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Instructional

Procedures
Day 1-Translations
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 two-dimensional
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 Cross-Cultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problem-solving 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 non-familiar problems in both conventional and
innovative ways.
Initiative and Self-Direction: 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 Plane-review
Coordinate-review
Congruent-review
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 PRE-IMAGE. 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 right-left, up-down, or a combination of these.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Create a pre-image 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?

What type of move do you think would affect the y?


Look at the graphed image below. Write in the coordinates for the pre-image and the image. Make sure
that you label the coordinates that you list.
B
Pre-Image Coordinates
A
Image Coordinates
C
D



A
B

D
C








How did you determine which was the pre-image and which is the image?
_____________________________________________________________________________________________________
What happened to the y part of the coordinates?______________________________________________
Why?_______________________________________________________________________________________________

If you are moving UP or DOWN the _____ part of your ordered pair will change. If you go up you will
________ the number of units to the original y. If you go down you will ____________ the number of units
from the original y.

If you are moving RIGHT or LEFT the _____ part of your ordered pair will change. If you go right you
will _________ the number of units to the original x. If you go left you will ___________ the number of
units to the original x.

Graph and label the following points and then

translate 3 units left and 2 units up. Label and
Describe the translation that you see below.
list your new prime points.



M(5, 8)

M(____,____)

A(0, 6)
A(____,____)

P(-3, -2)

P(____,____)

2
1


Now describe what happened to

each part of the ordered pairs:

(x _______, 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 pre-image.
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 ( , )
























Assessment & Evaluation of Student Learning:


Overall I was very pleased with the outcome of the lesson. The students seemed to enjoy the inclusion of
the cha-cha slide and I feel that it will help them remember the difference between translations and other
transformations. I had a few minor technical difficulties (i.e.: no connected speakers and advertisement
delay) but they did not have a significant impact on the effectiveness of the video. Unfortunately, my
translations activity guide had an unacceptable number of mistakes in the typing and layout. This caused
some minor chaos and a need to improvise mid-lesson which is never ideal. In the future I need to have
someone else proofread my handouts before printing them. My CT was impressed with me lesson and did
not have feedback aside from the obvious issues that were state above. My university supervisor suggested
that in the future I download any Internet content onto my computer before the lesson to avoid connection
issues.
After grading the students exit ticket, I was a bit disappointed in the outcome. There were 4 main parts,
so I gave students a score of 1-4. Nine out of 34 students received a score of 2 or below. In order to
remediate or revisit any issues, students who received a 2 or below will be asked to resubmit the exit ticket
after correcting any issues. Additionally, more time will be allotted for review of those concepts during the
lesson on day 2.
Day 2-Rotations
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 two-dimensional
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 Cross-Cultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problem-solving 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 non-familiar problems in both conventional and
innovative ways.
Initiative and Self-Direction: 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?
Transformation-review
Rotation-review
Coordinate Plane-review
Coordinate-review
Congruent-review
Technology Used:
Document camera and projector
What misconceptions might arise?
Students may struggle to understand what constitutes a 90 and 180-degree 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 pre-image and image after a translation has been applied.
2. Are the pre-image 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 pre-image 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 pre-image in quadrant 3. If she rotates the pre-image 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 90-degree 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 pre-image points and the image
points below.

A B
A(____,____)
A (____,____)
B(____,____)
B (____,____)
C
C(____,____)
C (____,____)
In what quadrant is the
Pre-Image?______ ; Image?______

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
EXAMPLE #2:
STEP 1: The following is a 900 clockwise rotation:
A
STEP 2: List the pre-image points and the image
B
points below.
C

A(____,____)
A (____,____)
C
B(____,____)
B (____,____)
C(____,____)
C (____,____)
A B
In what quadrant is the
Pre-Image?______ ; 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 pre-image points at:




(2, -6)

(____,____)




(7, -1)

(____,____)

EXAMPLE #3:
STEP 1: The following is a 900 counter-clockwise rotation:
STEP 2: List the pre-image points and the image
points below.

A(____,____)
A (____,____)
B(____,____)
B (____,____)
C(____,____)
C (____,____)
In what quadrant is the
Pre-Image?______ ; Image?_________

C
B A

B
A

EXAMPLE #4:
STEP 1: The following is a 900 counter-clockwise rotation:
STEP 2: List the pre-image points and the image
B
C
points below.
C

A
A(____,____)
A (____,____)
B
A
B(____,____)
B (____,____)
C(____,____)
C (____,____)
In what quadrant is the
Pre-Image?______ ; 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 pre-image points at:




(2, -6)

(____,____)




(7, -1)

(____,____)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - -
EXAMPLE #5:
B
STEP 1: The following is a 1800 rotation:
A
C
STEP 2: List the pre-image points and the image
points below.

C
A
A(____,____)
A (____,____)
B
B(____,____)
B (____,____)
C(____,____)
C (____,____)
In what quadrant is the
Pre-Image?______ ; Image?______

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - -






EXAMPLE #6:
STEP 1: The following is a 1800 clockwise rotation:
B A
STEP 2: List the pre-image points and the image
points below.
C

A(____,____)
A (____,____)
C
B(____,____)
B (____,____)
C(____,____)
C (____,____)
A
B
In what quadrant is the
Pre-Image?______ ; 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
pre-image 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?

Assessment & Evaluation of Student Learning:


I was not pleased with the outcome of my lesson today. I did not adequately prepare for my lesson and
ended up teaching the students how to rotate 90 degrees counterclockwise incorrectly. Luckily my CT caught
my mistake and I was able to correct it before we had gotten too far into the lesson. I should have review my
notes and the concept of a rotation ahead of time in order to ensure that I was teaching the students correctly.
After the mistake was fixed, I was happy with how the students responded. They were not upset but happy that I
fixed the error and were willing to work with me.
My CT suggested that I watch the remediation videos on CMAPP if I ever need a concept refresher
before teaching a lesson. She also made sure to inform me that it is a common mistake and that I should not lose
sleep over it because it could happen to anyone.
In order to ensure that the students are not confused about the material, I am including extra review time
tomorrow in which we will go over the rules and practice a few applications.

Day 3-Rotations
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 two-dimensional
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 Cross-Cultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problem-solving 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 non-familiar problems in both conventional and
innovative ways.
Initiative and Self-Direction: 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?
Transformation-review
Rotation
Coordinate Plane-review
Coordinate-review
Congruent-review
Technology Used:
Document camera and projector
What misconceptions might arise?
Students may struggle to understand what constitutes a 90 and 180-degree 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 pre-image 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 pre-image 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 pre-image 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 and Rotations Practice

Translations:
1. Translate QRS (x+4, y-2). List the new coordinates below.

2. Translate QRS (x-3, 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 pre-image 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 90-degree clockwise rotation?

4. Create your own rotation. List the pre-image 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 pre-image
4. Given the following pre-image
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 4-Reflection
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 two-dimensional
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 Cross-Cultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problem-solving 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 non-familiar problems in both conventional and
innovative ways.
Initiative and Self-Direction: 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?
Transformation-review
Reflection-review
Coordinate Plane-review
Coordinate-review
Congruent-review
Technology Used:
Document camera and projector
What misconceptions might arise?
Students may confuse the x and y-axis.
Students may not understand why a reflection across the x-axis changes the y coordinates and a
reflection across the y-axis changes the x coordinates.
Launch
Description of Learning Activities
Problem of the Day:
-Write a description of what happens when you look at yourself in the mirror?
-What happens when you hold up a word in front of a mirror? What do you see?
-Draw a shape on your paper (i.e.: square, triangle diamond), what would its reflection look like?
Explore
Description of Learning Activities

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 PRE-IMAGE. 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 pre-image 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 y-axis but on the opposite side
of the y-axis.
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 PRE-IMAGE coordinates with the IMAGE coordinates after the move. What
do you notice?
-----------------------------------------------------------------STEP 1: Create a pre-image 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 y-axis but on the opposite side
of the y-axis.
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)
Q(8, 8)

R (____,____)
T (____,____)
N (____,____)
Q (____,____)

Compare each set of PRE-IMAGE coordinates with the IMAGE coordinates after the move.
What do you notice?

DISCOVERY:
When a figure is reflected over the y-axis, the y part of each coordinate
_______________________ and the x part of each coordinate ______________________________________.
-----------------------------------------------------------------STEP 1: Create a pre-image 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 x-axis but on the opposite side
of the x-axis.
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 PRE-IMAGE coordinates with the IMAGE coordinates after the move. What do
you notice?
-----------------------------------------------------------------STEP 1: Create a pre-image 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 x-axis but on the opposite side
of the x-axis.
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 PRE-IMAGE coordinates with the IMAGE coordinates after the move. What
do you notice?

DISCOVERY: When a figure is reflected over the x-axis, the x part of each coordinate
_______________________ and the y part of each coordinate ______________________________________.

-----------------------------------------------------------------Summarize
Description of Learning Activities
Exit Ticket Questions:
1. When a pre-image is reflected over the x-axis, what happens to the coordinates? Over the y-axis?
2. Are the pre-image 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 x-axis? 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 in-class 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 5-Reflection
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 two-dimensional
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 Cross-Cultural Skills: Know when it is appropriate to listen and when to speak
Leadership and Responsibility: Use interpersonal and problem-solving 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 non-familiar problems in both conventional and
innovative ways.
Initiative and Self-Direction: 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?
Transformation-review
Reflection
Coordinate Plane-review
Coordinate-review
Congruent-review
Technology Used:
Document camera and projector
What misconceptions might arise?
Students may confuse the x and y-axis.
Students may not understand why a reflection across the x-axis changes the y coordinates and a
reflection across the y-axis changes the x coordinates.

Launch
Description of Learning Activities
Problem of the Day:
1. Given a pre-image with coordinates A(2,2) B(2,4) C(5,2) D(5,4), what would the coordinates be after a
reflection across the x-axis.
2. Using the pre-image coordinates above, list the image coordinates after a reflection across the y-axis.
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 y-axis.
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 y-axis and label the new points

(remember to use prime notation)


6. Everyone give your paper to the person sitting to your right.
7. On the paper that you just received, reflect the ORIGINAL image across the x-axis and label the new
points with two prime marks (i.e.: A)
8. Return your paper to the first person and have them check the coordinates to make sure that it was
correctly reflected.

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 day-to-day activity.