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```					                                                                CBT Math Mini-Lesson
Activity Template
General/Contact Information:
Name:                                                                      Email:                 lynne.denison@cpsb.org
Lynne Denison
School:                    J.I. Watson Middle School                       Grade Level:           8
Subject: Math              Geometry                                        Specific Skill:        Transformations
(Algebra, Geometry,
Trig, Calc, etc)
Activity Title:            Let’s get Moving                                                                 Lesson              4 or more
Duration:           days
GLEs                                #25. Predict, draw and discuss resulting changes in lengths, orientation, angle
Addresses:                          measures, and coordinates when figures are translated, reflected across horizontal or
vertical lines, and rotated on a grid (G-3-M) (G-6-M)

Mini-Lesson Procedure:
Objectives:                   The students will explore transformations and determine properties that remain fixed.
(list all that apply)                       FYI – Transformation properties:
Reflect across x axis – x coordinate remains the same and y coordinate is opposite
Reflect across y axis - y coordinate remains the same and x coordinate is opposite
Translation of 3 left and 4 down results in subtracting 3 from x coordinate and subtracting 4
from the y coordinate to get new location.
Rotations 90 degrees – the x and y coordinates switch absolute values and the signs will be
determined by the quadrant that the rotation is located in.
Rotations of 180 degrees – the x and y absolute values stay the same but the signs are opposite.
Procedures:                Type in the cell below.
Esssential Questions:
1. What are transformations?
2. What do you know about flips, turns and slides?
3. What are congruent polygons?
4. Can they be related to one another? Why?
Lesson Procedure
1. Begin daily problem using the power point. Discuss daily problem. Be sure to bring out the proportion and similarity of
the figures. Discuss the vocabulary of similar figures, proportion, and dilations of figures. (the students should make the
connection that similar figures are dilations)
2. Have the student begin looking at these comparisons as proportions or similar figures.
8   2

10 2.25
How do the measures of the angles of Jason’s room compare between the actual and the scale model? (angle measures
do not change)
What if Jason had to divide his room in half diagonally to share his room with his cousin, what would the shape of his
room be now? (triangle, right triangle)
3.     If we measured the angles in the actual triangular room, how would these angles compare to the measures of the scale
drawing? (two would remain the same, one would be bisected because of the diagonal)
4.     Glencoe preassessment – Student will e-mail preassessment to teacher.
5.     Use power point.Today we will work with transformations including translations, rotations and reflections, each of these
transformations of these polygons results in a congruent polygon.
6.     Have the students do a round table using the power point slide asking the opening questions.
7.     Discuss transformations as a class or as a think pair share. Make sure the groups understand what is meant by a
translation(slide (ex. up 3, over 2)/no flip or rotation involved); a rotation(turn about a fixed point, in this lesson they
will rotate around the origin 90 degrees clockwise or counterclockwise and 180 degrees) and a reflections(flip over the
x or y axis). Use the power point to discuss each transformation.
8.     Show the video clip on transformations.
9.     *Give each group (they should work in groups of 4) a sheet of 1 inch grid paper Student Activity 5.1. The group should
cut off the edges of their grid and then tape the four sheets together to form a large coordinate grid. The origin is the
center where all four sheets meet. Have the students label the x and y axes. Label the grid from -12 to 12 on both axes.
10. Distribute Student Activity 5.2 and have the students cut the geometric shapes described on Student Activity 5.2 from
3 x 5 index cards. It may be helpful to label angles on the original side and the angles on the reflected side. Make sure
they know which is which.
11. Have students place the rectangle in the first quadrant with vertex A at (2,3) and B and (2,6). Tell the students to record
the original position coordinates on Student Activity 5.3 in the column one of the table.
12. Make sure there are no questions and complete the translation, rotation and reflection of the rectangle as a whole class
discussion. Students may wish to use tracing paper to rotate the rectangle because this seems to be the most difficult
transformation for them.
13. Have the students complete Student Activity 5.3 using their trapezoid, right triangle, and isosceles triangle. Remind
them to always return their shape to the original position before making a transformation. On the ¼” grid paper,
have students graph the original position, rotation and translation and reflection for each polygon. (They may need more
than one sheet of grid.)
14. After the class has had time to complete Student Activity 5.3, have the groups make some conjectures about how they
might be able to determine the positions of polygons after a transformation from the information in the chart. (there are
some conjectures at the beginning of this lesson that should start to surface)
15. Distribute Student Activity 5.4 and have the groups test their conjectures from action #11 to see if they hold true. Class
discussion after the activity is completed will help to make sure that the students are comfortable with the
transformations.
16. In the computer lab, the student groups will create a tree map using “thinking map” software naming the three different
transformations and a minimum of three characteristics of each transformation.
17. Show video clip from Glencoe tutoring.
18. Distribute Student Activity 5.5 for homework and allow students to work in pairs or individually. Discuss rules after
students have had time to complete the activity.
19. Add vocabulary words to journal: transformation, translation, rotation, reflection, point of rotation, line of symmetry,
vertices, congruence
20. Student Activity 5.6/LEAP Connection
21. Student Constructed Response
22. Closure: (Transparency 5.1)
There are many closure items listed. We know the lesson will last many days, choose appropriate closure each day.

    Suppose we want to rotate the triangle 180. Will it matter whether we rotate clockwise or counterclockwise?
Explain. Be sure to explain any angle measurement differences in these rotations. no
    Explain in your journal how you can determine where a triangle with vertices A(1, 3), B(3, 10) and C(3, 1) will be
located after a reflection across the x and then the y-axis. What is the line of symmetry for each reflection? All
positives are in quadrant 1 start here, reflection over x puts the triangle in quadrant IV, the reflection over y puts
    Sometimes we do not translate a figure on grid paper. We translate figures right 2 cm and up 3 cm. Trace
    Jason’s 8’ x 10’ room needs to be enlarged. His parents said they would double the area of his room. They told him
to give them some possible new dimensions.
(8 x 20, 10 x 16 remember when discussing that not all factors are possible)
Area goes from 80 sq feet to 160 sq feet.
   ***If students need extra practice as a class, distribute grid paper and tracing paper to students and place Optional
Activity/Transparency 5.2 on overhead with coordinates for them to plot. Have the student trace the shape on tracing paper
and label points. Have them slide the new shape in the direction of the translation. Discuss new coordinates after the
translation and have them write in words how they can determine where the new quadrilateral will be if it is translated 2 left
and 2 up.
   Discuss another transformation – the reflection (this line of reflection is a line of symmetry). Distribute a second sheet of
grid paper. Have the students plot the same quadrilateral on this grid paper. Explain that we will reflect the quadrilateral
tracing paper and label each vertex of the traced quadrilateral. ABCD. Challenge them to use their traced quadrilateral and
reflect it across the x-axis. Discuss the x axis as the line of symmetry.
   Have someone demonstrate the reflection at the overhead with transparencies. Discuss the new coordinates. Try a second
reflection across the x-axis by drawing another figure on the grid. Have students state the properties of the coordinates of the
reflection across the x-axis. (the figure is flipped and the x coordinate stays the same the y coordinates are the opposites)
   Ask: Can anyone explain how we might reflect the quadrilateral across the y-axis? Remember to discuss the line of
symmetry and ask what the line of symmetry will be in a reflection across ‘y’? Have students explain their thinking to the
class.

   Tell the students to reflect the quadrilateral across the y-axis and record the new coordinates. Try a second reflection across
the y-axis by drawing another figure. Have the students state the properties of a reflection across the y-axis. (the figure is
flipped and the y coordinate stays the same the x coordinates are the opposites)
   We have a third transformation the rotation. Get a third sheet of grid paper and plot the points A(0, 0), B(3, 10) and C(7,
8). Ask: Does anyone know the name of the point that vertex A lies? (origin) This time we will rotate the triangle around
the origin. Trace your triangle and label the vertices on your traced triangle. What does rotate mean? Turn . We will
rotate the triangle with point A being our center of rotation. Place your traced triangle on top of the original one and rotate it
90 counterclockwise. Write the new coordinates. Do you see any relationship between the original coordinates and the new
coordinates? Discuss. This is a tricky rotation because the coordinate distances for x and y are flipped and the rotated x is
the opposite of the original y. New coordinates for triangle A(0, 0), B(-10, 3) and C(-8, 7)Did any of the angle measurements
change? (no)
 Have the students go back to their original triangle and rotate 90 clockwise. Discuss the new coordinates.
Answers 1. A (-2,4) B (5,7) C(3,0) D(-1, -2) 2. B(-1,2) C(-3, -5) D(-7, -7
Group Activity         Group 1       Tasks – Round table                        Group       Tasks – Round table
Tasks:                                   - Think, pair, share              2                    - Think, pair, share
(identify what each                             - Coordinate grid activity                             - Coordinate grid activity
group will do-at                              - Technology activity                                  - Technology activity
least 2 groups
required)                        *All groups were created using
Kagen
1-high, 1- med. High, 1- med.low,
1-low

- Think, pair, share                 4                    - Think, pair, share
- Coordinate grid activity                                - Coordinate grid activity
- Technology activity                                     - Technology activity

Teacher’s Technology Tools                    for                                    Student’s Technology Tools
This includes software that teachers will use to present                This includes software that students will use to
information to students in an effort to build a knowledge               create a final technology-based product.
base.

Select all that applies to the teacher's use as an instructional tool   Select all that applies to the student's choice as a technology
by typing the letter a to create a checkmark.                          product by typing the letter a to create a checkmark.

             Microsoft Word                                                       Microsoft Word
             Microsoft PowerPoint                                                 Microsoft PowerPoint
              Microsoft Excel                                                      Microsoft Excel
              Microsoft Access                                                     Microsoft Access
              Microsoft Publisher                                                  Microsoft Publisher
              Windows Movie Maker                                                  Windows Movie Maker
              Photo Story for Windows                                              Photo Story for Windows
             Inspiration/Kidspiration                                             Inspiration/Kidspiration
             Unitedstreaming videos                                               United Streaming videos
              Handhelds                                                            Handhelds
              Graph Calc                                                           Graph Calc
             Promethean ActivBoard                                                Promethean ActivBoard
              Other:                                                              Other:Thinking Maps Software

Create a list of teacher's technology resources                                      Create a list of student's technology resources
(websites) below:                                                                    (websites) below:

1.             Glencoe Online Resource                                  1.           Glencoe Online Resource

http://www.glencoe.com/sec/math/msmath/                               http://www.glencoe.com/sec/math/msmath/mac04/co
mac04/course3/personal_tutor/index.php/la                             urse3/personal_tutor/index.php/la
2.                                                                      2.
Inspiration 8
3.           Thinking Maps software located at J.I. Watson   3.         Thinking maps software located in J.I. Watson computer
Computer lab.                                              lab.

4.            United Streaming video                         4.
http://www.lpb.org/education/cyberchannel.cfm

5.                                                           5.

6.                                                           6.

Identify Type of Assessment Strategy Used in this Lesson:
Formal Assessment with Rubric:                               Informal Assessment Types:
Select all that applies by typing the letter a to create a   Select all that applies by typing the letter a to create a checkmark.
checkmark.
           Constructed Response Items                                KWL Chart (pre and/or post assessment)
            PowerPoint                                                Journal Writing
            Concept Mapping                                          Q& A Session
            Graphs (line, pie, circle, etc.)                         Checklists
            Movie                                           
            Commercial
            Flyer
           Other: (list below)                                        Other: (list below)
    Tree map                                              
Attach Reproducible Materials: Handouts, Rubrics, Checklists
1.           Rubric Sample Here                              5.         PowerPoint Presentation (Teacher Tool) Here
6.         Glencoe Preassessment
3.           Additional Handouts Here                        7.         Check list - Transformation
4.           Exit Card (3 questions) Here                    8.

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