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# Name: Andrew Pang

Date: (P5) Fri. Mar.7, (P4) Mon. Mar. 10
Class Unit: 7-Similarity and Transformations
Text: Pearson. Math Makes Sense 9.
Pages: 361-367

Lesson Plan Version 2: 7.6 – Rotations and Rotational Symmetry

IRP – Mathematics 8 and 9 Integrated Resource Package 2008
PLO: C5 - demonstrate an understanding of line and rotation symmetry
Student Learning Objectives / TSWBAT:
-determine if a given 2-D shape or design has rotation symmetry about the point at the
centre of the shape or design and, if it does, state the order and angle of rotation
-rotate a given 2-D shape about a vertex and draw the resulting image
Teacher materials:
Overhead projector, images, transparencies of images, handouts, grid paper, isometric dot
paper

Lesson Outline – 80 minutes

Time Activity
4 minutes -Gallery Walk – There are 8 images with rotational symmetry on tables around
the room. Ask students to go around and take a quick glance at each one, and
then pass them in front or behind until they have seen one once.
-Take attendance while they are doing so.
4 minutes
(8)
2 minutes
(10)

-5 minutes
-Notes on overhead– introduce and get students to copy down definitions:
rotational symmetry, order of rotation, angle of rotation.
-Do the first example of rotational symmetry. On an overhead transparency,
highlight a section that says PANG. Put this on top of another overhead
transparency of the same image but without the highlight. Rotate it a full
circle and count each time that the images coincide. Model how to fill in the
chart.
-Allow students to try to fill out the rest. Encourage students who cannot see
(15)

-5 minutes
(20)

1 minute
(21)
8 minutes
(29)

15 minutes
(44)
it right away to take the large copies of the physical images and rotate them if
it helps. Organize the students to pass the images to the people in front or
behind.
-Go over the rest of the chart using overlapping transparencies to count for
order of rotation.
-Make note of how the 3 of spades and yin yang do not have rotational
symmetry.
-Remind and get students to copy down the directions for clockwise and
counter-clockwise.
-Model 2a). Explain and make them copy that a strategy they can use is to
rotate the image physically first, make any notes about the transformed image,
rotate it back to what it was originally, and then draw the transformed image
using those notes. Draw arrows indicating which ways are up, right, down, left
and refer to them when talking about the transformed image. Circle the point
that the image is being rotated about. Tell students to use a straight edge if
they can. Go through 2b). Give students a minute to try c, and call for student
suggestions on what to do.
-Explain that 3) uses isometric dot paper, in which we can use for 60 degree
angles. Show this using a separate grid that shows the angles.
-Model a). Go through b). Give students a couple minutes to try c, and then
go through it.
30 minutes Seatwork – Circulate and check students are doing their work correctly.
Dismiss students.