Procedures
Day
1Translations
Learning Objectives and Goals
Standards:
8.G.1 Verify experimentally the properties of rotations, reflections, and translations: a. Lines are
taken to lines, and line segments to line segments of the same length. b. Angles are taken to
angles of the same measure. c. Parallel lines are taken to parallel lines.
8.G.2 Understand that a two dimensional figure is congruent to another if the second can be
obtained from the first by a sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on twodimensional
figures using coordinates.
Objectives (Blooms Revised Taxonomy Level):
I can move a shape on a coordinate plane using various techniques (Applying).
I know how moving a shape affects its coordinates (Applying).
When given a shape, I can describe how to get to another shape that has been moved
(understanding).
Given a shape or a set of coordinates, I can describe how the coordinates would change after it
has been moved (understanding).
What 21st Century Skills are addressed in my lesson?
Global Awareness: Learning from and working collaboratively with individuals representing
diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in
personal, work and community contexts
Creativity and Innovation: Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work
Social and CrossCultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problemsolving skills to influence and
guide others toward a goal
Critical Thinking and Problem Solving: Use various types of reasoning (inductive, deductive,
etc.) as appropriate to the situation.
Interpret information and draw conclusions based on the best
analysis. Analyze how parts of a whole interact with each other to produce overall outcomes in
complex systems. Solve different kinds of nonfamiliar problems in both conventional and
innovative ways.
Initiative and SelfDirection:
Monitor, define, prioritize and complete tasks without direct
oversight
Communication and Collaboration:
Articulate thoughts and ideas effectively using oral, written
and nonverbal communication skills in a variety of forms and contexts
What prior knowledge do the students have concerning this topic?
Basic understanding of the coordinate plane.
Knowledge of how to identify a point on the coordinate plane (i.e.: using the x and y
coordinates)
What mathematical vocabulary does this investigation bring out?
Transformation
Translation
Coordinate Planereview
Coordinatereview
Congruentreview
Technology Used:
Document camera and projector
Youtube video
What misconceptions might arise?
Students may confuse the x and y coordinates in a point and which one changes based on the
translation.
Students may not understand prime notation.
Launch
Description of Learning Activities
Problem of the Day:
1. If Brandon was standing at the origin on a coordinate grid and walked 2 spaces left and 5 steps up,
where would he be standing?
2. After he moved the first time, he walked back 4 spaces right and 3 more steps up. Where is he
standing now?
3. Finally, Brandon walks right 4 steps and left 3 steps. Where did Brandon end up?
Explore
Description of Learning Activities
Lets talk about what you just did in your POD
Called a translation (one way to think of this is as a slide)
Have any of you ever done the cha cha slide? Sliideeee to the left, sliiiddeee to the right, 2 hops this time. All
of the movements in this song are translations.
In pairs, complete the Translation Investigation shown below this box.
Translation
Investigation
When
working
with
any
TRANSFORMATION
the
original
points
create
the
PREIMAGE.
You
can
name
the
points
using
letters.
For
example
A(4,
5)
tells
you
that
point
A
is
located
at
position
4,
5
on
the
graph.
Once
the
point
is
moved
to
its
new
position
it
is
called
a
prime
point
and
named
like
this:
A

read
this
as
A
prime
the
figure
is
now
called
the
IMAGE
TRANSLATIONS
involve
moves
that
are
either
rightleft,
updown,
or
a
combination
of
these.


































































Create
a
preimage
by
graphing
and
labeling
the
following
points:
A(3,
2),
B(3,
6),
C(7,
2)
Now
take
each
point
and
move
it
8
units
right
and
then
label
the
new
points
as
primes.
You
have
modeled
a
TRANSLATION.
Name
the
new
prime
coordinates
below:
A(___,___),
B(___,___),
C(___,___)
Did
the
shape
or
size
of
the
figure
change?
Look
at
the
new
x
numbers.
What
do
you
notice
happened
to
the
x
part
of
each
ordered
pair?
Why
do
you
think
it
was
the
x
affected
and
not
the
y?
Can
you
give
the
new
prime
points
without
creating
the
graphs
for
these
two
translations.
Example
1:
Translate
2
units
left
and
Example
2:
Translate
5
units
right
and
3
units
down
4
units
down
A(5,
2)
(5_____,
2______)
C(3,
5)
(3_____,
2______)
A(____,_____)
C(____,____)
M(2,
6)
(2_____,
6_______)
W(2,5)
(2_____,
6______)
M(____,____)
W(____,____)
Summarize
B(0,
3)
(0_____,3_______)
B(____,____)
T(1,
7)
(1_____,3______)
T(____,____)
Summarize
Description
of
Learning
Activities
Exit
Ticket:
See
below
the
box
Translation
Practice
Plot
the
coordinates
given
for
each
preimage.
Translate
the
figure
as
instructed.
Draw
the
image
on
the
coordinate
plane.
List
the
coordinates
of
the
new
image.
Describe
what
happened
to
both
the
x
and
y
1. Slide
the
triangle
5
units
left
and
3
units
up
A
(3,
7)
A
(
,
)
B
(3,
2)
B
(
,
)
C
(7,
2)
C
(
,
)
2. Translate
the
parallelogram
10
units
left
and
2
units
down.
H
(3,
2)
H
(
,
)
I
(1,
5)
I
(
,
)
J
(6,
5)
J
(
,
)
K
(8,
2)
K
(
,
)
Communication and Collaboration:
Articulate thoughts and ideas effectively using oral, written
and nonverbal communication skills in a variety of forms and contexts
What prior knowledge do the students have concerning this topic?
Basic understanding of the coordinate plane.
Knowledge of how to identify a point on the coordinate plane (i.e.: using the x and y
coordinates)
Understand that 90 degrees constitutes a quarter turn and 180 degrees constitutes a half turn.
What mathematical vocabulary does this investigation bring out?
Transformationreview
Rotationreview
Coordinate Planereview
Coordinatereview
Congruentreview
Technology Used:
Document camera and projector
What misconceptions might arise?
Students may struggle to understand what constitutes a 90 and 180degree turn.
Students may confuse clockwise and counterclockwise.
Students may not remember the names of the quadrants.
Launch
Description of Learning Activities
Problem of the Day:
Review:
1. Describe the difference between the preimage and image after a translation has been applied.
2. Are the preimage and image congruent? Similar? How do you know?
3. If you were only given the coordinates of a figure, how could you determine if it was the preimage or image?
4. Which coordinate is changed when you translate a figure to the right or left? Up or down?
Rotations Introduction
1. Destiny graphed a preimage in quadrant 3. If she rotates the preimage 90 degrees clockwise, then 270
degrees counterclockwise, and then 180 degrees clockwise, in which quadrant will her image be located?
As a class:
Stand up and face the board head on.
1. Turn 90 degrees clockwise
2. Return to your starting position
3. Turn 90 degrees counterclockwise
4. Return to your starting position.
5. Turn 180 degrees clockwise
6. Return to your starting position
7. Turn 180 degrees counterclockwise
8. Return to your starting position.
Now lets see if we can figure out the POD problem.
1. First we turn 90 degrees clockwise
2. Now 270 degrees counterclockwise
3. Finally, lets turn 180 degrees clockwise
Explore
Description of Learning Activities
Lets talk about what we just did
Remember you will not be asked to rotate a figure 270 degrees, only 90 and 180. But you will have to know
clockwise and counterclockwise.
In pairs, complete the following activity. Do not work with the same partner that you did yesterday.
*see below the box for activity guide.
A
ROTATION
is
a
movement
of
a
figure
that
involves
rotating
in
90degree
increments
around
the
origin.
The
new
prime
points
will
be
in
the
quadrant
that
is
the
given
number
of
degrees
clockwise
or
counterclockwise
from
the
original
figure.
In
a
rotation,
the
original
shape
does
not
change
in
size
or
shape
but
does
move
to
a
new
position
on
the
coordinate
plane.
You
will
need
to
remember
the
names
of
the
quadrants.
A
___________
transformation
does
not
change
in
size
or
shape.
2
3
1
4
EXAMPLE
#1:
B
STEP
1:
The
following
is
a
900
clockwise
rotation:
A
C
STEP
2:
List
the
preimage
points
and
the
image
points
below.
A
B
A(____,____)
A
(____,____)
B(____,____)
B
(____,____)
C
C(____,____)
C
(____,____)
In
what
quadrant
is
the
PreImage?______
;
Image?______





































































EXAMPLE
#2:
STEP
1:
The
following
is
a
900
clockwise
rotation:
A
STEP
2:
List
the
preimage
points
and
the
image
B
points
below.
C
A(____,____)
A
(____,____)
C
B(____,____)
B
(____,____)
C(____,____)
C
(____,____)
A
B
In
what
quadrant
is
the
PreImage?______
;
Image?______
Using
the
two
examples
above,
describe
what
happens
to
the
coordinates
in
a
900
clockwise
rotation?
___________________________________________________________________________
Using
the
rule
you
have
discovered,
find
the
prime
coordinates
for
a
line
with
preimage
points
at:
(2,
6)
(____,____)
(7,
1)
(____,____)
EXAMPLE
#3:
STEP
1:
The
following
is
a
900
counterclockwise
rotation:
STEP
2:
List
the
preimage
points
and
the
image
points
below.
A(____,____)
A
(____,____)
B(____,____)
B
(____,____)
C(____,____)
C
(____,____)
In
what
quadrant
is
the
PreImage?______
;
Image?_________
C
B
A
B
A
EXAMPLE
#4:
STEP
1:
The
following
is
a
900
counterclockwise
rotation:
STEP
2:
List
the
preimage
points
and
the
image
B
C
points
below.
C
A
A(____,____)
A
(____,____)
B
A
B(____,____)
B
(____,____)
C(____,____)
C
(____,____)
In
what
quadrant
is
the
PreImage?______
;
Image?______
Using
the
two
examples
above,
describe
what
happens
to
the
coordinates
in
a
900
counter
clockwise
rotation?
___________________________________________________________________________
Using
the
rule
you
have
discovered,
find
the
prime
coordinates
for
a
line
with
preimage
points
at:
(2,
6)
(____,____)
(7,
1)
(____,____)





































































EXAMPLE
#5:
B
STEP
1:
The
following
is
a
1800
rotation:
A
C
STEP
2:
List
the
preimage
points
and
the
image
points
below.
C
A
A(____,____)
A
(____,____)
B
B(____,____)
B
(____,____)
C(____,____)
C
(____,____)
In
what
quadrant
is
the
PreImage?______
;
Image?______





































































EXAMPLE
#6:
STEP
1:
The
following
is
a
1800
clockwise
rotation:
B
A
STEP
2:
List
the
preimage
points
and
the
image
points
below.
C
A(____,____)
A
(____,____)
C
B(____,____)
B
(____,____)
C(____,____)
C
(____,____)
A
B
In
what
quadrant
is
the
PreImage?______
;
Image?______
Using
the
two
examples
above,
describe
what
happens
to
the
coordinates
in
a
1800
rotation?
___________________________________________________________________________
Using
the
rule
you
have
discovered,
find
the
prime
coordinates
for
a
line
with
preimage
points
at
(2,
6)
(____,____)
(7,
1)
(____,____)
Summarize
Description of Learning Activities
Discuss main ideas from the rotation investigation:
1. What happens to coordinates when an image is rotated 90 degrees clockwise?
2. What happens to coordinates when an image is rotated 90 degrees counterclockwise?
3. What happens to coordinates when an image is rotated 180 degrees?
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on twodimensional
figures using coordinates.
Objectives (Blooms Revised Taxonomy Level):
I can move a shape on a coordinate plane using various techniques (Applying).
I know how moving a shape affects its coordinates (Applying).
When given a shape, I can describe how to get to another shape that has been moved
(understanding).
Given a shape or a set of coordinates, I can describe how the coordinates would change after it
has been moved (understanding).
What 21st Century Skills are addressed in my lesson?
Global Awareness: Learning from and working collaboratively with individuals representing
diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in
personal, work and community contexts
Creativity and Innovation: Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work
Social and CrossCultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problemsolving skills to influence and
guide others toward a goal
Critical Thinking and Problem Solving: Use various types of reasoning (inductive, deductive,
etc.) as appropriate to the situation.
Interpret information and draw conclusions based on the best
analysis. Analyze how parts of a whole interact with each other to produce overall outcomes in
complex systems. Solve different kinds of nonfamiliar problems in both conventional and
innovative ways.
Initiative and SelfDirection:
Monitor, define, prioritize and complete tasks without direct
oversight
Communication and Collaboration:
Articulate thoughts and ideas effectively using oral, written
and nonverbal communication skills in a variety of forms and contexts
What prior knowledge do the students have concerning this topic?
Basic understanding of the coordinate plane.
Knowledge of how to identify a point on the coordinate plane (i.e.: using the x and y
coordinates)
Understand that 90 degrees constitutes a quarter turn and 180 degrees constitutes a half turn.
What mathematical vocabulary does this investigation bring out?
Transformationreview
Rotation
Coordinate Planereview
Coordinatereview
Congruentreview
Technology Used:
Document camera and projector
What misconceptions might arise?
Students may struggle to understand what constitutes a 90 and 180degree turn.
Students may confuse clockwise and counterclockwise.
Students may not remember the names of the quadrants.
Launch
Description of Learning Activities
Problem of the Day:
Review:
1. If a preimage begins in quadrant 2 and is rotated 90 degrees clockwise, which quadrant contains the
image?
2. An image is located in the 4th quadrant. If the preimage is located in the 3rd, how was it rotated?
3. A point, (2, 7) is rotated 180 degrees. What are its new coordinates?
4. A preimage is graphed at coordinates A (5, 2), B (5, 6), and C (1, 2). If this image is rotated 180
degrees, what are the new coordinates?
Explore
Description of Learning Activities
Individually, students will complete the translation and rotation practice included below this box.
Translations:
1.
Translate
QRS
(x+4,
y2).
List
the
new
coordinates
below.
2.
Translate
QRS
(x3,
y+1).
List
the
new
coordinates
below.
3.
ABC
has
vertices
at
A
(1,
1),
B
(4,1),
C(1,
3).
Where
are
the
new
vertices
located
after
a
move
3
units
up
and
5
units
left?
4.
Create
your
own
translation.
List
the
preimage
coordinates,
the
translation
movements,
and
the
image
coordinates.
R
S
Rotations:
1.
Translate
QRS
180
degrees.
List
the
new
coordinates
below.
2.
Translate
QRS
90
degrees
counterclockwise.
List
the
new
coordinates
below.
3.
ABC
has
vertices
at
A
(1,
1),
B
(4,1),
C(2,
3).
Where
are
the
new
vertices
located
after
a
90degree
clockwise
rotation?
4.
Create
your
own
rotation.
List
the
preimage
coordinates,
the
direction
and
degrees
of
rotation,
and
the
image
coordinates.
Summarize
Description of Learning Activities
Students will take a quiz on translations and rotations. See below for quiz.
Quiz:
1. Translate
the
image
4
units
up
and
3
units
3. Rotate
the
image
180
degrees.
left.
2. Given
the
following
preimage
4. Given
the
following
preimage
coordinates,
write
the
coordinates
for
the
coordinates,
write
the
coordinates
for
the
image
after
it
has
been
translated
7
units
image
after
it
has
been
rotated
90
degrees
down
and
5
units
right.
counterclockwise:
(2,2)
(
,
)
(2,2)
(
,
)
(2,4)
(
,
)
(2,4)
(
,
)
(5,2)
(
,
)
(5,2)
(
,
)
(5,4)
(
,
)
(5,4)
(
,
)
5. Describe
how
the
coordinates
of
an
image
would
change
if
it
were
to
be
rotated
90
degrees
clockwise.
6. On
the
back
of
your
paper,
draw
a
coordinate
plane
and
label
the
quadrants.
Assessment & Evaluation of Student Learning:
This lesson was a complete success. Students were able to review translation/rotation skills and ask any
lingering questions during the first half of the class. Before their practice time was completed, they opted to take
the quiz in order to have the maximum amount of work time. I felt that this showed their confidence and
readiness for the quiz. Additionally, I was able to pay close attention to those who needed my help and allow
the more advanced students to continue working independently or in small groups.
After grading and analyzing the results of the quiz (formative assessment 2), I can conclude that my
lessons have been effective thus far. All students did very well and so I am not planning on extending
instruction time on the skills that I have already taught. Instead, we will continue to move on and strategically
review throughout the rest of the unit.
My CT had only positive feedback in regards to this lesson but did point out that there was probably a
more engaging way to review. She asked me to ruminate on that idea and consider it when planning in the
future.
Day
4Reflection
Learning Objectives and Goals
Standards:
8.G.1 Verify experimentally the properties of rotations, reflections, and translations: a. Lines are
taken to lines, and line segments to line segments of the same length. b. Angles are taken to
angles of the same measure. c. Parallel lines are taken to parallel lines.
8.G.2 Understand that a two dimensional figure is congruent to another if the second can be
obtained from the first by a sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on twodimensional
figures using coordinates.
In pairs, complete the following activity. Work with someone that you have never worked with before.
*See below for activity guide.
Reflection Investigation
You will need: a straight edge, pencil, and several pieces of patty paper
You will be exploring a TRANSFORMATION called a REFLECTION.
When working with any TRANSFORMATIONS the original points create the PREIMAGE. You can name
the points using letters.
For example A(4, 5) tells you that point A is located
at position 4, 5 on the graph.
Once the point is moved to its new position it is called a prime point and named like this:
A  read this as A prime the figure is now called the IMAGE
REFLECTIONS involve moves that flip over a given line.
The following activities will help you discover what happens when a point, line, or figure is reflected over a
given line of reflection. This can also be called the LINE OF SYMMETRY. In a reflection, the original
shape does not change in size or shape but does move to a new position on the coordinate plane.
EXPLORE:
STEP 1: Create a preimage by graphing, labeling, and connecting the following points:
A(3, 2), B(3, 6), C(7, 2)
STEP 2: Using a piece of patty paper,
and a straight edge, trace the original figure.
STEP 3: FLIP the piece of patty paper
over, lining up AB an equal distance
from the yaxis but on the opposite side
of the yaxis.
STEP 4: Record the new coordinates below after
the flip and then add this figure to the graph .
A(3, 2)
B(3, 6)
C(7, 2)
A (____,____)
B (____,____)
C (____,____)
Compare
each
set
of
PREIMAGE
coordinates
with
the
IMAGE
coordinates
after
the
move.
What
do
you
notice?
STEP 1: Create a preimage by graphing, labeling, and connecting the following points:
R(3, 2), T(3, 6), N(8, 1), Q(8, 8)
STEP 2: Using a piece of patty paper,
and a straight edge, trace the original figure.
STEP 3: FLIP the piece of patty paper
over, lining up RT an equal distance
from the yaxis but on the opposite side
of the yaxis.
STEP 4: Record the new coordinates below after
R (____,____)
T (____,____)
N (____,____)
Q (____,____)
Compare
each
set
of
PREIMAGE
coordinates
with
the
IMAGE
coordinates
after
the
move.
What
do
you
notice?
DISCOVERY:
When
a
figure
is
reflected
over
the
yaxis,
the
y
part
of
each
coordinate
_______________________
and
the
x
part
of
each
coordinate
______________________________________.
STEP 1: Create a preimage by graphing, labeling, and connecting the following points:
A(3, 2), B(3, 6), C(7, 2)
STEP 2: Using a piece of patty paper,
and a straight edge, trace the original figure.
STEP 3: FLIP the piece of patty paper
over, lining up AB an equal distance
from the xaxis but on the opposite side
of the xaxis.
STEP 4: Record the new coordinates below after
the flip and then add this figure to the graph.
A(3, 2)
B(3, 6)
C(7, 2)
A (____,____)
B (____,____)
C (____,____)
Compare
each
set
of
PREIMAGE
coordinates
with
the
IMAGE
coordinates
after
the
move.
What
do
you
notice?
STEP 1: Create a preimage by graphing, labeling, and connecting the following points:
R(3, 2), T(3, 6), N(8, 1), Q(8, 8)
STEP 2: Using a piece of patty paper,
and a straight edge, trace the original figure.
STEP 3: FLIP the piece of patty paper
over, lining up RT an equal distance
from the xaxis but on the opposite side
of the xaxis.
STEP 4: Record the new coordinates below after
the flip and then add this figure to the graph.
R(3, 2)
T(3, 6)
N(8, 1)
R (____,____)
T (____,____)
N (____,____)
Q(8, 8)
Q (____,____)
Compare
each
set
of
PREIMAGE
coordinates
with
the
IMAGE
coordinates
after
the
move.
What
do
you
notice?
DISCOVERY:
When
a
figure
is
reflected
over
the
xaxis,
the
x
part
of
each
coordinate
_______________________
and
the
y
part
of
each
coordinate
______________________________________.
Summarize
Description of Learning Activities
Exit Ticket Questions:
1. When a preimage is reflected over the xaxis, what happens to the coordinates? Over the yaxis?
2. Are the preimage and image congruent? Similar? How do you know?
3. Use points A(3, 5), B(1, 2), and C(1, 6)
a. What would the coordinates of the image be if the figure was flipped over the xaxis? The yaxis?
Assessment & Evaluation of Student Learning:
This lesson was by far the best that I have taught during this unit. I felt that it was well paced, engaging,
and beneficial for all of the students. I had the right amount of work planned for the students to complete so that
they were on task and focused but not rushed or bored. Almost all of the students participated in some way by
presenting their answers or documenting their work on the board. Finally, the inclass formative assessment
showed that the students were getting the information and applying it successfully.
My CT did not present me with feedback after completing my lesson. However, the formative
assessment (exit ticket) showed that the students understood the material and could apply it to similar problems.
Consequently, I am going to continue moving forward with the lessons but address several students who I have
identified that may have misunderstood the information.
Day
5Reflection
Learning Objectives and Goals
Standards:
8.G.1 Verify experimentally the properties of rotations, reflections, and translations: a. Lines are
taken to lines, and line segments to line segments of the same length. b. Angles are taken to
angles of the same measure. c. Parallel lines are taken to parallel lines.
8.G.2 Understand that a two dimensional figure is congruent to another if the second can be
obtained from the first by a sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on twodimensional
figures using coordinates.
Objectives (Blooms Revised Taxonomy Level):
I can move a shape on a coordinate plane using various techniques (Applying).
I know how moving a shape affects its coordinates (Applying).
When given a shape, I can describe how to get to another shape that has been moved
(understanding).
Given a shape or a set of coordinates, I can describe how the coordinates would change after it
has been moved (understanding).
What 21st Century Skills are addressed in my lesson?
Global Awareness: Learning from and working collaboratively with individuals representing
diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in
personal, work and community contexts
Creativity and Innovation: Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work
Social and CrossCultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problemsolving skills to influence and
guide others toward a goal
Critical Thinking and Problem Solving: Use various types of reasoning (inductive, deductive,
etc.) as appropriate to the situation.
Interpret information and draw conclusions based on the best
analysis. Analyze how parts of a whole interact with each other to produce overall outcomes in
complex systems. Solve different kinds of nonfamiliar problems in both conventional and
innovative ways.
Initiative and SelfDirection:
Monitor, define, prioritize and complete tasks without direct
oversight
Communication and Collaboration:
Articulate thoughts and ideas effectively using oral, written
and nonverbal communication skills in a variety of forms and contexts
What prior knowledge do the students have concerning this topic?
What mathematical vocabulary does this investigation bring out?
Transformationreview
Reflection
Coordinate Planereview
Coordinatereview
Congruentreview
Technology Used:
Document camera and projector
What misconceptions might arise?
Students may confuse the x and yaxis.
Students may not understand why a reflection across the xaxis changes the y coordinates and a
reflection across the yaxis changes the x coordinates.
Launch
Description of Learning Activities
Problem of the Day:
1. Given a preimage with coordinates A(2,2) B(2,4) C(5,2) D(5,4), what would the coordinates be after a
reflection across the xaxis.
2. Using the preimage coordinates above, list the image coordinates after a reflection across the yaxis.
Explore
Description of Learning Activities
Everyone needs 1 piece of graph paper.
1. Fold your paper into 4 quadrants (fold it hotdog style, open it, fold it hamburger style).
2. Label your x and yaxis.
3. You have 5 minutes to draw an image (no more than 5 points), color it, and label all of the points.
4. Everyone give your paper to the person sitting to your right.
5. On the paper that you just received, reflect the original image across the yaxis and label the new points
Summarize
Description of Learning Activities
Exit Ticket:
Assessment & Evaluation of Student Learning:
I was very impressed with my students today. The overall lesson went very smoothly and seemed to be
engaging and fun for the students. Additionally, I felt like the exit ticket challenged them because of the
increased amount of vertices included in the images. Despite the challenge though, they persevered and did not
have many issues. After reviewing the exit tickets I was able to safely assume that all students understood the
material. There is one student who needs a little more guidance and so I will be addressing that before our postassessment to ensure that there are no misconceptions or confusion.
The only feedback that my CT gave was to make sure that my Problem of the Day activities were not
becoming to repetitive and boring. She encouraged me to vary the way that I present the questions in order to
mix up the daytoday activity.