Lesson: Rotations, Reflections, and Translations Math 1 3/6-3/7

Teacher: Jade Sellers Performance Objective: Students will state how rotations, reflections and translations all affect different lines, points, figures, etc. both quantitatively and qualitatively with 100% accuracy. New Vocabulary: Rotation, Reflection, Translation, Line of Reflection, Point of Rotation, Origin Prerequisite Vocabulary: Line, Point, Figure Materials: KNex, Graphing paper, KNex activity worksheet, name tags, Worksheet, pencil, document camera

Summary of Lesson

Students will be covering rotations, reflections and translations using hands-on materials as well as basic graphing paper. The students will first be introduced to the definitions needed for this section. They will then be working on each (rotation, reflections and translations) one at a time, illustrating each one using just graph paper and a ruler at first. The next day, students will then work on the KNex activity in small groups in order to further illustrate and prove the different topics. As an assessment, students will turn in the completed KNex worksheet at the end of class.

Instructional Procedures

Before Class (5 minutes) 1. Prepare all materials, ensuring that each big table has a baggie and all name tags are placed on the desks (to be done on Friday). 2. Make sure that the technology works and that there are enough copies of the handout. 3. Have all materials needed by the document camera. Warm-up (30 minutes) 1. Students will work on Accelerated math until lunch time. 2. Circulate around assisting students as needed. Review (5 minutes) 1. Go over the answers to the Pythagorean Theorem worksheet as a class. 2. Review any problems if the students are confused with how to solve them. Objective 1. Tell the students that we will be looking at different ways to move lines, points and figures on a coordinate plane Present Content (20 minutes) 1. Pass out transformations worksheet 1 to the students. 2. Work through each one so that the students will be able to see what is happening to each figure (have two teacher copies, one will be just like the students sheets while the other will have the shapes cut out in order to illustrate the different movements of the figures). 3. Pass out half sheets with three blank graphs on each one. 4. Have the students copy the graphs from the document camera. 5. Go over the different terminology that the students will be using, having the students label their graphs with these terms. Learner Guidance (10 minutes) 1. Pass out the transformations worksheet 2 to the students. 2. Have the students work on them in pairs, asking the teacher for assistance as needed. 3. Students will finish this sheet for homework. Independent Practice (After Lunch on Friday) 1. Have the students go row-by-row to find where they are going to be sitting for this activity.

2. Make sure all students have a baggie and go through what each thing is that should be in the bag. 3. Tell the students the ground rules then let them work on the worksheet together as a group, answering the questions individually. Feedback (Thursday while working on the Guided Practice) 1. Walk around and work with the students if they have any confusion. 2. Go through one or two of the problems if time allows to make sure that the students understand how to solve the different problems. Assessment (Friday) 1. Students will answer the questions and turn in the worksheet, one for each student, with one group graph set with each group members name on it. 2. Students will be graded for both group participation and for their answers to the questions.