# Transition by 1G6xMwj5

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Unit: Translations, Reflections, & Rotations to establish congruency and understand
symmetries.

 Geometry & Measurement Use translations, reflections and rotations to
establish congruency and understand symmetries.
o 4.3.3.1 Apply rotation to figures.
o 4.3.3.4 Recognize that rotations preserve congruency and use them to
show that two figures are congruent.

Instructional Objectives
 Students will demonstrate the rotation of figures by creating a new figure in
correct location and recognizing congruencies.
 Students will demonstrate the rotation of figures on a coordinate plane by
creating a new figure in correct location.
 Students will describe the direction and distance of rotation.
 Students will label correctly label coordinates of a rotated figure on a
coordinate plane.

Assessment
 Observation of students as they create rotations of figures on Smartboard. (IO-
Students will demonstrate the rotation of figures by creating a new figure in
correct location and recognizing congruencies.)
 Students will create rotations on graph paper. (IO- Students will demonstrate
the rotation of figures on a coordinate plane by creating a new figure in
correct location.)
 Students will verbally describe the direction of rotated figure using a pinwheel.
(IO-Students will describe the direction and distance of rotation.)
 Students will correctly label coordinates on graph paper. (IO-Students will label
correctly label coordinates of a rotated figure on a coordinate plane.)

Materials/Equipments Needed:
Teacher
 Smartboard or whiteboard
o Load a grid on Smartboard or create a polar grid on the whiteboard
 Colored markers
 Graph paper or coordinate plane paper
 “Example 2 Translations or Slides Dinosaur Walking” video from Discovery
Education web site
 Construction paper with pinwheel pattern copied on it.
 One paper fastener for each student
 Square sheet of paper for each student
 Straw for each student
 Prepared worksheet
Student
 Colored pencils or markers
 Scissors
 Pencils
Resources (and credit):
http://www.mathnstuff.com/gif/9x9not.gif
http://player.discoveryeducation.com/index.cfm?guidAssetId=AA1D2D10-3831-
4B7E-A11F-2C77D9BFE271&blnFromSearch=1&productcode=US

Procedures: (Must include Opening, Transitions, and Closure)
Opening
10:00 -10:05
Signal to students that it is time for math and time to put away other work by playing the
song Plotting Points, from the CD Middle School Math Music or any other upbeat music
relating to math.

Transition: The teacher will stop the music and students should have their books away and
should have a clear desk. “Class yesterday we learned how to translate or slide shapes. Today
we will learn about another transformation. I want to share a short video with you about
rotations or turns. Please come join me in front of the Smartboard.”

10:05-10:10
Show students Example 2 Rotations or Turns Dragon Falling on Smartboard.
http://player.discoveryeducation.com/index.cfm?guidAssetId=AA1D2D10-3831-
4B7E-A11F-2C77D9BFE271&blnFromSearch=1&productcode=US

Transition: When the video is over have students remain seating in front of the
Smartboard. “Class the transformation we will learn today is a rotation or turn, just like
the video demonstrated. You will be able to create your own rotations of shapes. You will
be able to locate new locations on a coordinate plane of rotated shapes. You will also be
able to recognize congruent sides of rotated shapes. We will start learning about
rotations by creating a pinwheel. Each of you need to take one pinwheel pattern, one
straw, and one fastener and go back to you seats and wait for my next instruction.”

10:10-10:25
The teacher will give instructions on how to create a pinwheel.
 Cut out the pinwheel on the solid lines only.
 Cut the dotted lines from the four corners to the center circle. Try not to cut into
the center circle.
 Use the sharpened pencil to poke a hole through the four tiny dark circles. The
pencil point also works well to poke a hole into the straw. Carefully push the
pencil point through the straw about 1/2 inch from the top.
 Make the tiny holes on the four points meet at the center circle.
   Push the ends of the paper fastener through the holes on the pinwheel and the
fastener through the center circle.
   Place the straw on the backside of your pinwheel and push the ends of the fastener
through the hole in the straw. Open-up the fastener by flattening the ends in
opposite directions.
   Now you are ready to try-out your pinwheel. All you will need is a little bit of
wind to make your pinwheel spin round and round.
   Have students watch what happens to the animals as the pinwheel spins around.
   Have the students turn the pinwheel slowly and watch the animals.
   Students will discuss what happens to the orientation of the animals as the
pinwheel turns.

Transition: “Students set you pinwheels aside and come back up to the Smartboard. We
are going to try some rotations on the Smartboard.”

10:25-10:40
The teacher will use a grid on a Smartboard or whiteboard to demonstrate rotations.
 Remind students how to use a coordinate plane and remind them what they learned
yesterday when they translated shapes.
o The x-axis is horizontal and the y-axis is vertical.
o The shape slides, does not turn when translated.
 On the Smartboard insert a triangle at location (3,4), (3,10), and (6,6) on the grid.
 Tell students we are going to rotate the triangle 90° clockwise.
 Have them think about how the shape on their pinwheel moved when it was rotated.
 Tell students that the center of the plane is like the center of the pinwheel.
 Call on students to draw a line to the location of the new coordinates using a red
stylus or marker.
 Draw a new triangle at the rotated location and label the coordinates.
 Ask students if they notice anything about the location of the rotated triangle.
 The triangles new coordinates are (4,-3),(10,-3), (6,-6)
 Make sure they notice that the x and y variable switch.
 Ask students how they can determine if the number is negative or positive.
 They should be able to tell positive or negative by the quadrant the new triangle is
located in.
 Have students rotate the new triangle 90° clockwise using another color stylus.
 Clear the coordinate plane and create another shape in a different quadrant of the
coordinate plane.
 Call on additional students to find the location of the rotated triangle.
 Have them draw rotated triangle and label the coordinates.
 Have students label congruent sides of the shape on the Smartboard.
 Create another polygon in a different quadrant of the coordinate plane.
 This time call on a student to rotate the shape counter-clockwise.
 Have them draw the rotated shape and label the coordinates.
 Ask students what happens to the coordinates when the shape is rotated counter-
clockwise.
 Have students label congruent sides of this shape.
 Repeat with another polygon in a different quadrant of the coordinate plane.
Transitions: “Class you can go back to your desks and get out a pencil and your colored
pencils. I will pass out a worksheet that gives you more rotation practice. Think about
how the coordinates change and how the shape on your pinwheel change as you work
out the problems. You may work with your neighbor or on your own. If you finish early
use a blank piece of graph paper and rotate unique shape, like the ones in the video we
watched. Voices should be at level 1.”

10:40-10:55
The teacher will leave the example on Smartboard grid for students to refer to.
 Have students work alone or with a partner on worksheet.
 Give additional support to students.
 Allow students the rest of the class period to finish the worksheet.

10:55-11:00
Closure: “Students, it’s time to put away your math. If you haven’t finished, put it in your
homework folder. Today we learned about rotations. Tomorrow we will learn about another
transfiguration, reflections.”

Accommodation
The teacher will give each student an opportunity to answer questions while giving more
challenging questions to students who are gifted/talented. The teacher will also allow
students to work with a partner to help students learn from each other.

Enrichment/Extensions
The teacher will give each student an opportunity to answer questions while giving more
challenging questions to students who are gifted/talented. Allow students to try
transformations on a Geometer’s Sketchpad if available. Have students play the
“Transformation Game” at http://www.onlinemathlearning.com/transformation-
game.html.

Self-Reflection
I feel as though the lesson plan will be interesting to the students. I also feel as though
the interaction with the Smartboard will ensure participation from many students. I also
feel the video gives students a real-life example of how translations are used. My greatest
concern is time. I feel as though additional time may be needed for some students to
completely understand rotations.
Template for Pinwheel
Directions:
Cut out square.

Do not cut
center circle
Rotations
Name__________________________

1. Rotate the blue quadrilateral 90° clockwise. Draw a new quadrilateral at the
correct location and label the points.
2. Rotate the green triangle 90° clockwise. Draw a new triangle at the correct
location and label the points.
3. If the quadrilateral and the triangle are rotated counter clockwise what are
the coordinates of the rotated figures.
A(_____,_____)                              F(_____,_____)

B(_____,_____)                           G(_____,_____)

C(_____,_____)                           H(_____,_____)

D(_____,_____)

1. Rotate the blue quadrilateral 90° clockwise. Draw a new quadrilateral at the
correct location and label the points.
2. Rotate the green triangle 90° clockwise. Draw a new triangle at the correct
location and label the points.
3. If the quadrilateral and the triangle are rotated counter clockwise what are
the coordinates of the rotated figures.
A(-7,-4)                                    F(5,3)

B(-4,-2)                                 G(3,6)

C(-1,-5)                                 H(7,8)

D(-5,-6)

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