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Lesson Plan: Secondary I - Transformations

Utah State Core G.CO.1
Standard and Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on
Objective the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.4
Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.

G.CO.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using,
e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will
carry a given figure onto another.

Essential How do I create a transformation of a geometric figure?

Question(s)

How do Students learned how to graph a line in 7th/8th grade and reviewed those steps in the last unit. This will
activities, be needed to graph lines of reflection.
materials etc.
connect to Part of the 8th grade geometry standards include being able to describe a sequence of rotations,
students’ prior reflections, and translations that exhibits congruence between two figures. Additionally, they learned
knowledge? that orientation of a on object remains the same with a rotation and a translation, but not with a
reflection.

In the last unit, students solved systems of equations using elimination and practice problems in which
two equations had no solution or infinitely many, either because these equations were parallel lines, or
they were the same line. Students should be familiar with parallel lines, and we will review this again in
translations.

As a preview to this unit, we watched the Transformers movie trailer. Transformers change from cars to
giant robots. Similarly, geometric transformations change a figure. Plus, there is a character named
Optimus Prime, and points that have been transformed are renamed as, for example, R’, or “R prime”.
Several students have seen either the Transformers movie or animated show and were more excited to
see that we could connect geometry to pop culture, even through name alone.

Assessments Starter
(formative A starter will be used to assess knowledge of the terms “perpendicular”, “parallel”, “translation”,
and/or “rotation”, “reflection”, “clockwise” and “counterclockwise”.
summative)
Notes and Practice Problems
Students will be able to practice problems on their own, and I will stroll the classroom to observe their
work and use their responses to guide

Learning Starter (10 mins)

Activities:  Students will begin with a starter assessing prior knowledge of important vocabulary words:
(Include detailed “perpendicular”, “parallel”, “translation”, “rotation”, “reflection”, “clockwise”, and
description and “counterclockwise”.
time frame for o This will serve to direct the level of vocabulary instruction.
each activity)  Take Roll
 Pre-teach/review vocabulary

Translations (20 minutes)

 I do, We do, You do with questions 1-3
o Introduce “vertex”
o Introduce writing rules for transformations on question 1. Q7-12 are all about writing
rules for extra practice.
o How you know you are right: lines drawn from pre-image to image are parallel/have
the same slope
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Rotations (20 minutes)

 I do, We do, You do with questions 1, 5, 4, and 3
o Review “origin”, clockwise vs. counterclockwise, rotating “about”
 to graph image, turn page the opposite way, graph coordinate points with
redefined origin
o How you know you are right: angle created from pre-image vertex to origin and origin
to image vertex is 90 degrees, and it is in the correct direction.

Reflections (20 minutes)

 I do, We do, You do with questions 1, 5, and 6
o Review line of reflection
o Introduce writing rules for transformations on question 1. Q7-12 are all about writing
rules for extra practice.
o How you know you are right: lines drawn from pre-image to image are parallel to one
another and perpendicular to the line of reflection

Homework Time: All Transformations (20 minutes)

 To encourage students to hand in their homework, time will be given in class for students to
begin their homework. Students may use patty paper for extra support, but will be encouraged
to try problems by hand first.

Accommodation Struggling
s made for Patty paper to check work
struggling and Instructional scaffolding – write steps to Translations/Rotations
accelerated
learners Advanced
(grouping Move onto new worksheets and homework
patterns, content Module 6.1 Task
literacy
strategies, etc.) DLL
Color-code vocabulary to pre-image and image
Pre-teach vocabulary

Differentiation Process
In accordance with the IEPs and 504 plans for the class, students work primarily alone. Two students in
particular struggle with social skills that prevent them from working in groups or with partners. One of
those two disengages during individual work, amd will shut down if pressed to follow along. However,
during class discussion, they will offer answers that indicate they are paying attention. To keep them
involved in the classroom climate, and at the recommendation of their SPED teacher, this student should
be checked in on but not harassed to follow along with classwork.

Product
Students may answer their starter questions using words or using pictures.

Resources Translation, Rotation, Reflection, and All Transformations Worksheets

Patty paper