Headings Academic Standard, District Goal

Explanation 5.2.1.2 Use a rule or table to represent ordered pairs of positive integers and graph these ordered pairs on a coordinate system. The students will learn what transformations are and look like on a coordinate grid. The students will practice plotting points on a coordinate grid to make a shape. The students will plot the transformations of their original shape on the same coordinate grid.

Objective(s) Learning Goal (s)

Central Focus and Academic Language

Central Focus: 1) I can describe what a geometric transformation is. 2) I can plot points on a coordinate grid to transform my original shape. Vocabulary: Transformation Coordinate grid Plot Points

Assessment

Students will work to plot an original shape on a coordinate grid and will then plot four transformations of this shape. The students will be transitioning from other classes at this time, so they will need a few minutes to get settled. When they come in the classroom, they will sit down and take out their homework from the previous night. While other students are getting ready, the teacher will go around and check-in with the students and see how the homework went for them. Have students read the objectives to the class and have them tell me what we will be learning and doing for the lesson. (Content and language) We will then review any questions the students still have from their homework. After reading the objectives and reviewing the homework, we will talk about what we have done with plotting so far. The students have already had practice with plotting certain shapes and creating a reflection. The teacher will ask the students to discuss at their table groups what they already know about coordinate grids and plotting

Transitions

Opening

Procedure

points. The students will then share out what they have learned. The teacher will create a chart of the students responses. Using the students responses the teacher will use questioning for thinking to elicit responses about what will happen to a shape if you change the plot points in certain ways. (make it negative, add ten, change to opposite number) The students may be confused, so pull out the anchor chart with a four quadrant coordinate grid. This has each quadrant labeled as ++, +-, --, and -+. Plot a shape and then ask the students what they think will happen if you add five to the first number of the original pair. The students will come up with a variety of responses. Write out the new coordinates on the board and then plot the shape. Ask the students to turn to a partner and discuss what they notice. The students will say that the sailboat has moves, slid, etc over. Ask them why this has happened. The students will respond. The teacher then explains that because we did the exact same thing to every first number in the pairs and left the last one alone, that is why we still have the same shape and it has just slid over. Explain to the students that this is called a translation. Label the new shape translation, for the students to make an association with the word. Next, ask them what would happen if you changed the first number in the original pairs to its opposite. The students will respond with it may move just like the other one that was plotted. The teacher will write the new coordinates on the board and then plot them on the grid. The shape will have reflected over the y-axis. Ask students to talk about what they notice. Students will respond with it is still the same shape and size, but it is flipped. Ask them what this reminds them of. They should tell you it looks like a reflection in a mirror. Explain to the students that this is called a reflection and then label the new sha0e as a reflection. Then talk to them about what a rotation is and show them what it would look like. We are not practicing plotting rotations yet, but the students should understand the definition and concept. Next, ask students to open up to pages 300 and 301 in their math journals. Have them read the instructions to you and then go over them together. Explain to them that they will be plotting multiple points to create an original shape and then they will alter the points to create new shapes (shapes 1-3, we will work on shape number four the next day in class). Remind them to connect their plots as they go and use a ruler for a straight line. Also, that once they have plotted one row of points, then they will connect it and move on to another shape, Have the students plot their original shape along with you first. Next, have them help you fill in the first section of the chart (add ten to the first number of the original pair). Once this is complete allow the students work time for the remainder of the class period. Closure Review the objectives for the day and any questions that students may have. Ask them to tell you what their homework is and what they need to have ready to go for class the next day. Then get ready for dismissal.

Materials Resources

Smart Board, anchor chart, math journals, writing utensils, rulers. District curriculum guide and math book.

Accommodations

Separate the students with strong behavior tendencies and have them work in groups that will help to keep them focused. Check for understanding throughout the entire lesson, to ensure that all students are focused and on track.

Modifications

None for this class- They are all grouped in a below level math class, so we have already modified the pace and curriculum. The students will complete the remainder of their coordinate grids as homework and we will work on the fourth shape the following day in class. This was a fun lesson to be able to teach. The students have had troubles with plotting so far and this gives them even more exposure and practice with the rules of coordinate grids and plotting. They were interested in how the shapes were able to move the ways they did without changing and offered answers about it during class discussion. In the future I may actually utilize physical objects to show the students what a translation, reflection, and rotation looks like. The students were able to plot much faster today than they had on other days and they stayed engaged for the majority of the lesson.

Enrichment/extensions Self-Reflection