 and down 3.

5. KLM with K(1, -3), L(4, 1), and M(7, 2); translate left 5.

## 6. Given the graph of the pre-image and image of the square:

a. Create a table of values.
b. Describe the transformation.
c. Write the algebraic rule for the transformation.
Benchmark: Curriculum 16

7. Given the graph of triangle ABC. Perform the algebraic rule (x,y) → (x-1, y-3)
a. Describe the transformation
b. Create the table of values for the pre-image and image coordinates.
c. Graph the image on the graph below.
Benchmark: Curriculum 17

## EEI Lesson Template 2

VITAL INFORMATION

## Author Gwendolyn Starnes

*Subject(s) Mathematics
Topic or Unit of Reflections
Study
Students will verify properties of reflection over any given line in algebraic notation.
Guided practice will describe reflections in 4 representations and connect the concept of
*Summary the domain (pre-image) to the range (image, where the image is dependent of the pre-
image. Recognize that reflections create two congruent figures.

## NC.M2.G-CO.2 – Experiment with transformations in the plane.

 Represent transformations in the plane.
 Compare rigid motions that preserve distance and angle measure (translations,
reflections, rotations) to transformations that do not preserve both distance and
angle measure (e.g. stretches, dilations).
 Understand that rigid motions produce congruent figures while dilations produce
similar figures.
NC.M2.G-CO.4 – Verify experimentally properties of rotation, reflection, translations
in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
NC.M2.G-CO.5 – Given a geometric figure and a rigid motion, find the image of the
figure. Given a geometric figure and its image, specify a rigid motion or sequence of
*Standards
rigid motions that will transform the pre-image to its image.
NC.M2.G-CO.6– Determine whether two figures are congruent by specifying a rigid
motion or sequence of rigid motions that will transform one figure into the other.
NC.M2.F-IF.1– Extend the concept of a function to include geometric transformations
in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a geometric
figure in the plane resulting from a translation, rotation by multiples of 90 degrees
about the origin, reflection across an axis, or dilation as a function of its pre-image.
Benchmark: Curriculum 18

## 1. In an inclusion classroom, an additional teacher is present to help students with

IEPs or 504s. Students may also work in pairs to help each other.
2. The teacher explains the lesson to the students. Students use the guided practice
to interpret the lesson concept. Students are to apply their understanding of the
Differentiated content with the worksheet. End of class vocabulary discussion should include
Instruction
the students’ perspectives of how they have come to understand the meaning.
Students will use self-knowledge to complete their homework.
3. Teacher guidance, and peer discussion and support, will help students who
struggle.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:
Audience (A) – Students will be able to
Behavior (B) – determine how to reflect an image from its preimage and have a sense
Objective of how this translates into the real world
Condition (C) – with one day of study
Degree (D) – with a 90% accuracy.
Students review the previous day’s content. Then they take detailed notes with four
guided practice examples and real world examples. Students apply their
Anticipatory comprehension of the material by completing the worksheet (they should have enough
Set time in class to complete, but may take it home to complete), (formative assessment).
End of class vocabulary discussion will help students construct comprehensive,
personal definitions to help with retention and is another measure of formative
assessment.

## Warm-up (10 minutes):

 Students will begin the class period by going onto ixl.com to do review
translations and complete Geometry, L.3 Translations: find the coordinates. If
they do not get to 100 in class, they may complete this review as homework.

 Go over answers to the homework.
 If needed, take time to go over problems students struggled with.

## Teach Lesson / Note-taking (30+ minutes):

Model Direct instruction as well as questioning strategies will keep students involved in the
lesson while they learn. Students take notes in their notebook. Teacher writes in an
identical notebook and projects the image on the board.
 Title of the lesson (Reflections), the date, and number the page.
 They then write the lesson objective in their notebook.
 After explaining vocabulary, use the guided practice sheet to have students
understand the four ways of understanding a translation.

## Independent practice (30 minutes): Below

Closure (Remaining time): Below
Benchmark: Curriculum 19

Note-taking:
Give students patty paper and have them fold into quarters (like a coordinate graph).
Using pencil, create a triangle or quadrilateral in one of the quadrants, and then fold over
and trace the shape from the back. The graphite from the pre-image will be transferred
to the image.

Key Vocabulary

A reflection (flip) is an isometry in which a figure and its image have opposite
orientations.
 r(x-axis): (x, y) goes to (x, -y)
 r(y-axis): (x, y) goes to (-x, y)
 r y = x: (x, y) goes to (y, x)
 r o: Point reflection through the origin. (x, y) goes to (-x, -y)
 Think “mirror image.”
 ΔLMN is reflected in a line to produce ΔL’M’N’. Sine the reflection is isometry,
ΔLMN ≅ ΔL’M’N’.

L L’
Guided Practice

N N’

M M’

## o Show students: http://www.mathsisfun.com/geometry/reflection.html to give

them an interactive view of reflections
o Go over Guided Practice Sheet from UCPS.
o Go over questions “Pharmaceuticals”, and “History,” on the Reflected
Investigation sheet from UCPS and Prentice Hall Mathematics compilation,
together as a class. Have students finish the rest of the sheet as Independent
Practice. The Practice section of this sheet is homework.

Independent Students will complete the Investigation Sheet in class, with the Practice section as
Practice homework.
Benchmark: Curriculum 20

Students close their notebooks and classwork, and either volunteer or are randomly
Closure picked to give the definition to their vocabulary words. Students must give both praise
and constructive criticism of their peer’s attempt. Students are encouraged to come up
with ideas of how to remember the rules of the vocabulary and share with the class.

Evaluation Formative assessment is used in this lesson. Visual assessment will be used during
*Assessment/Ru Guided Practice and Closure. Graded assessment will be from independent
brics work/homework.

## MATERIALS AND RESOURCES

Instructional
Handouts provided after this lesson module, notebooks for notetaking, pencil, color
Materials
pencils, Patty paper.
(handouts, etc.)

Resources Handouts sourced from UCPS and Prentice Hall Mathematics: Geometry.
Benchmark: Curriculum 21

## Math 2 : Reflection Investigation Name: ____________________________________

Resourced from UCPS

*Pharmaceuticals and History word problem from: Bass, Johnson, Charles, & Kennedy, (2004)
Benchmark: Curriculum 22

1. A) Compare the coordinates of the preimage and the image. Explain the pattern.

B) What is the algebraic rule for reflecting an image over the y – axis?

C) Draw a line from A to A’. Explain the relationship between the AA' and the y – axis. Would this
relationship work with every point that is reflected over the y – axis?

2. The table below shows coordinates of preimages of a figure on a coordinate plane. Complete the table
if you are reflecting the coordinates across the x – axis.

Preimage Image
A A’
B
C
A
D
E
F
G
Benchmark: Curriculum 23

A) Label each of the preimage and image points with the corresponding letter.

B) Using the table, describe the relationship between the preimage and image.

C) Using algebra and words; what happens to the image when it is reflected over the x – axis?

D) Connect the points A and A’ on the graph. What is the relationship between AA' and the x – axis?

3. Below is a table showing preimage points. Using the coordinate of the image given, complete the table.
Graph the equation y = x. Then graph the points of the image. Be sure to label the points; then draw a
segment between the preimage and image.

A) What pattern do you notice between the primage and the image?

B) What is the algebraic rule when a preimage is reflected over the line y = x? Explain the rule in words.

C) Connect the preimage and the image with a segment. How is the segment related to the line y = x?
Benchmark: Curriculum 24

4. Graph the equation y = -x. Then plot the six preimage points. Complete the table with the image points; then
plot the image points.

A) What pattern do you see between the preimage and the image?

B) What is the algebraic rule when a preimage is reflected over the y = -x? State the rule in words.

C) Connect the preimage and the image with a segment. How is this segment related to the line y = -x?
Benchmark: Curriculum 25

PRACTICE
Graph the image of the figure using the transformation given. Write the algebraic rule that goes with
each transformation.

1. 2.

3. 4.

State the transformation that happened below. Write the rule to describe each transformation.
5. 6.

## Reflections Guided Practice sheet, created by UCPS

Benchmark: Curriculum 26

Verbal
Given ΔABC with A(-1, 1), B(2, 4), and C(4, 1). Reflect
ΔABC in the line
Algebraic Rule
___________________________________
Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## Graph triangles ∆𝐴𝐵𝐶 𝑎𝑛𝑑 ∆𝐴′𝐵′𝐶′.

Benchmark: Curriculum 27

Verbal

Algebraic Rule
(𝑥, 𝑦) → (𝑥, − 𝑦)
Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

x y (𝑥, 𝑦) → (𝑥, − 𝑦) x y
1 4
0 1
2 1

Graph
Benchmark: Curriculum 28

Verbal

## Algebraic Rule: __________________________________

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

Graph
Benchmark: Curriculum 29

Verbal

## Algebraic Rule: ___________________________________

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

1 1 1 -3
2 2 2 -4
5 1 5 -3

Graph
Benchmark: Curriculum 30

## EEI Lesson Template 3

VITAL INFORMATION

## Author Gwendolyn Johnson-Starnes

*Subject(s) Mathematics
Topic or Unit of Rotations
Study

Students will recognize rotations as creating two congruent figures with the domain as the
*Summary pre-image and the range as the image. Students will practice writing algebraic notation,
graphically, with a table, and verbally.

## NC.M2.G-CO.2 – Experiment with transformations in the plane.

 Represent transformations in the plane.
 Compare rigid motions that preserve distance and angle measure (translations,
reflections, rotations) to transformations that do not preserve both distance and angle
measure (e.g. stretches, dilations).
 Understand that rigid motions produce congruent figures while dilations produce
similar figures.
NC.M2.G-CO.4 – Verify experimentally properties of rotation, reflection, translations in
terms of angles, circles, perpendicular lines, parallel lines, and line segments.
NC.M2.G-CO.5 – Given a geometric figure and a rigid motion, find the image of the
figure. Given a geometric figure and its image, specify a rigid motion or sequence of
*Standards rigid motions that will transform the pre-image to its image.
NC.M2.G-CO.6– Determine whether two figures are congruent by specifying a rigid
motion or sequence of rigid motions that will transform one figure into the other.
NC.M2.F-IF.1– Extend the concept of a function to include geometric transformations in
the plane by recognizing that:
 the domain and range of a transformation function f are set points in the plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a geometric
figure in the plane resulting from a translation, rotation by multiples of 90 degrees
about the origin, reflection across an axis, or dilation as a function of its pre-image.
Benchmark: Curriculum 31

## 1. In an inclusion classroom, an additional teacher is present to help students with

IEPs or 504s. Students may also work in pairs to help each other.
2. The teacher explains the lesson to the students. Students use the guided practice to
interpret the lesson concept. Students are to apply their understanding of the
Differentiated content with the worksheet. End of class vocabulary discussion should include the
Instruction students’ perspectives of how they have come to understand the meaning.
Students will use self-knowledge to complete their homework.
3. Teacher guidance, and peer discussion and support, will help students who
struggle.

## Audience (A) – Students will be able to

Behavior (B) – recognize rotations as creating two congruent figures and be able to
Objective describe a rotation with a graph, algebraic notation, a table, and verbally
Condition (C) – with one day of study
Degree (D) – with a 90% accuracy.
Students review the previous day’s content. Then they take detailed notes with four
guided practice examples and real world examples. Students apply their comprehension
Anticipatory Set of the material by completing the worksheet (they should have enough time in class to
complete, but may take it home to complete), (formative assessment). End of class
vocabulary discussion will help students construct comprehensive, personal definitions to
help with retention and is another measure of formative assessment.
Warm-up (10 minutes):
 Students will review with ixl.com on reflections when they come in the room. If
they do not get to 100, they may complete this as homework. Students will take
notes in their notebook.

 Go over answers to the homework.
 If needed, take time to go over problems students struggled with.

## Teach Lesson / Note-taking (30+ minutes):

Model Direct instruction as well as questioning strategies will keep students involved in the
lesson while they learn. Students take notes in their notebook. Teacher writes in an
identical notebook and projects the image on the board.
 Title of the lesson (Rotations), the date, and number the page.
 They then write the lesson objective in their notebook.
 After explaining vocabulary, use the guided practice sheet to have students
understand the four ways of understanding a translation.

## Independent practice (30 minutes): Below

Closure (Remaining time): Below
Benchmark: Curriculum 32

Note-taking:
Students will make a graph and fasten the plastic film over the graph. As we
discuss rotation, students can use the visual aid to help them see how rotation
moves about a point. It will be important to have students understand the Origin of
the graph is not always where the point of rotation takes place.
Key vocabulary
 Rotation has a central point that stays fixed and everything else moves around that
point in a circle.
 R90: (x, y) goes to (-y, x)
Guided Practice
 R180: (x, y) goes to (-x, -y)
 R270 (x, y) goes to (y, -x)
 R360: (x, y) goes to (x, y)
 To find the Geometric shape on a degree of rotation that you need to find the
shape, what do you do? Ans. 360 divided by the degree rotation that you are doing.

## Refer to http://www.mathsisfun.com/geometry/rotation.html as a visual aid to help

students see rotations happening with movement.

Students will complete the Rotations Guided Practice sheet, created by UCPS with teacher.
Math textbook Prentice Hall Mathematics: Geometry (2004) textbook (this will be copied
and handed out if there are not enough copies), pages on Reflection, and Compositions of
Independent Practice Reflection. Students will work with their partner to complete questions 1-5, 10. 12, 14,
16, 28, 29, 30, and all the questions that have blue font color next to the question. The
questions with blue font coloring are important, as they have questions that make students
think deeper about applying the concept to real life.
Students close their notebooks and classwork, and either volunteer or are randomly picked
Closure to give the definition to their vocabulary words. Students must give both praise and
constructive criticism of their peer’s attempt. Students are encouraged to come up with
ideas of how to remember the rules of the vocabulary and share with the class.
Students Formative assessment is used in this lesson. Visual assessment will be used
Evaluation during Guided Practice and Closure. Graded assessment will be from independent
*Assessment/Rubrics work/homework. should be able to finish this work in class but should hang on to it for in
MATERIALS AND RESOURCES

UCPS, Rotations guided practice sheet. Prentice Hall Geometry Rotations pages 649-652,
Instructional Materials
plastic squares for student notes, brass fasteners, dry erase markers (fine tip), note-taking
(handouts, etc.)
book, pencils, projector, protractor.

## Rotations guided practice sheet.

Bass, L., Charles, R., Johnson, A., & Kennedy, D. (2004). Prentice Hall Mathematics:
Resources
Geometry. (pg. 649-652, &
UCPS Guided Practice sheet: rotations
Benchmark: Curriculum 33

## Rotations Guided Practice Sheet, created by UCPS

Verbal

Given ΔABC with A(-1, 1), B(2, 4), and C(4, 1). Rotate ΔABC 90

Algebraic Rule
___________________________________
Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## Graph both triangles ∆𝐴𝐵𝐶 𝑎𝑛𝑑 ∆𝐴′𝐵′𝐶′.

Benchmark: Curriculum 34

Verbal

## Algebraic Rule : (x, y) → (-x, -y)

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

0 3

-4 2

-4 1

0 1

## Graph pre-image ABCD and image A’B’C’D’

Benchmark: Curriculum 35

Verbal

## Algebraic Rule: __________________________________

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

Graph
Benchmark: Curriculum 36

Verbal

## Algebraic Rule: __________________________________

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

-2 4 2 -4

-4 2 4 -2

-1 1 1 -1

Graph
Benchmark: Curriculum 37

## EEI Lesson Template 4

VITAL INFORMATION

## Author Gwendolyn Johnson-Starnes

*Subject(s) Mathematics

Topic or Unit of Symmetry and isometry and preparation for formative assessment on following
Study day.

In this lesson, students will first review the previous lesson, they will complete an
assessment that will begin the lesson for the following day, they will take notes
*Summary
about symmetry, and act as a Graphic Designer and find icons that have some sort
of symmetry on the internet.

## STANDARDS AND DIFFERENTIATED INSTRUCTION:

NC.M2.G-CO.3 – Given a triangle, quadrilateral, or regular polygon, describe any
reflection or rotation symmetry i.e., actions that carry the figure onto itself.
Identify center and angle(s) of rotation symmetry. Identify line(s) of reflection
symmetry.
NC.M2.F-IF.1 – Extend the concept of a function to include geometric
transformations in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the
*Standards
plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a
geometric figure in the plane resulting from a translation, rotation by multiples
of 90 degrees about the origin, reflection across an axis, or dilation as a
function of its pre-image.

## 1. In an inclusion classroom, an additional teacher is present to help students

with IEPs or 504s. Students may also work in pairs to help each other.
2. The teacher explains the lesson to the students. Students use the guided
practice to interpret the lesson concept. Students are to apply their
Differentiated understanding of the content with the worksheet. End of class vocabulary
Instruction discussion should include the students’ perspectives of how they have
come to understand the meaning. Students will use self-knowledge to
complete their homework.
3. Teacher guidance, and peer discussion and support, will help students who
struggle.
Benchmark: Curriculum 38

## Audience (A) – Students will be able to

Behavior (B) – determine if an object has reflectional symmetry, rotational
Objective symmetry, and/or point symmetry
Condition (C) – with one day of study
Degree (D) – with a 90% accuracy.

Students immediately begin their warm-up after they are seated. After warm-up,
the previous day’s work is graded, discussed if needed, and turned in for grading.
Give students Figure to Figure assessment task, which needs to be completed and
Anticipatory Set turned in today. The assessment task does not get graded, but constructive
feedback should be given and returned the following day. Students take notes on
different types of symmetry. This lesson allows the students to choose and assess
images that have different degrees of symmetry, and applies real-world concepts
to the math.
Warm-up (10 minutes):
 Begin the lesson with students reviewing ixl.com on rotation coordinates.
If students do not get to 100 in class, they can complete as homework.

 Go over answers to the homework.
 If needed, take time to go over problems students struggled with.

Assessment Task (15 minutes): After review, students will be given Assessment
Task: Figure to Figure, sourced from
Teach Lesson / constructive notes.
Model Note-taking (15 minutes):
Direct instruction as well as questioning strategies will keep students involved
in the lesson while they learn. Students take notes in their notebook. Teacher
writes in an identical notebook and projects the image on the board.
 Title of the lesson (Symmetry and Isometry), the date, and number the
page.
 They then write the lesson objective in their notebook.
 After explaining vocabulary, use the guided practice sheet to have students
understand the four ways of understanding a translation.

## Independent practice (30 minutes): Below

Closure (Remaining time): Below
Benchmark: Curriculum 39

Note-taking:
This lesson uses direct instruction with cues and questioning.

Key Vocabulary:
 A figure has symmetry if there is an isometry that maps the figure onto
itself.
 If the isometry is the reflection of a plane figure, the figure has reflectional
symmetry or line symmetry.
Guided Practice
 Rotational symmetry is its own image for some rotation of 180 degrees or
less.
 A figure that has point symmetry has 180 degree rotational symmetry.
Students will take notes in their notebooks about symmetry and images that have
isometry. I will show them how Graphic Designers use this tool when creating
images, and will show them examples.
https://images.search.yahoo.com/yhs/search;_ylt=A0LEV7uP1uFYzVIAEzwnnIl
Q?p=images+that+have+symmetry&fr=yhs-mozilla-002&fr2=piv-
web&hspart=mozilla&hsimp=yhs-002
Students will go online and look up company logos. They will copy and paste
them into a document and determine what kind of symmetry they have. Students
should note if there are identifiable shapes in the image, such as triangle, polygon,
parallelogram, etc. Students will create a document with no less than six images
explaining (with proper grammar):
Independent Practice  What kind of symmetry the image has (does it have more than one?)
 What shapes are included in the image.
 Students should give their opinion on why they feel the shape is a
successful or not successful design. Considering what makes it
successful, or how they feel it would be more successful.

## Students will email this in for evaluation.

Ensure students have all turned in the Figure to Figure assessment before the
students leave.
Students close their notebooks and classwork, and either volunteer or are randomly
Closure
picked to give the definition to their vocabulary words. Students must give both
praise and constructive criticism of their peer’s attempt. Students are encouraged
to come up with ideas of how to remember the rules of the vocabulary and share
with the class.
The Figure to Figure assessment was turned in so that beneficial notes may be
Evaluation written on them to ensure students gain a better understanding of the topic. Grades
*Assessment/Rubrics will not be given on this, as it may detract from the written notes.
The independent practice work will be emailed in for evaluation.

## MATERIALS AND RESOURCES

Instructional Materials Figure to Figure from the link above (collected), notebooks for taking notes,
(handouts, etc.) overhead projector, whiteboard, chromebooks or laptops.

https://www.ixl.com/math/geometry/rotations-find-the-coordinates, and
Resources
Benchmark: Curriculum 40

## EEI Lesson Template 5

VITAL INFORMATION

## Author Gwendolyn Johnson-Starnes

*Subject(s) Mathematics
Topic or Unit of Transforming 2D Figure
Study

## This lesson uses the Mathematic Assessment Project (MAP), Transforming 2D

*Summary Figures, as a high-quality review of the week’s lesson. Students will work with
partners for part of this lesson and create a poster on transformations.

## STANDARDS AND DIFFERENTIATED INSTRUCTION:

NC.M2.F-IF.1 – Extend the concept of a function to include geometric
transformations in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the
plane;
*Standards  the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a
geometric figure in the plane resulting from a translation, rotation by multiples
of 90 degrees about the origin, reflection across an axis, or dilation as a
function of its pre-image.
1. In an inclusion classroom, an additional teacher is present to help students
with IEPs or 504s. Students may also work in pairs to help each other.
2. The teacher explains the lesson to the students. Students use the guided
Differentiated practice to interpret the lesson concept. Students are to apply their
Instruction understanding of the content with the worksheet. End of class vocabulary
discussion should include the students’ perspectives of how they have
come to understand the meaning. Students will use self-knowledge to
complete their homework.

Teacher OF
EEI (ESSENTIAL ELEMENTS guidance, and peer discussion
INSTRUCTION) - LESSON andPLAN
support, will help students
ELEMENTS who
REQUIRED:
struggle.
Audience (A) – Students will be able to
Behavior (B) – show and share their understanding of transformations
Objective
Condition (C) – while working with their group
Degree (D) – with a 90% accuracy.

Anticipatory Set
This is a full lesson, so students will not be reviewing with ixl.com today.
Benchmark: Curriculum 41

Return Assessment Task: Figure to Figure with some notes on what their work
reveals about their current level of understanding.

## Introduction (15 minutes):

 Give each student a mini-whiteboard, pen, and eraser.
 Go over PowerPoint Slides (refer to guided questions on MAP resource).
Teach Lesson / Collaborative Work (35 minutes):
Model  Have students work in groups of two or three.
 Give each group card sets and poster paper.
 Introduce activity, refer to PowerPoint
 Have students work in their groups
 Have students write summary

## Whole class discussion (20 Minutes): See Closure.

Students will read and review the Figure to Figure assessment returned to them. A
PowerPoint will be displayed on the board and guiding questions in
Guided Practice accompaniment to the notes on their assessment will help students determine
what types of actions are happening in the transformations. Students will then go
through scenarios of different algebraic notations before getting instructions on
their collaborative work.

Students will work in groups and create posters from the handout “Card Set:
Transformations.” Students will take turns completing a card and then explaining
Independent Practice to their group members their reasoning, and having the members explain the
reasoning back in their own words, or challenging the reasoning the creator gave.
Every group member should understand what the transformation is and how it
changes based on algebraic notation, words, or image/preimage.

Students will share with the class their posters and have a class discussion on
Closure
reasoning’s. Students must give both praise and constructive criticism of their
peer’s poster.

## Evaluation This formative assessment is worth twenty-five points total.

*Assessment/Rubrics

## Instructional Materials Figure to Figure handout, Card-Set: Transformations handout, notebooks,

(handouts, etc.) PowerPoint, projector, poster paper.

Swan, Clarke, Dawson, Evans, Foster, Joubert, Burkhardt, Crust, Noyes, & Peed
Resources (2015). Transforming 2D Figures. Mathematic Assessment Project.
Benchmark: Curriculum 42

## EEI Lesson Template Day 6

VITAL INFORMATION

## Author Gwendolyn Johnson-Starnes

*Subject(s) Mathematics
Topic or Unit of Dilations
Study
This lesson focuses on dilations and how to increase or decrease a pre-image to
*Summary
create its image.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
NC.M2.G-SRT.1– Verify experimentally the properties of dilations with given
center and scale factor.
NC.M2.G-SRT.1a – a. When a line segment passes through the center of
dilation, the line segment and its image lie on the same line.
NC.M2.G-SRT.1b – b. The length of the image of a line segment is equal to the
length of the line segment multiplied by the scale factor.
NC.M2.G-SRT.1c – c. The distance between the center of a dilation and any
point on the image is equal to the scale factor multiplied by the distance
between the dilation center and the corresponding point on the pre-image.
NC.M2.G-SRT.1d – d. Dilations preserve angle measure.
*Standards NC.M2.F-IF.1 – Extend the concept of a function to include geometric
transformations in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the
plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a
geometric figure in the plane resulting from a translation, rotation by multiples
of 90 degrees about the origin, reflection across an axis, or dilation as a
function of its pre-image.

## 1. In an inclusion classroom, an additional teacher is present to help students

with IEPs or 504s. Students may also work in pairs to help each other.
2. The teacher explains the lesson to the students. Students use the guided
practice to interpret the lesson concept. Students are to apply their
understanding of the content with the worksheet. End of class vocabulary
Differentiated
Instruction discussion should include the students’ perspectives of how they have
come to understand the meaning. Students will use self-knowledge to
complete their homework.
3. Teacher guidance, and peer discussion and support, will help students who
struggle.
Benchmark: Curriculum 43

## EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

Audience (A) – Students will be able to
Behavior (B) – modify a pre-image by reading algebraic notation, written
Objective instruction, or reading a chart to create its image.
Condition (C) – with one day of study
Degree (D) – with a 90% accuracy.
After the warm up, go over vocabulary and guided practice. Students will get to
work on the fun activity, Dilations Riddle Practice Worksheet as their
Anticipatory Set
independent practice. Students should be able to understand that any number
greater than 2 increases the size of the image, while any fraction reduces the size
of the image.
Warm-up (10 minutes):
 Students review symmetry with ixl.com as their warm up. If they do not
get to 100 in class, they may complete this review as homework.

## Note-taking (30+ minutes):

Direct instruction as well as questioning strategies will keep students involved
in the lesson while they learn. Students take notes in their notebook. Teacher
Teach Lesson / writes in an identical notebook and projects the image on the board.
Model  Title of the lesson (Dilation), the date, and number the page.
 They then write the lesson objective in their notebook.
 After explaining vocabulary, use the guided practice sheet to have students
understand the four ways of understanding a translation.

## Independent practice (30 minutes): Below

Closure (Remaining time): Below
Benchmark: Curriculum 44

Note-taking:
Direct instruction will be used in this lesson, as well as cues and questioning.

 Students will learn the algebraic notation of dilations: (x, y)-> (kx, ky),
with horizontal stretches (x, y) -> (kx, y) and vertical stretches (x, y) -> (x,
ky).
 The domain is the pre-image and the range is the image.
 Dilations do not create two congruent figures.
 Dilations create similar figures.
 The Guided Practice sheet will be completed together.
Key Vocabulary:
 A dilation is a transformation that changes the size of a figure.
Guided Practice  A dilation is only congruent if it has a scale factor of 1, that is to say, the
image does not change.
 The center of a dilation is a fixed point on the plane. does not have an
enlargement or reduction.
 When the scale factor is greater than 1, the image it enlarges. When the
scale factor is between 0 and 1 it reduces.

Independent Practice Students will practice with the similar triangles with the Dilations Riddle Practice
Worksheet

Students close their notebooks and classwork, and either volunteer or are randomly
picked to give the definition to their vocabulary words. Students must give both
Closure
praise and constructive criticism of their peer’s attempt. Students are encouraged
to come up with ideas of how to remember the rules of the vocabulary and share
with the class.

Evaluation
What is not completed in class can be completed as homework.
*Assessment/Rubrics
MATERIALS AND RESOURCES

Instructional Materials
Notebooks, rulers, graph paper, pencil, practice problems
(handouts, etc.)

## Resources UCPS Dilations Guided Work, Dilations Riddle Practice Worksheet.

Benchmark: Curriculum 45

## Dilations Guided Work from UCPS

Verbal

Given ΔABC with A(3, -1), B(0, 4), and C(-2, 1). Dilate ΔABC by a scale
factor of 2.

Algebraic Rule
___________________________________
Table
Pre-Image (𝑥, 𝑦) Transformation Image (𝑥, 𝑦)
Domain Range

x y ( 𝑥, 𝑦) → (_____,_____) x y

## Graph both triangles ∆𝐴𝐵𝐶 𝑎𝑛𝑑 ∆𝐴′ 𝐵′ 𝐶 ′ .

Benchmark: Curriculum 46

Verbal

Algebraic Rule
1
(𝑥, 𝑦) → (𝑥, 𝑦)
2
Table
Pre-Image (𝑥, 𝑦) Transformation Image (𝑥, 𝑦)
Domain Range

## x y (𝑥, 𝑦) → (_____, _____) x y

0 4

1 -2

-2 1

-2 6

Graph
Benchmark: Curriculum 47

Verbal

## Algebraic Rule: __________________________________

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (_____, _____) x y

Graph
Benchmark: Curriculum 48

Verbal

Algebraic Rule
___________________________________
Table
Pre-Image (𝑥, 𝑦) Transformation Image (𝑥, 𝑦)
Domain Range

## x y (𝑥, 𝑦) → (_____, _____) x y

-4 -2 -6 -3

-3 1 -4.5 1.5

0 1 0 1.5

1 -2 1.5 -3

Graph
Benchmark: Curriculum 49

Verbal

## Algebraic Rule: (𝑥, 𝑦) → (4𝑥, 𝑦)

Table
Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (_____, _____) x y

0 4

8 -2

-2 1

-2 6

Graph
Benchmark: Curriculum 50

## EEI Lesson Template 7

VITAL INFORMATION
Author Gwendolyn Starnes
*Subject(s) Mathematics
Topic or Unit of Quiz and Scavenger Hunt
Study
Lesson begins with an assessment quiz to see if students are on track. This lesson
*Summary has a scavenger hunt to help students work out problems on their own, and show
their knowledge of rigid transformations and dilations.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
NC.M2.G-CO.2 – Experiment with transformations in the plane.
 Represent transformations in the plane.
 Compare rigid motions that preserve distance and angle measure
(translations, reflections, rotations) to transformations that do not preserve
both distance and angle measure (e.g. stretches, dilations).
 Understand that rigid motions produce congruent figures while dilations
produce similar figures.
NC.M2.G-CO.4 – Verify experimentally properties of rotation, reflection,
translations in terms of angles, circles, perpendicular lines, parallel lines, and
line segments.
NC.M2.G-CO.5 – Given a geometric figure and a rigid motion, find the image of
the figure. Given a geometric figure and its image, specify a rigid motion or
*Standards sequence of rigid motions that will transform the pre-image to its image.
NC.M2.G-CO.6 – Determine whether two figures are congruent by specifying a
rigid motion or sequence of rigid motions that will transform one figure into the
other.
NC.M2.F-IF.1 – Extend the concept of a function to include geometric
transformations in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the
plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a
geometric figure in the plane resulting from a translation, rotation by multiples
of 90 degrees about the origin, reflection across an axis, or dilation as a
function of its pre-image.
1. In an inclusion classroom, an additional teacher is present to help students
Differentiated with IEPs or 504s. Students may also work in pairs to help each other.
Instruction 2. Teacher guidance, and peer discussion and support, will help students who
struggle.
Benchmark: Curriculum 51

## Audience (A) – Students will be able to

Behavior (B) – determine what steps to take when being asked to do reflections,
Objective translations, rotations, and dilations
Condition (C) – from a written word problem and algebraic notation
Degree (D) – with a 100% accuracy.
Use Kahoot.it quiz (https://create.kahoot.it/#quiz/18eb49ac-9873-406a-aa83-
275c680ca992) to assess student understanding. Before the class set up
scavenger hunt. The cards can go all around the class with a few in the hallway.
Anticipatory Set
This will be a fun activity where students will begin at a point in the room and
solve the problem on their paper. Their answer will lead them to a new point in
the room that has both the answer from their problem on it, and a new problem
that they must solve to lead them so on, and so forth.
Warm-up (10 minutes):
 Students will begin their warm up work with ixl.com on L.14 Dilations:
find the coordinate. If they do not get to 100 in class, they may complete
this review as homework.

 Go over answers to the homework.
Teach Lesson /
Model  If needed, take time to go over problems students struggled with.

## Independent practice (45 minutes): Scavenger hunt

Guided Practice/Closure (Remaining time): Discuss with students any content they
want to review more in depth.
Guided Practice See Closure.
The scavenger hunt is done independently or in pairs. Students may tend to group
Independent Practice
up and work with a partner, which is fine, so long as one person is not doing all
the work. Have students begin at individual sheets.
Closure At the end of class, discuss with students what they feel they would like more
practice on and give examples on the board when they have questions.
Evaluation
Students will turn their completed paper in.
*Assessment/Rubrics
MATERIALS AND RESOURCES
Instructional Materials Kahoot.it quiz, chromebook, Scavenger hunt prepared and taped up on the wall,
(handouts, etc.) and in the hallway. A paper for answers to turn in, pencil, scrap paper.

## Scavenger Hunt. https://www.teacherspayteachers.com/Product/Transformations-

Scavenger-Hunt-1142995
Resources
Kahoot.it quiz: https://create.kahoot.it/#quiz/18eb49ac-9873-406a-aa83-
275c680ca992
Benchmark: Curriculum 52

## EEI Lesson Template 8

VITAL INFORMATION

## Author Gwendolyn Johnson-Starnes

*Subject(s) Mathematics
Topic or Unit of Composite Transformations
Study

## In this lesson students put together rotations, reflections, translations, and

*Summary
dilations in terms of composite transformations.

## STANDARDS AND DIFFERENTIATED INSTRUCTION:

NC.M2.G-CO.2 – Experiment with transformations in the plane.
 Represent transformations in the plane.
 Compare rigid motions that preserve distance and angle measure
(translations, reflections, rotations) to transformations that do not preserve
both distance and angle measure (e.g. stretches, dilations).
 Understand that rigid motions produce congruent figures while dilations
produce similar figures.
NC.M2.G-CO.3 – Given a triangle, quadrilateral, or regular polygon, describe any
reflection or rotation symmetry i.e., actions that carry the figure onto itself.
Identify center and angle(s) of rotation symmetry. Identify line(s) of reflection
symmetry.
NC.M2.G-CO.4 – Verify experimentally properties of rotation, reflection,
translations in terms of angles, circles, perpendicular lines, parallel lines, and
line segments.
*Standards NC.M2.G-CO.5 – Given a geometric figure and a rigid motion, find the image of
the figure. Given a geometric figure and its image, specify a rigid motion or
sequence of rigid motions that will transform the pre-image to its image.
NC.M2.G-CO.6 – Determine whether two figures are congruent by specifying a
rigid motion or sequence of rigid motions that will transform one figure into the
other.
NC.M2.F-IF.1 – Extend the concept of a function to include geometric
transformations in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the
plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a
geometric figure in the plane resulting from a translation, rotation by multiples
of 90 degrees about the origin, reflection across an axis, or dilation as a
function of its pre-image.
Benchmark: Curriculum 53

## 1. In an inclusion classroom, an additional teacher is present to help students

with IEPs or 504s. Students may also work in pairs to help each other.
2. The teacher explains the lesson to the students. Students use the guided
practice to interpret the lesson concept. Students are to apply their
Differentiated understanding of the content with the worksheet. End of class vocabulary
Instruction discussion should include the students’ perspectives of how they have
come to understand the meaning. Students will use self-knowledge to
complete their homework.
3. Teacher guidance, and peer discussion and support, will help students who
struggle.

## Audience (A) – Students will be able to

Behavior (B) – combine knowledge from lessons on rotation, reflection,
translation, and dilation in multiple steps to create images of composite
Objective
transformations, as well as reverse composites to get to the pre-image
Condition (C) – with one day of study
Degree (D) – with a 90% accuracy.

Anticipatory Set Students will combine translations, reflections, and rotations in a series of
transformations.

## Warm-up (10 minutes):

 Students will begin the day with ixl.com, L.12 Congruence
transformations: mixed review. If they do not get to 100 in class, they
may complete this review as homework.

## Guided Practice (30+ minutes):

Direct instruction as well as questioning strategies will keep students involved
in the lesson while they learn. Students take notes in their notebook. Teacher
Teach Lesson /
writes in an identical notebook and projects the image on the board.
Model
 Title of the lesson (Reflections), the date, and number the page.
 They then write the lesson objective in their notebook.
 After explaining vocabulary, use the guided practice sheet to have students
understand the four ways of understanding a translation.

## Independent practice (30 minutes): Below

Closure (20 Minutes): Below

Note-taking:
Key Vocabulary:
A composition of transformation is a combination of two or more transformations.
Guided Practice
In a composition, each transformation is performed on the image of the preceding
transformation.

## We will work the guided practice sheet on composition by UCPS together.

Benchmark: Curriculum 54

## Students will practice on a handout of different types of composite

Independent Practice
transformations.

Closure Students should complete the transformations assessment task before leaving the
classroom (Pg. 10-11 from link provided).

## The transformation assessment task will be checked and given constructive

Evaluation
feedback. A grade will not be given for this as this may take away from the
*Assessment/Rubrics
feedback.

## MATERIALS AND RESOURCES

Instructional Materials Ixl.com, guided practice handout form UCPS, worksheet, pencil, graph paper,
(handouts, etc.) protractor, pencil

## Composite Transformations Worksheet from UCPS

Resources
Transformation assessment task (pg. 10 & 11):
Benchmark: Curriculum 55

## Composite Transformations Guided Practice by UCPS

Verbal
Given with A(0,0), B(8,1), C(5,5). Rotate 90 degrees
CCW , then reflect the figure over the x-axis, then
translate right 6 and down 1.

## Algebraic Rule: ________________________________=_______________________________

Table
Pre-Image (𝒙, 𝒚) Composite Transformation Image (𝒙, 𝒚)
Domain Range

## Graph both triangles ∆𝐴𝐵𝐶 𝑎𝑛𝑑 ∆𝐴′𝐵′𝐶′.

Benchmark: Curriculum 56

Verbal

Algebraic Rule
(𝑥, 𝑦) → (𝑦, −𝑥) → (𝑥 + 5, 𝑦 + 5) = (𝑦 + 5, −𝑥 + 5)
Table
Pre-Image (𝒙, 𝒚) Composite Transformation Image (𝒙, 𝒚)
Domain Range

x y (𝑥, 𝑦) → (𝑦 + 5, −𝑥 + 5) x y
0 0
-13 0
0 12

Graph
Benchmark: Curriculum 57

Verbal

## Algebraic Rule: ________________________________ = _______________________________

Table
Pre-Image (𝒙, 𝒚) Composite Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

Graph
Benchmark: Curriculum 58

Verbal

Algebraic Rule
__________________________________ = _______________________________
Table
Pre-Image (𝒙, 𝒚) Composite Transformation Image (𝒙, 𝒚)
Domain Range

## x y (𝑥, 𝑦) → (______, _______) x y

4 0 2 6
0 -4 -2 2
6 -4 -2 8

Graph
Benchmark: Curriculum 59

## EEI Lesson Template Day 9

VITAL INFORMATION

## Author Gwendolyn Johnson-Starnes

*Subject(s) Mathematics
Topic or Unit of
Composite Transformations MAP Project
Study

This project assesses how well students can recognize and visualize 2D shape
*Summary transformations, and perform composite transformations with translations,
reflections, and rotations.

## STANDARDS AND DIFFERENTIATED INSTRUCTION:

8.G – Understand congruence and similarity using physical models,
transparencies, or geometry software.
NC.M2.F-IF.1 – Extend the concept of a function to include geometric
transformations in the plane by recognizing that:
 the domain and range of a transformation function f are set points in the
*Standards plane;
 the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2 – Extend the use of function notation to express the image of a
geometric figure in the plane resulting from a translation, rotation by multiples
of 90 degrees about the origin, reflection across an axis, or dilation as a
function of its pre-image.
1. In an inclusion classroom, an additional teacher is present to help students
Differentiated with IEPs or 504s. Students may also work in pairs to help each other.
Instruction 2. Teacher guidance, and peer discussion and support, will help students who
struggle.

## Audience (A) – Students will be able to

Behavior (B) – make sense of problems that perform composite transformations,
Objective while using the tools necessary to do so.
Condition (C) – from a 15 minute assessment, one hour lesson, and review
Degree (D) – with a 90% accuracy.

Students receive their assessment sheets back with teacher notes on how to
improve on the lesson. After a short introductory lesson, students work
Anticipatory Set
collaboratively in groups. After students complete the lesson together, the class
will have a discussion and review the concepts. Students will then return to their
original work and improve their responses.
Benchmark: Curriculum 60

## Warm-up (10 minutes):

 Students work on ixl.com M.1 Midsegments of triangles. If they do not get
to 100 in class they may complete it as homework.

## Return assessment sheets back with teacher notes on how to improve.

Teach Lesson /
Guided Practice (15 minutes):
Model
Direct instruction, cues and questions, collaboration, and discovery are
used in this lesson. Whole class interactive introduction.

## Independent practice (30 minutes): Collaborative work

Closure: Whole class discussion (15 minutes), Follow up lesson (10 minutes).

Each student receives transparencies with “L-Shapes” pre-printed and a pin. The
students will watch and take notes of the PowerPoint with guided questions.
Guided Practice Volunteers will demonstrate their answers on the overhead projector by placing
their “L-Shape” on the grid displayed. Students will agree or disagree on the
position.

Students will work in groups of two or three. Students receive card sets of shapes
and words and a copy of the transparency: Transformations. Have students work
Independent Practice through the card sets and take notes of common issues for further discussion. After
brief interjections and further discussion, when students have completed the first
card sets, give card set, additional words.

Closure After students have completed the group work, the class finish with further
discussion and additional problems to show understanding.
Students will redo the assessment task from the previous day, using both the
Evaluation
teacher’s input and information they have learned from the lesson to improve their
*Assessment/Rubrics
work.
MATERIALS AND RESOURCES

Instructional Materials Pre-printed transparencies, pin, scissors, protractor, ruler, assessment handout,
(handouts, etc.) card sets: A, B, and C, and PowerPoint.

Benchmark: Curriculum 61

## EEI Lesson Template 10

VITAL INFORMATION

## Author Gwendolyn Johnson-Starnes

*Subject(s) Mathematics
Topic or Unit of Summative Assessment Test
Study

## *Standards All standards covered in the unit.

For students that have qualifying IEPs, they may take the test in a separate room
Differentiated
without a time limit. Students will have the entire class time to complete the test
Instruction
and may retake it if they did not do well.

## Audience (A) – Students will be able to

Behavior (B) – display their level of understanding of reflections, translations,
rotations, dilations, isometries, and composite transformations with algebraic
Objective notation, written form, going from the pre-image to the image, and the image to
the pre-image.
Condition (C) – on a twenty-point test
Degree (D) – with 90% accuracy.

Anticipatory Set Students will come in and clear their desks of everything except graph paper,
pencil, ruler, protractor, and compass (if desired).

Teach Lesson /
Different types of questions will be used to ensure full understanding of unit.
Model

Guided Practice
N/A

When students have completed the test, they will be given Stained Glass:
Independent Practice Transformations to work on and turn in as well. This will further show that they
understand the concept. This will be turned in before they leave the class, even if
they have not completed it.
Benchmark: Curriculum 62

The stained-glass worksheet will not be graded for completion, but will help show
if students have come to understand how to do transformations. If they have at
Closure
least begun the worksheet and were working on it in class, they will receive extra
credit on their test. The worksheet should be done without error to receive the
extra credit.

Evaluation
20 point test and Stained Glass Transformations worksheet.
*Assessment/Rubrics

## MATERIALS AND RESOURCES

Instructional Materials
20 question test, ruler, protractor, pencil, Stained Glass worksheet.
(handouts, etc.)

## Resources Stained Glass Worksheet: https://drive.google.com/drive/my-drive

Benchmark: Curriculum 63

## Name:____________________________ Date: _____________________

Transformations Test
Best practice: Write down any rules or formulas immediately before you begin your test.
Read me: There are twenty questions. Each question is worth three points. After you complete your test, turn it in to the teacher and
take the Stained Glass: Transformations sheet. This will be worth extra credit, so be sure to work on it.
Directions: Graph the image of the figure using the transformations given.
Benchmark: Curriculum 64

Matching
Directions: Associate all the correct options that goes with each transformation

9)
Choose from

a. Translation
b. Rotation
c. Reflection
d. Dilation
e. (x, y) -> (x+1, y)
f. T(x+1)
g. (x, y) ->(2x, 2y)
h. r(x+3)
i. One unit right
k. 90° Clockwise around Origin
Benchmark: Curriculum 65

## l. Across x-axis m. (x, y) -> 2(x, y)

Multiple Choice
Directions: Determine the correct answer from the choices shown.

## 10) rotation 180° about the origin

E(2, −2), J(1, 2), R(3, 3), S(5, 2) 11) translation: 7 units right and 1 unit down
a. E’(2, 2), J’(-1, 2), R’(-3, 3), S’(-5, 2) J(−3, 1), F(−2, 3), N(−2, 0)
b. E’(-2, 2), J’(-1, -2), R’(-3, -3), S’(-5, -2) a. J’(0,4 ), F’(2,5 ), N’(-1,5 )
c. E’(-2, -2), J’(2, -1), R’(3, -3), S’(2, -5) b. J’(-1, 3), F’(3, -2), N’(0, -2)
d. E’(2, 2), J’(-2, 1), R’(-3, 3), S’(-2, 5) c. J’(3, -1), F’(2, -3), N’(2, 0)
d. J’(4, 0), F’(5, 2), N’(5, -1)

## 12) reflection across y= 2

J(1, 3), U(0, 5), R(1, 5), C(3, 2) 13) translation: 6 units right and 3 units
a. U’(0, -1), R’(1, -1), C’(3, 2), J’(1, 1) down
b. U’(4, 5), R’(3, 5), C’(1, 2), J’(3, 3) S(−3, 3), C(−1, 4), W(−2, −1)
c. U’(0, -3), R’(1, -3), C’(1, -1), J’(3, 0) a. S’(3, -3), C’(4, -1), W’(-1, -2)
d. U’(0, 7), R’(1, 7), C’(1, 5), J’(3, 4) b. S’(0, 3), C’(1, 5), W’(-4, 4)
c. S’(3, 0), C’(5, 1), W’(4, -4)
d. S’(-3, 0), C’(-5, 1), W’(-4, -4)

True or False
Directions: Identify if the statement is true or false. If false change the sentence to make it true.
If the answer is true, explain in your own words why you feel it is true.

14)___To dilate an image 1/3 times, means the object gets bigger to a power of three.

15)___If a pre-image is in quadrant II and the directions state to move the object 90° clockwise,
the image will be in quadrant I.

## 16)___A rectangle has four lines of symmetry as well as rotational symmetry.

17)___A parallelogram has gone through a rotation, translation, and dilation, but has always
made rigid transformations, and is therefore congruent.

18)___In transformations the domain is the pre-image and the range is the image.
Benchmark:
Curriculum
66

Essay
sentences with correct grammar and spelling.

19) Connect how rotations, translations, reflections, and dilations, in conjunction with composite
transformations are used in real world application.

20) Image K’P’Q’T’s preimage started at K(5, -2), P(5, -1), Q (2, -1), T(4, 2). Work backward
to evaluate how the preimage performed composite transformations to end where the image is
Benchmark:
Curriculum
67

## 5) a, f, i 15) T K’(-1, 1), P’(0, 1), Q’(0, 4),

6) c, e, h, 16) F, a rectangle has only two T’(3,2)
7) c, l lines of symmetry, but it does
8)b, j have rotational symmetry Rotated 90° CCW at origin
9) d, g, m 17)F, a dilation is not a rigid K’(0, -2), P’(0, -1), Q’(-3, -1),
10) b. transformation and is not T’(-1, 2)
11) d. congruent, it is similar.
12) a. 18)T Translates right 5 spaces, to get
13) c. 19) Answers will vary, use best back to pre-image
14) F, it becomes three times judgement
smaller 20)Reflected over the x-axis