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LEARNINGSEGMENT(UNITPLAN)TEMPLATE

th
Teacher(s):
Ms.Martinez&Ms.Jones______________________________________
GradeLevel:
10
GradeGeometry
___________
Date(s)ofInstruction:_________________________________________________________________________________________________________

SUBJECT(S):
EnglishLanguageArts
Area:______________________________________________________
Mathematics
Area:
Transformations.
Science
Area:______________________________________________________
SocialStudies
Area:______________________________________________________
Other
Area:______________________________________________________

LearningTarget:
Studentswillbeabletoinfertherulesforreflection,translation,dilationandrotationanddescribetheirproperties.

Standard(s):
CCSS.MATH.CONTENT.HSG.GPE.B.4
Usecoordinatestoprovesimplegeometrictheoremsalgebraically
CCSS.MATH.CONTENT.HSG.GPE.B.5
Provetheslopecriteriaforparallelandperpendicularlinesandusethemtosolvegeometricproblems
CCSS.MATH.CONTENT.HSG.GPE.B.7
Usecoordinatestocomputeperimetersofpolygonsandareasoftrianglesandrectangles,
CCSS.MATH.CONTENT.HSG.CO.A.2
Representtransformationsintheplaneusing,e.g.,transparenciesandgeometrysoftwaredescribetransformationsasfunctionsthattakepointsintheplaneas
inputsandgiveotherpointsasoutputs.Comparetransformationsthatpreservedistanceandangletothosethatdonot(e.g.,translationversushorizontalstretch)
CCSS.MATH.CONTENT.HSG.CO.A.3
Givenarectangle,parallelogram,trapezoid,orregularpolygon,describetherotationsandreflectionsthatcarryitontoitself.
CCSS.MATH.CONTENT.HSG.CO.A.4
Developdefinitionsofrotations,reflections,andtranslationsintermsofangles,circles,perpendicularlines,parallellines,andlinesegments.

CCSS.MATH.CONTENT.HSG.CO.A.5
(Day6)
Givenageometricfigureandarotation,reflection,ortranslation,drawthetransformedfigureusing,e.g.,graphpaper,tracingpaper,orgeometrysoftware.
Specifyasequenceoftransformationsthatwillcarryagivenfigureontoanother.

DAY1
DAY2
DAY3
LessonObjective:
Bytheendofthelesson
LessonObjective:
Studentswillbeableto
LessonObjective:
Studentswillbeableto
studentswillbeabletoidentifypolygonsand
describemultiplerepresentationsofareflection,
describemultiplerepresentationsofatranslation
describeandprovesomeoftheirproperties
andapplytherulesofreflectionsto5/5coordinates. andapplytherulesoftranslationsto5/5

coordinates.
Standard(s):
Standard(s):

CCSS.MATH.CONTENT.HSG.GPE.B.4
Usecoordinatestoprovesimplegeometric
theoremsalgebraically
CCSS.MATH.CONTENT.HSG.GPE.B.5
Provetheslopecriteriaforparalleland
perpendicularlinesandusethemtosolvegeometric
problems
CCSS.MATH.CONTENT.HSG.GPE.B.7
Usecoordinatestocomputeperimetersofpolygons
andareasoftrianglesandrectangles,

DAY4
LessonObjective:
Studentswillbeableto
describemultiplerepresentationsofrotations,and
applytherulesofreflectionstoindividual
coordinatesandpolygons.

Standard(s):
CCSS.MATH.CONTENT.HSG.CO.A.2
Representtransformationsintheplaneusing,e.g.,
transparenciesandgeometrysoftwaredescribe
transformationsasfunctionsthattakepointsinthe
planeasinputsandgiveotherpointsasoutputs.
Comparetransformationsthatpreservedistanceand
angletothosethatdonot(e.g.,translationversus
horizontalstretch)
CCSS.MATH.CONTENT.HSG.CO.A.3

CCSS.MATH.CONTENT.HSG.CO.A.2
Representtransformationsintheplaneusing,e.g.,
transparenciesandgeometrysoftwaredescribe
transformationsasfunctionsthattakepointsinthe
planeasinputsandgiveotherpointsasoutputs.
Comparetransformationsthatpreservedistanceand
angletothosethatdonot(e.g.,translationversus
horizontalstretch)
CCSS.MATH.CONTENT.HSG.CO.A.3
Givenarectangle,parallelogram,trapezoid,or
regularpolygon,describetherotationsand
reflectionsthatcarryitontoitself.
CCSS.MATH.CONTENT.HSG.CO.A.4
Developdefinitionsofrotations,reflections,and
translationsintermsofangles,circles,
perpendicularlines,parallellines,andline
segments.

DAY5
LessonObjective:
Studentswillbeableto
comparedilationtoothertransformationsand
understandhowdilationsaffectlinesandline
segments

Standard(s):
CCSS.MATH.CONTENT.HSG.CO.A.2
Representtransformationsintheplaneusing,e.g.,
transparenciesandgeometrysoftwaredescribe
transformationsasfunctionsthattakepointsinthe
planeasinputsandgiveotherpointsasoutputs.
Comparetransformationsthatpreservedistanceand
angletothosethatdonot(e.g.,translationversus
horizontalstretch)

CCSS.MATH.CONTENT.HSG.SRT.A.1

Verify experimentally the properties of dilations given


by a center and a scale factor:

Standard(s):
CCSS.MATH.CONTENT.HSG.CO.A.2
Representtransformationsintheplaneusing,e.g.,
transparenciesandgeometrysoftwaredescribe
transformationsasfunctionsthattakepointsinthe
planeasinputsandgiveotherpointsasoutputs.
Comparetransformationsthatpreservedistanceand
angletothosethatdonot(e.g.,translationversus
horizontalstretch)
CCSS.MATH.CONTENT.HSG.CO.A.4
Developdefinitionsofrotations,reflections,and
translationsintermsofangles,circles,
perpendicularlines,parallellines,andline
segments.

DAY6
LessonObjective:

Standard(s):

CCSS.MATH.CONTENT.HSG.CO.A.5
Givenageometricfigureandarotation,reflection,
ortranslation,drawthetransformedfigureusing,
e.g.,graphpaper,tracingpaper,orgeometry
software.Specifyasequenceoftransformationsthat
willcarryagivenfigureontoanother.

Givenarectangle,parallelogram,trapezoid,or
regularpolygon,describetherotationsand
reflectionsthatcarryitontoitself.
CCSS.MATH.CONTENT.HSG.CO.A.4
Developdefinitionsofrotations,reflections,and
translationsintermsofangles,circles,
perpendicularlines,parallellines,andline
segments.

CCSS.MATH.CONTENT.HSG.SRT.A.1.B

The dilation of a line segment is longer or


shorter in the ratio given by the scale factor.

LearningSegment(Unit):Transformations

Day:1
th
Subject:Geometry

Grade:10
Grade
LessonObjective:
Identifypolygonsrepresentedonthe
CoTeachingOptions:
coordinateplaneandprovetheirpropertiesalgebraically.
OneTeaching/OneHelping

ParallelTeaching

StationTeaching
Standard(s):
AlternativeTeaching
CCSS.MATH.CONTENT.HSG.GPE.B.4
TeamTeaching
Usecoordinatestoprovesimplegeometrictheorems

algebraically
CCSS.MATH.CONTENT.HSG.GPE.B.5
Provetheslope
criteriaforparallelandperpendicularlinesandusethemto
solvegeometricproblems
CCSS.MATH.CONTENT.HSG.GPE.B.7
Usecoordinatestocomputeperimetersofpolygonsand
areasoftrianglesandrectangles,

TeachingPoint:
Howcanwedescribeandprove
propertiesofapolygon?
AcademicLanguage
Whichnewvocabularywordswillyouteachstudents?
Howwillyouteachthesenewwordstostudents?

Before
Polygon
Acloseddimensionalshapewithstraightsides
During
andatleastthreesides.
After
Congruentfigure
figuresthatarethesameshapeand

samesize

Similarfigures
figuresthataretheexactsameshape,
butaredifferentsizes.
Preserve
toremainthesame
Isomorphicfigures

Motivation(ActivatingStudentPriorKnowledge)

DoNow
1. Archeologistdiscovered2templesinthemiddleofEgypt.Belowistheoutlinefromabirdeyesview.Describe
theirsimilaritiesanddifferences.
2. WhatisthePythagoreantheorem?andwhatdoesittellus?

LessonDevelopment

I,Do(Model)
Askstudentstolistthepropertiesofarectangle.Goover.
Givestudents30secondstothinkaboutthefollowingtwoquestionbeforepairsharing
1.Howcouldwebesurethattwolinesegmentsarecongruent?
2.Whatwouldneedtofindtobesurethattwolinesareintersectingatarightangle?

D.Gathers
10/22/14

UsePythagoreanthermotoproveoppositesidesareequal
Usetheslopeformulatoprovelinesegmentareperpendicularandangleareright

We,Do(SharedPractice)

UsethePythagoreantheoremordistanceformulatodetermineifthelinesegmentsarethesame.Splittheclassintotwo
halves.ThefirsthalfwillfindthedistanceoflinesegmentsABandCD,thesecondhalfwillfindthedistanceofline
segmentsBCandAD.

Usetheslopeformulatodeterminethattwolinesareparallel.Assignthesamestudentstofindtheslopeoflinesegment
ABandCD,andthesecondhalftofindtheslopeoflinesegmentsBCandAD.

Defineisomorphism

You,Do(IndependentPractice)

Assignstudentstodifferentgroupsbasedoncalculationease.
Studentsaregivenbluemapsofamansion.Theybelievethehouseisintheshapeofa(rhombus/pentagon),theirjobisto
confirmthattheyarecorrect.

Group1(Rhombus
Group2(pentagon
Group3(comparetwo
Individual(Gifted)
worksheet)
worksheet)
pentagonsworksheet)

Findtheareaofa
Findtheareaofa
Comparedistances

triangle
triangle
Compareangles
Findtheareaand
Findtheareaand
Compareareasand
perimeterofa
perimeterofa
perimeters.
rectangle
rectangle
Compareareaadperimeter
provesidesare
provesidesare
congruent(with
congruent
steps)
proveallanglesare
proveallanglesare
rightangles
rightangles(with

steps)

Assessment
D.Gathers
10/22/14

ExitSlip:Whatwouldyoudotodeterminethatthispolygonisatrapezoid?

Closure
Tellstudentinthenestcoupleofdayswewillbemanipulatingthesepolygonandwewillchecktoseehowtheirlocation,
size/distance,orientation,andslopechange.

D.Gathers
10/22/14

LearningSegment(Unit):Transformations
Day:2
Subject:Geometry

Grade:10
LessonObjective:
Studentswillbeabletodescribe
CoTeachingOptions:
multiplerepresentationsofareflection,andapplytherules
OneTeaching/OneHelping
ofreflectionsto5/6problem.
ParallelTeaching

StationTeaching

AlternativeTeaching
Standard(s):
TeamTeaching
CCSS.MATH.CONTENT.HSG.CO.A.2

Representtransformationsintheplaneusing,e.g.,
transparenciesandgeometrysoftwaredescribe
transformationsasfunctionsthattakepointsintheplaneas
inputsandgiveotherpointsasoutputs.Compare
transformationsthatpreservedistanceandangletothose
thatdonot(e.g.,translationversushorizontalstretch)
CCSS.MATH.CONTENT.HSG.CO.A.3
Givenarectangle,parallelogram,trapezoid,orregular
polygon,describetherotationsandreflectionsthatcarryit
ontoitself.
CCSS.MATH.CONTENT.HSG.CO.A.5
Givenageometricfigureandarotation,reflection,or
translation,drawthetransformedfigureusing,e.g.,graph
paper,tracingpaper,orgeometrysoftware.Specifya
sequenceoftransformationsthatwillcarryagivenfigure
ontoanother.

TeachingPoint:Whatisareflectionandhowcanwedo
reflectionsonacoordinategraph?
AcademicLanguage
Whichnewvocabularywordswillyouteachstudents?
Howwillyouteachthesenewwordstostudents?
Transformation
Atransformationisaprocesswhich
Before
changestheposition(andpossiblythesizeandorientation) During
ofashape.
After
Reflection
a"flip"ofanobjectoveraline

Preimage
theoriginalfigureBeforeatransformation
Image
theoriginalfigureAFTERatransformation
Notation
representationinvolvingsymbols
Preserve
tostaythesame
Motivation(ActivatingStudentPriorKnowledge)
DoNow
1. Describetheimages
2. Howaretheysimilaranddifferent?
LessonDevelopment
I,Do/WeDo(Model)
ExplainthattheimagefromtheDoNowwasanexampleofatransformation..
Describetransformationasametamorphosis,Defineandexplaintransformations.Demonstrateexampleofpreimages
andimages.Showinteractivegraphicsofpolygons/playingcardsoranyobjectbeingflipped.
Definewhatitmeansforacharacteristictobepreserved.ReferringtotheDoNowaskstudentsifthedistanceis
preserved?Andwewouldbeabletoproveit.
D.Gathers
10/22/14


Notationisonewaywecandescribeatransformation.ThenotationofreflectioniscapitalRwithasubscriptofthe
equationofthelinethatisreflectedover.

Activity1:Reflectingovertheyaxis
Handoutworksheetsanddistributesquaresofwaxpaperortranslucentpaper.Askthestudentstofoldthepaperinhalf
andtracethetriangleononesideofthepaper.Thenflip/reflectthepaperovertheyaxisandlabelthenewcoordinates
ontotheirworksheet.HavestudentsclearlydistinguishthenewpointsasA,B,C.Studentswillthenlisttheimage
coordinatesinthesecondcolumnofthetable.

AskstudentswhatdifferencedotheyseebetweenthecoordinatesAandA,BandBetc.
Discussthetransformationandasaclassinferthatthexvalueswitchedsignsandtheyvaluestayedthesame.

InInwordssectionoftheworksheetstudentshouldwritethetriangleswereflippedovertheyaxis.Thexvalueofthe
newcoordinatewasnegatedandtheyvaluestoodthesame

IntheInnotationsectionstudentsshouldwriteR
yaxis

Beforerevealingwhattheruleswouldbeaskstudentstodiscusswithapartnerwhattheygoesintheblank
(x,y)>
(,)
FortheInsymbolssectionstudentsshouldfillin(x,y)>
(x,y)

Activity2:Reflectingoverthex=yline
Askstudentstodrawthex=ylineonthesecondcoordinategraphwiththetriangleABC.Usingthesamesheetoftracing
paperfoldthesheetoverthex=yline(thefoldshouldbelyingontheline).Labelthenewcoordinatesagain
distinguishingtheoldcoordinatesfromthenewcoordinates.

AskstudentswhatdifferencedotheyseebetweenthecoordinatesAandA,BandBetc.
Discussthetransformationandasaclassinferthatthexvalueandyvaluesswitchedplaces.

InInwordssectionoftheworksheetstudentshouldwritethetriangleswereflippedoverx=yaxis.Thexvalueand
yvaluewereswitched

IntheInnotationsectionstudentsshouldwriteR
x=y

Beforerevealingwhattheruleswouldbeaskstudentstodiscusswithapartnerwhattheygoesintheblank
(x,y)>
(,)
FortheInsymbolssectionstudentsshouldfillin(x,y)>
(y,x)

You,Do(IndependentPractice)
Onthefollowingpagestudentswilldoquestions16inanyorder
Forexample1and2studentswillbeaskedtoreflectthepolygonoverthexaxis,yaxisorx=yaxis,writetheimage
coordinatesinthetable,infertheruleandwritethecorrectrotationnotation(e.g.R
R
R
)
Xaxis,
Yaxis,
x=y
Inquestions3and4studentswillbegivenapolygonafterithasbeenreflectedandaskedtoidentifythetypeof
reflection.
Inquestion4and6studentswillbegivencoordinatesofapreimageandaskedtofindthecoordinatesoftheimage.
(agraphwillbeprovided)

D.Gathers
10/22/14


Group1(Kinesthetic)
Studentswillhavethe
opportunitytousea
manipulative(i.e
translucentpaper)andsee
theirpolygonbeingflipped
andreflected.

Group2(linguistic)
Group3(Abstract)
Explainterminologyin
Studentswillusevariables
relatablelanguage,
toconnectareflectiontoa
reflectionasflip
changeinthecoordinates.

Studentswillusetheirown
wordstodescribethe
changeintheirpolygonand
itscoordinates.
Assessment

ExitSlip:Reflectpolygonoverthexaxis.

Closure
Doesareflectionpreservedistance?
Doesareflectionpreserveorientation?

D.Gathers
10/22/14

Individual(Gifted)
Giftedstudentwillbe
challengedtoreflect
polygonsacrossthex=y
lineandcomeupwiththe
rule.Theywillalsohavethe
opportunitytoreflecta
polygonoveralineoftheir
choosingandcreatearule

LearningSegment(Unit):Transformations

Day:3
th
Subject:Geometry

Grade:10
Grade
LessonObjective:
Studentswillbeabletoidentify,
CoTeachingOptions:
describemultiplerepresentationsofatranslationandapply
OneTeaching/OneHelping
therulesoftranslationsto5/6problems.
ParallelTeaching

StationTeaching

AlternativeTeaching
Standard(s):
TeamTeaching
CCSS.MATH.CONTENT.HSG.CO.A.2

Representtransformationsintheplaneusing,e.g.,
transparenciesandgeometrysoftwaredescribe
transformationsasfunctionsthattakepointsintheplaneas
inputsandgiveotherpointsasoutputs.Compare
transformationsthatpreservedistanceandangletothose
thatdonot(e.g.,translationversushorizontalstretch)
CCSS.MATH.CONTENT.HSG.CO.A.5
Givenageometricfigureandarotation,reflection,or
translation,drawthetransformedfigureusing,e.g.,graph
paper,tracingpaper,orgeometrysoftware.Specifya
sequenceoftransformationsthatwillcarryagivenfigure
ontoanother.

TeachingPoint:
Whatisatranslationandhowcanwe
applyittopolygonsonacoordinategrid?
AcademicLanguage
Whichnewvocabularywordswillyouteachstudents?
Howwillyouteachthesenewwordstostudents?

Before
Ina
translation
,everypointoftheobjectmustbemoved
During
inthesamedirectionandforthesamedistance.
After

TranslationNotation:T
thenumberandsignofthex
(?,?),
andycoordinatetellusinwhichdirectiontomoveapoint
andthedistance.
Motivation(ActivatingStudentPriorKnowledge)
HowdidthisancienttemplemovefromAtoitsnewlocation,A?

D.Gathers
10/22/14

LessonDevelopment
I,Do/WeDo(SharedPractice)
Activity1:
Handoutworksheetsanddistributesquaresofwaxpaperortranslucentpaper.Studentswilltracetheiroriginaltriangle
DEFandlabeltheirpoints.ThestudentswillfocusonthecoordinatepointAand
slide
itover5unitstorightand3units
down.TheywilllabeltheirnewcoordinatepointsDEFontheirworksheetandconnectthepoints
.
Studentswillthenlist
thecoordinatesoftheimageinthesecondcolumnofthetable.

AskstudentswhatdifferencedotheyseebetweenthecoordinatesDandD,EandEetc.
Discussthetransformationandasaclassinferthatthexvalueincreasedbyfiveandtheyunitdecreasedby3
InInwordssectionoftheworksheetstudentshouldwritethetrianglesshifted5unitstotherightandthreeunitsdown

IntheInnotationsectionstudentsshouldwriteT
(+5,3)

Beforerevealingwhattheruleswouldbeaskstudentstodiscusswithapartnerwhattheythinkgoesintheblank
(x,y)>
(,)
FortheInsymbolssectionstudentsshouldfillin(x,y)>
(x+5,y3)

You,Do(IndependentPractice)
Onthefollowingpagestudentswilldoquestions16inanyorder
Forexample1and2studentswillbeaskedtotranslateaquadrilaterals,triangleandpentagon,writetheimage
coordinatesinthetable,infertheruleandwritethecorrecttranslationnotation.
Inquestions3and4studentswillbegivenapolygonafterithasbeenreflectedandaskedtoidentifythetypeof
translationusingtheappropriatenotation.
Inquestion4and6studentswillbegivencoordinatesofapreimageandaskedtofindthecoordinatesoftheimageafter
ithasbeenmoved(agraphwillbeprovided).

Studentswillanswerquestionsabouttranslationproperties
Dotranslationspreserveorientation?
Dotranslationspreservedistance?

Group1(Kinesthetic)
Group2(linguistic)
Group3(Abstract)
Individual(Gifted
Studentswillhavethe
Explainterminologyin
Studentswillusevariables
Homework)
opportunitytousea
relatablelanguage,
andsymbolstoconnecta
Studentswillbegive
manipulative(i.e
reflectionasslide,moved,
translationtoachangein
arbitrarypoints(a,b)andbe
translucentpaper)andsee
shifted
thecoordinates.
askedtocomeupwiththe
theirpolygonbeingmoved

rulegiventranslations
andtranslated
Studentswillusetheirown
notation(e.g.T
,T
)
(5,1)
(6,3)

wordstodescribethe

changeintheirpolygonand
Studentwillwritethe

itscoordinates.
directionforaperson

labeledcoordinateAtoexit

amaze.

Closure

D.Gathers
10/22/14

Discuswhereelseweelseweseetranslationsinreallife.
Whataresomeofthepropertiesofatranslation?Whatpropertiesstayedthesameandwhichchanged?

Assessment
ApointP(3,10)istranslatedthreeunitstotherightandfourunitsup.Whatarethecoordinatesofthetranslatedpoint?
(Coordinategridwillbeoptional)

Grade:

D.Gathers
10/22/14

LearningSegment(Unit):Transformations

Day:4
th
Subject:Geometry

Grade:10
Grade
LessonObjective:
Studentswillbeabletodescribe
CoTeachingOptions:
multiplerepresentationsofrotation,andapplytherulesof
OneTeaching/OneHelping
reflectionstopolygonsandcoordinates.
ParallelTeaching

StationTeaching

AlternativeTeaching
Standard(s):

CCSS.MATH.CONTENT.HSG.CO.A.2
TeamTeaching
Representtransformationsintheplaneusing,e.g.,

transparenciesandgeometrysoftwaredescribe
transformationsasfunctionsthattakepointsintheplaneas
inputsandgiveotherpointsasoutputs.Compare
transformationsthatpreservedistanceandangletothose
thatdonot(e.g.,translationversushorizontalstretch)
CCSS.MATH.CONTENT.HSG.CO.A.3
Givenarectangle,parallelogram,trapezoid,orregular
polygon,describetherotationsandreflectionsthatcarryit
ontoitself.
CCSS.MATH.CONTENT.HSG.CO.A.5
Givenageometricfigureandarotation,reflection,or
translation,drawthetransformedfigureusing,e.g.,graph
paper,tracingpaper,orgeometrysoftware.Specifya
sequenceoftransformationsthatwillcarryagivenfigure
ontoanother.

TeachingPoint:Whatisarotationandhowdowedoa
translationonacoordinategrid?
AcademicLanguage
Whichnewvocabularywordswillyouteachstudents?
Howwillyouteachthesenewwordstostudents?

Rotation
Atransformationinwhichaplanefigureturns
Before
aboutananglearoundafixedcenterpoint(theorigin).
During

After
Clockwise
thedirectionaclockmovesin

Counterclockwise
theoppositedirectionaclockmoves
in
RotationnotationR
??(thenumberofdegreeitisbeingrotated
counterclockwise)

Motivation(ActivatingStudentPriorKnowledge)
DoNow
Youareanarcheologist.Youdiscoveredamap(shownbelow)showinghowaChinesetemplewasmovedtoadifferent
location.Whataresomewordswecanusetodescribehowthetemplechanged?

Showanimationsofobjects(i.eskateboard,clock,ferriswheel)rotating.

LessonDevelopment
I,Do/WeDo(Model/SharedPractice)
D.Gathers
10/22/14


Definerotation,counterclockwiseandclockwise
Askstudenttousehandnotiontodemonstrateclockwisecounterclockwise.

Activity1(TeacherA)
Question1ontheirworksheet
1. Plotandconnectthecoordinatesofthepreimageonthetranslucentpaper
2. RotatethepointsbykeepingonefingerattheORIGINPOINTandSPINNINGthetransparentpaperthecorrect
numberofdegrees(90degrees).
3. Completethetablebelowwiththeimagecoordinates.
4. Describeinwordshowthefigureandcoordinatenumberschanged
5. Writedownthenotationforthisspecifictransformation
6. Infertherule
Gooverdiscoveryandintroducenotationforrotations(TeacherB)

Activity2:CounterClockwiseStations(TeacherAandB)
Assign8groupsof34studentsdependingonclasssize.Havefourstandsforeachstation:90degrees,180degrees,270
degrees,and360degrees:Ineachstationstudentwillrotateapolygoneither90/180/270/360degreesplot,andconnect
theirnewrotatedpolygon.

Givestudentstimetolisttheirnewcoordinatesintheappropriatetable,describewhattheysawchangeinwordsand
comeupwitharule.

Shareoutdiscovery.

You,Do(IndependentPractice)
Onthefollowingpagestudentswilldoquestions16inanyorder\
Forquestions24studentswillbeaskedtorotateapolygon180,270and360degreesandwritethecorrectrotation
notation(e.g.R
R
R
)
Xaxis,
Yaxis,
x=y
Inquestions3and4studentswillbegivenapolygonafterithasbeenrotatedandaskedtoidentifythetypeofreflection.
Inquestion4and6studentswillbegivencoordinatesofapolygonandaskedtofindthecoordinatesoftheimageafterit
hasbeenrotatedacertainnumberofdegrees.
(agraphwillbeprovided)

Group1(Kinesthetic)
Group2(linguistic)
Group(abstract)
Individual(Gifted)
Usinghandmotion
Explain
Studentsrepresent

androtatingaround
terminologyin
thetransformations
theroomwillgive
relatablelanguage,
formofvariables

studentsabetter
rotationsas,turned,
andsymbols
understandingof
spun,twistetc

thevocabulary
Studentswilluse
words.
theirownwordsto
Studentswillhave
describethechange
theopportunityto
intheirpolygonand
useamanipulative
itscoordinates.
(i.etranslucent

paper)andseetheir
D.Gathers
10/22/14

polygonbeing
turned/spun

Closure
Doesarotationpreservedistance?
Doesarotationpreserveorientation?
Assessment
Drawthepolygonafterithasbeenrotated180degrees.

Grade:

D.Gathers
10/22/14

LearningSegment(Unit):Geometry
Day:5

th
Subject:Transformations
Grade:10
Grade
LessonObjective:
Studentswillbeabletocomparedilationtoother
CoTeachingOptions:
transformationsandunderstandhowdilationsaffectlinesandline
OneTeaching/OneHelping
segments

ParallelTeaching

StationTeaching

AlternativeTeaching
Standard(s):
TeamTeaching
CCSS.MATH.CONTENT.HSG.CO.A.2

Representtransformationsintheplaneusing,e.g.,transparenciesand
geometrysoftwaredescribetransformationsasfunctionsthattake
pointsintheplaneasinputsandgiveotherpointsasoutputs.Compare
transformationsthatpreservedistanceandangletothosethatdonot
(e.g.,translationversushorizontalstretch)
CCSS.MATH.CONTENT.HSG.SRT.A.1
Verifyexperimentallythepropertiesofdilationsgivenbyacenteranda
scalefactor:
CCSS.MATH.CONTENT.HSG.SRT.A.1.B
Thedilationofalinesegmentislongerorshorterintheratio
givenbythescalefactor.

TeachingPoint:
Whatisdilationandhowcanwedilateapolygonona
coordinategraph?
AcademicLanguage
Whichnewvocabularywordswillyouteachstudents?
Howwillyouteachthesenewwordsto

students?
Dilation
atransformationthatproducesanimagethatisthesame
Before
shapeastheoriginal,butisadifferentsize
During

After
Scalefactor
anumberthatrepresentshowmanytimesbiggeror

smallertheimagebecomes,usuallydenotedby
K
=
LinesegmentofImage
LinesegmentofPreimage

Dilationnotation
:D
K

Motivation(ActivatingStudentPriorKnowledge)
DoNow
Listanddescribethetransformationwehavelearnedaboutsofar.
Whatelsecanwedotoapolygon?
DefineDilation
Showexamplesofadilation(eyeiris,shadows,projectionsetc.

LessonDevelopment
I,Do/We,Do(Model/SharedPractice)

UsetheinteractiveDilationwebpage
D.Gathers
10/22/14

Vhttp://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.TR
AN&lesson=html/object_interactives/dilatations/explore_it.html

Studentswilllistthecoordinatesofthepreimageandimagetriangle.
AskstudenttofindthedistanceofthelinesegmentABandoflinesegmentAB.
Usetheformulatofindthescalefactor
Asaclassinfer
thattherulesofDilationis(x,y)>(K*x,K*y)
thedistanceoflinesegmentswillincreaseordecreasedependingonthescalefactor.
Talkthroughhoweachcoordinatepointwasmultipliedbythescalefactortogetthenewimagepoint.
ThinkTurnandTalk
WhyweknowtheimageisgettingbiggeriftheK>1?
WhatwillhappenwhenKisbetween0and1?

You,Do(IndependentPractice)

Studentswillperformdilationonpolygonsgiventhescalefactor.
Studentswilldescribethedifferencewhenthescalefactorisgreaterthan1andwhenitisbetween0and1.
Willdeducethescalefactorgivenagraphofthepreimageandimageafterdilation.

Usingaprotractorstudentswillmeasureananglefromthepreimageandcompareittothesameangleintheimage.
Studentwillwritetheirobservation.

Group1(visual)
Group2(linguistic)
Group3
Individual(Gifted)
studentsprovidedwithvisual
Classdiscussionsandthink

Forhomeworkgifted
examplesofadilationandcan alouds
studentswillbe
seepolygonsbeingenlarged

challengedto
andreduced
Opportunitytowrite

observationintheirown

words

Closure
Asaclassdiscussfindingsaboutdilations?
Howdodilationaffectlinesegmentsandanglesdifferently?
Whatdoesitmeanfortwopolygonstobesimilar?Dodilationscreatesimilarpolygons?
Aredilationsisometric?

Assessment

Whatisthescalefactorforthistransformation?

D.Gathers
10/22/14