CBT Math Mini-Lesson
Name: Trisha Reed Email: email@example.com
School: Career Center Grade Level: 8
Subject: Math Geometry Specific Skill: Intro to Transformations
Trig, Calc, etc)
Activity Title: Transformations Lesson 2-3 class
Addressed: 24. Demonstrate conceptual and practical understanding of symmetry, similarity, and
congruence and identify similar and congruent figures (G-2-M)
25. Predict, draw and discuss resulting changes in lengths, orientation, angle measures, and
coordinates when figures are translated and/or reflected across horizontal or vertical lines, and rotated
on a grid (G-3-M) (G-6-M)
Objectives: Objectives: Linear Equations
(list all that apply) 1. The learner will explore transformations and determine properties that remain fixed.
Procedures: Type in the cell below.
1. What is a transformation?
2. How are their changes in length, angle measurement, and orientation different from the original figure?
3. Where do we see them and use them in your everyday life?
Pre-Assessment for Linear Equations Activity
a. Pre-Assessment: The teacher will pre-assess students’ knowledge of basic measurements in length,
basic angle measurements, similar & proportional shapes, and other basic skills needed for coordinate
2. PowerPoint as a teacher tool: The teacher will present the LEAP 21 warm up exercises to use as an
introduction/teaching video from Unitedstreaming, Glencoe transparency, other lesson samples as needed and
close with a 3-2-1 summarization.
3. The teacher will break the students into groups, using the jigsaw puzzle concept for
4. Students will watch the Unitedstreaming video clip-Translations and work through the activities as guided
Jigsaw Group Activity: The students will work in groups to arrive with the following information to include:
Characteristics---The relationship of the lengths of the sides, angle measurements, orientation of the original figure, and
the quadrant of the new figure.
Examples---Create a list of at least 3 or more real world examples.
- Teacher will pause the video and students will complete each activity as needed throughout the ppt.
5. After monitoring and determining student needs the teacher will provide more examples (if needed).
6. As the lesson continues with the next video clip-Rotation-the students are allowed to choose a grouping strategy
(this is a flexible grouping strategy- the teacher determines if activity allows for student selected groups or teacher
7. As the lesson continues with the next video clip-Reflection-the students will continue to use the same grouping
strategy, as the teacher monitors and determines the students’ needs.
8. As the lesson continues with the next video clip-Dilation-the students continue a grouping strategy as the
teacher determines if activity allows for student selected groups or teacher selected.
9. Come together as a class and allow each group 3-5 minutes to review their type of transformation to the class.
10. **Each student (in assigned group) receives a sheet of 1 inch grid paper. 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.
11. Distribute Student Activity T-1 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.
12. 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 T-2 in the column one of the table.
13. 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.
14. Have the students complete Student Activity T-2 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
15. After the class has had time to complete Student Activity T-2, 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. (Are your original
conjectures similar to your new ones? Did you leave some out or get any wrong?)
16. Add vocabulary words to journal: transformation, translation, rotation, reflection, point of rotation, line of symmetry,
17. Continue with the PPT for the informal assessment, “Did you grasp it?”
18. Distribute grid paper for the students to complete the constructive response question.
Group Activity Group 1 Small group will complete a information Group 2 Students will complete the information on
Tasks: on Translations. Rotations.
(identify what each
Group 3 Small groups will collaborate to Group 4 Small groups will collaborate to complete
group will do-at least 2
groups are required) complete the on Reflections. activity on Dilation.
Teacher’s Technology Tools Student’s Technology Tools
for Instruction: for Task Completion:
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 base. create a final technology-based product.
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 (pre-assessment) Microsoft Word
Microsoft PowerPoint (PPT as teacher tool) Microsoft PowerPoint (original scenario PPT)
Microsoft Excel Microsoft Excel (used as graph for original scenario PPT)
Microsoft Access Microsoft Access
Microsoft Publisher Microsoft Publisher
Windows Movie Maker Windows Movie Maker
Photo Story for Windows Photo Story for Windows
Unitedstreaming videos (PPT as teacher tool) United Streaming videos
Graph Calc Graph Calc (used as graph for original scenario PPT)
Promethean ActivBoard (pre-assessment) Promethean ActivBoard
Other: Other: digital camera can be used to photograph hand drawn
map, then place in original scenario PPT
Create a list of teacher's technology resources Create a list of student's technology resources
(websites) below: (websites) below:
1. http://www.lpb.org/education/cyberchannel.cfm 1.
2. http://www.glencoe.com/ 2.
McGraw Hill Glencoe
3. http://blackboard.cpsb.org/webapps/cmsmain/webui/in 3.
Blackboard 8th grade lessons
4. www.think.com/iste/bottling/docs/River_Excel_Spread 4.
5. http://images.google.com/imgres?imgurl=http://w 5.
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.
Constructed Response Items KWL Chart (pre and/or post assessment)
PowerPoint Journal Writing
Concept Mapping Q& A Session
Graphs (grid paper.) Checklists
Other: (list below) Other: (list below)
Attach Reproducible Materials: Handouts, Rubrics, Checklists
1. Pre-Assessment 5. “Did you grasp it?”
2. Transform flipchart (converted ppt) 6. constructive response question.
3. Student Activity T-1 7. Rubric CR Rubric
4. Student Activity T-2 8. Exit Card (3 questions)
Jigsaw Group Activity