Class Unit: 7-Similarity and Transformations Text: Pearson. Math Makes Sense 9. Pages: 361-367
Lesson Plan Version 2: 7.6 Rotations and Rotational Symmetry
IRP Mathematics 8 and 9 Integrated Resource Package 2008 PLO: C5 - demonstrate an understanding of line and rotation symmetry Student Learning Objectives / TSWBAT: -determine if a given 2-D shape or design has rotation symmetry about the point at the centre of the shape or design and, if it does, state the order and angle of rotation -rotate a given 2-D shape about a vertex and draw the resulting image Teacher materials: Overhead projector, images, transparencies of images, handouts, grid paper, isometric dot paper
Lesson Outline 80 minutes
Time Activity 4 minutes -Gallery Walk There are 8 images with rotational symmetry on tables around the room. Ask students to go around and take a quick glance at each one, and then pass them in front or behind until they have seen one once. -Take attendance while they are doing so. 4 minutes (8) 2 minutes (10)
-5 minutes -Notes on overhead introduce and get students to copy down definitions: rotational symmetry, order of rotation, angle of rotation. -Do the first example of rotational symmetry. On an overhead transparency, highlight a section that says PANG. Put this on top of another overhead transparency of the same image but without the highlight. Rotate it a full circle and count each time that the images coincide. Model how to fill in the chart. -Allow students to try to fill out the rest. Encourage students who cannot see (15)
-5 minutes (20)
1 minute (21) 8 minutes (29)
15 minutes (44) it right away to take the large copies of the physical images and rotate them if it helps. Organize the students to pass the images to the people in front or behind. -Go over the rest of the chart using overlapping transparencies to count for order of rotation. -Make note of how the 3 of spades and yin yang do not have rotational symmetry. -Remind and get students to copy down the directions for clockwise and counter-clockwise. -Model 2a). Explain and make them copy that a strategy they can use is to rotate the image physically first, make any notes about the transformed image, rotate it back to what it was originally, and then draw the transformed image using those notes. Draw arrows indicating which ways are up, right, down, left and refer to them when talking about the transformed image. Circle the point that the image is being rotated about. Tell students to use a straight edge if they can. Go through 2b). Give students a minute to try c, and call for student suggestions on what to do. -Explain that 3) uses isometric dot paper, in which we can use for 60 degree angles. Show this using a separate grid that shows the angles. -Model a). Go through b). Give students a couple minutes to try c, and then go through it. 30 minutes Seatwork Circulate and check students are doing their work correctly. Dismiss students.