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Gwendolyn Starnes

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

Benchmark: Curriculum 3

Established Goals:

GOALS –

North Carolina 8th Grade Geometry

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

software.

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 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.

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

*Subject(s) Mathematics

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.

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

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) – 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

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.

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.

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.

Instructional Materials Guided practice handout, and translations homework handout, rulers, color pencils,

(handouts, etc.) note-taking notebook, pencil.

Resources https://docs.google.com/document/d/1-iC4BRpmoHAyW-

fLuzc3hU8F7_a5tkgQviTGHlVjcGk/edit

Benchmark: Curriculum 11

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

Benchmark: Curriculum 12

Verbal

Algebraic Rule

(𝑥, 𝑦) → (𝑥 + 2, 𝑦 − 2)

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

0 0

4 -2

0 2

4 0

Graph

Benchmark: Curriculum 13

Verbal

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

Graph

Benchmark: Curriculum 14

Verbal

Algebraic Rule

___________________________________

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

-2 4 -5 3

-4 2 -7 1

-1 1 -4 0

Graph

Benchmark: Curriculum 15

Name:__________________________________ Math 2

Date:___________________________________ Translations

Period:__________ by UCPS

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.

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

VITAL INFORMATION

*Subject(s) Mathematics

Topic or Unit of Reflections

Study

*Grade/Level Math 2/about 10th grade

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.

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

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.

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.

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.

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’

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.

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

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.

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

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

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

Graph

Benchmark: Curriculum 29

Verbal

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

1 1 1 -3

2 2 2 -4

5 1 5 -3

Graph

Benchmark: Curriculum 30

VITAL INFORMATION

*Subject(s) Mathematics

Topic or Unit of Rotations

Study

*Grade/Level Math 2/about 10th grade

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.

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

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.

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.

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.

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.

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

class grading the following day.

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.

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

Verbal

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

counterclockwise about the origin.

Algebraic Rule

___________________________________

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

Benchmark: Curriculum 34

Verbal

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

0 3

-4 2

-4 1

0 1

Benchmark: Curriculum 35

Verbal

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

Graph

Benchmark: Curriculum 36

Verbal

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

-2 4 2 -4

-4 2 4 -2

-1 1 1 -1

Graph

Benchmark: Curriculum 37

VITAL INFORMATION

*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.

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.

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

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

http://map.mathshell.org/download.php?fileid=1772, and then turn in for

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.

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.

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.

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

http://map.mathshell.org/download.php?fileid=1772

Benchmark: Curriculum 40

VITAL INFORMATION

*Subject(s) Mathematics

Topic or Unit of Transforming 2D Figure

Study

*Grade/Level Math 2/about 10th grade

*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.

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.

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

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.

*Assessment/Rubrics

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

Swan, Clarke, Dawson, Evans, Foster, Joubert, Burkhardt, Crust, Noyes, & Peed

Resources (2015). Transforming 2D Figures. Mathematic Assessment Project.

http://map.mathshell.org/download.php?fileid=1772

Benchmark: Curriculum 42

VITAL INFORMATION

*Subject(s) Mathematics

Topic or Unit of Dilations

Study

*Grade/Level Math 2/about 10th grade

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.

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

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.

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.

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.)

Benchmark: Curriculum 45

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

Benchmark: Curriculum 46

Verbal

Algebraic Rule

1

(𝑥, 𝑦) → (𝑥, 𝑦)

2

Table

Pre-Image (𝑥, 𝑦) Transformation Image (𝑥, 𝑦)

Domain Range

0 4

1 -2

-2 1

-2 6

Graph

Benchmark: Curriculum 47

Verbal

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

Graph

Benchmark: Curriculum 48

Verbal

Algebraic Rule

___________________________________

Table

Pre-Image (𝑥, 𝑦) Transformation Image (𝑥, 𝑦)

Domain Range

-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

Table

Pre-Image (𝒙, 𝒚) Transformation Image (𝒙, 𝒚)

Domain Range

0 4

8 -2

-2 1

-2 6

Graph

Benchmark: Curriculum 50

VITAL INFORMATION

Author Gwendolyn Starnes

*Subject(s) Mathematics

Topic or Unit of Quiz and Scavenger Hunt

Study

*Grade/Level Math 2/about 10th grade

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

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.

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-1142995

Resources

Kahoot.it quiz: https://create.kahoot.it/#quiz/18eb49ac-9873-406a-aa83-

275c680ca992

Benchmark: Curriculum 52

VITAL INFORMATION

*Subject(s) Mathematics

Topic or Unit of Composite Transformations

Study

*Grade/Level Math 2/about 10th grade

*Summary

dilations in terms of composite transformations.

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

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.

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.

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.

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.

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.

Benchmark: Curriculum 54

Independent Practice

transformations.

https://drive.google.com/file/d/0B35jkpNGHGisaDJkMEw4ZWNJQ2c/view

Closure Students should complete the transformations assessment task before leaving the

classroom (Pg. 10-11 from link provided).

Evaluation

feedback. A grade will not be given for this as this may take away from the

*Assessment/Rubrics

feedback.

Instructional Materials Ixl.com, guided practice handout form UCPS, worksheet, pencil, graph paper,

(handouts, etc.) protractor, pencil

https://drive.google.com/file/d/0B35jkpNGHGisaDJkMEw4ZWNJQ2c/view

Resources

Transformation assessment task (pg. 10 & 11):

https://drive.google.com/file/d/0BzS0qF2xiJFRNTNtNWZoX0ZvTXM/view

Benchmark: Curriculum 55

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.

Table

Pre-Image (𝒙, 𝒚) Composite Transformation Image (𝒙, 𝒚)

Domain Range

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

Table

Pre-Image (𝒙, 𝒚) Composite Transformation Image (𝒙, 𝒚)

Domain Range

Graph

Benchmark: Curriculum 58

Verbal

Algebraic Rule

__________________________________ = _______________________________

Table

Pre-Image (𝒙, 𝒚) Composite Transformation Image (𝒙, 𝒚)

Domain Range

4 0 2 6

0 -4 -2 2

6 -4 -2 8

Graph

Benchmark: Curriculum 59

VITAL INFORMATION

*Subject(s) Mathematics

Topic or Unit of

Composite Transformations MAP Project

Study

*Grade/Level Math 2/about 10th grade

This project assesses how well students can recognize and visualize 2D shape

*Summary transformations, and perform composite transformations with translations,

reflections, and rotations.

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.

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

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.

Teach Lesson /

Guided Practice (15 minutes):

Model

Direct instruction, cues and questions, collaboration, and discovery are

used in this lesson. Whole class interactive introduction.

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.

Resources https://drive.google.com/file/d/0BzS0qF2xiJFRNTNtNWZoX0ZvTXM/view

Benchmark: Curriculum 61

VITAL INFORMATION

*Subject(s) Mathematics

Topic or Unit of Summative Assessment Test

Study

*Grade/Level Math 2/about 10th grade

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.

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

Instructional Materials

20 question test, ruler, protractor, pencil, Stained Glass worksheet.

(handouts, etc.)

Benchmark: Curriculum 63

Period: ___________________________ Grade: ________/ 60

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.

Short Answer:

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

j. R(180°) about Origin

k. 90° Clockwise around Origin

Benchmark: Curriculum 65

Multiple Choice

Directions: Determine the correct answer from the choices shown.

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)

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.

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

Directions: Read the question and write your answer in the space provided below. Use complete

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

now. Show your work.

Benchmark:

Curriculum

67

Answer Key:

Running Header: Benchmark: Curriculum 1

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

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