Lesson Plan Goals / Objectives Students will learn how to perform and identify three types of transformations: slide,

flip, and turn. Students will be able to manipulate objects in order to develop an understanding of various transformations on a coordinate plane. Students will be able to analyze a pattern in order to determine what transformation the shape has undergone. Students will be able to articulate their understanding, using the names of the transformation and terms such as tessellation, vertex, repeat, and coordinate plane. Standards 2.9.5.B: Predict and describe the result of a translation (slide), rotation (turn), or reflection (flip) of a 2-dimensional shape. Assessment Anchors M5.C.2: Identify and/or apply concepts of transformations or symmetry. Materials and preparation Coordinate plane worksheet for practicing transformations Cut out alphabet letter to trace and slide, flip, and turn Pencils Mirror Acetate for tracing patterns Grid paper Images of tessellations Markers Large paper with coordinate plane Classroom arrangement and management issues The lesson will occur in a small multipurpose room reserved at Penn Alexander. The room is large enough for a small group to fit comfortably but small and bare enough that there are few distractions. The front of the room will have a large notepad or whiteboard with a coordinate plan on it for the instructor to draw diagrams and post examples. The center of the room has one long table with chairs for students. This will enable ease of dividing up for individual reflection, pairing, or making small groups. Materials will be stacked and in bins at the front of the room and will be placed on desks between students when necessary for easy access. Students will be informed of expectations, both behavioral and procedural, at the start of the lesson. I will briefly explain the agenda and have it posted in the room. Students will be required to communicate respectfully with one another and to raise their hands before speaking during whole-group discussion. There will be several transitions between stages of the lesson, and expectations will be reiterated at each juncture. There will be times when the students are sharing with one another and working in a small group, and during this time there is a risk of

getting off track and an expectation of self-regulation. If students are not able to self-regulate, they will be offered the option of working on the project silently and independently. Plan In this lesson, students will learn to manipulate objects in order to develop an understanding of transformations on a coordinate plane. We will focus on the properties of slide, flip, and turn, and on combining these for multistep transformations and predicting outcomes of these moves. 1. Launch. 10 minutes Guide students through the agenda for the lesson. Outline behavioral expectations. Students will look at print outs of slide, flip, and turn patterns in M.C. Eschers art. Where do you see patterns like these in your life? What has been done to this shape to create the different transformations? How can you tell? Does anyone else have another way? Be sure to include ample wait time here. Explain that a flip is a mirror image, ask what shapes are turning around for turn. Teacher will take notes on the board of key words students use to describe the various transformations. Before moving to the next transformation, the terms slide, flip, and turn will be introduced and aligned with one of the transformations. Simplified term notes to teacher: Flip/reflection, slide/translation, turn/rotation. The coordinate plane worksheet will be handed out. Have you seen this before? What is it used for? Do you know what the center is called? Can someone tell me which direction is the horizontal vs. vertical? Does anyone know which is the x and y-axis? (If they know, teacher reviews that the x-axis cuts the paper horizontally and y vertically, either way, explains that when shapes are transformed, the shape will rotate around the vertex or reflect over one of the lines).

2. Work and explore. 25 minutes Work. 15 minutes Now were going to learn to do these transformations. Lets look at a slide first. Teacher puts letter in upper left hand of coordinate plane. What would a horizontal slide look like? Will the letter change? Visualize this and then try it out on your sheet. Repeat with flip across the Y-axis and turn around the vertex. If this is confusing, students will be asked to slide, flip, and turn letters without grid first. Teacher puts an alphabet letter on the coordinate plane and asks students to model slide, flip, and turn on their worksheets, tracing both the original and transformed location on their sheet. Turn and talk to the person next to you about how/when the letter changed. Teacher uses this time to listen in on discussion for assessment purposes, listening especially for reasoning and appropriate use of new vocabulary. For the last box on the worksheet, teacher puts two alphabet letters on the board and has students determine the shortest number of transformations to get from one to the other. How many steps did it take to transform this shape from here to here?

How did you do it? Did anyone do it another way? How many times do you have to rotate it to get it back to where it started? How would you reflect it to get it back where it started? If they finish this part early, have them design their own multi-step transformation, trace the start and finish on a coordinate plane, write the directions down on another piece of paper, and trade with a partner to figure each others out. Which was the most difficult to figure out, and why?

Explore. 12 minutes Students are given colored blocks of assorted shapes and a large coordinate plane. Students are directed to make a block pattern in the upper left corner of the plane. It will be easier if it touches both of the axes. Students choose a transformation and apply it to their pattern three times to fill the plane. Teacher watches the process to and looks for evidence of student learning. 3. Debrief and wrap up. 8 minutes Have students discuss which transformation each student did. How can you tell? How could you check this transformation to make sure it was done correctly? What was the hardest part about this process? What tools did you use along the way? Exit ticket: describe slides, flips, and turns in your own words.

Anticipating students responses and your possible responses As previously mentioned, this lesson may be challenging for students who dont have strong visual-spatial abilities. If individuals have difficulty with the first three transformations, I will take time to work with them while the others are working on the fourth, multi-step transformation. If the difficulty that the students are having is with visualizing the different transformations, I can describe them more in depth as such: Flip: the shape flips across an axis, fold the paper or use a mirror at the axis Slide: the shape moves in any one direction, it appears as though its sliding Turn: the shape turns around the vertex, think of it as turning on the arms of a clock

If the vocabulary is too easy, they can learn the middle school terms as such: flip/reflection, slide/translation, turn/rotation. I would use the terms interchangeably within the lesson to reinforce the fact that they have the same meaning. The lesson is interactive and the format shifts several times and involves writing, listening, communicating ideas, and the use of manipulatives, which should ensure engagement for a variety of learners. However, there are many transitions between students sharing with one another and the group and then listening or working quietly that may require extra direction and repetition of expectations to ensure smoothness.

Assessment of the goals/objectives listed above There are several times during the lesson where I ask a series of questions, and at these points I will be assessing to see if students understand the information we have covered so far. I will know that students are completing the objectives if they are able to perform single and multi-step transformations and to reverse this process to analyze patterns and articulate what steps a letter or shape has undergone in a transformation. Students will be meeting my highest goals for the lesson if they can do all of this while using (or making an effort to use) new vocabulary to explain these transformations. They will also be demonstrating their understanding if they can list examples of tessellations in their lives. If students can explain the difference in process between making a rectangular and hexagon or triangle shaped tessellation, I will know that they have moved beyond the goals of the lesson and are able to visualize multiple transformations on an object. Accommodations Students who find the material too challenging can use a piece of graph paper instead of a coordinate plane and wooden shapes instead of a piece of paper cut into the shape of a letter. Colored blocks will be provided so that they can use concrete manipulatives to explore the transformations. They will have the same experience of tracing the shape and sliding it across the page but without the more complex translation within the coordinate plane. Acetate will be available so that students who are visual learners can trace a shape or pattern piece and move the acetate around to see how a static image can be physically manipulated around the coordinate plane or from place to place on a tessellated pattern. Students who need a greater challenge on the first part of the activity with transformations can design and articulate their own multi-step transformation to offer as a challenge to other students should time allow. Students who need a greater challenge or who finish early can use blocks to do more complex transformations such as flip or turn instead of slide, or to do multistep transformations around the coordinate plane. Bibliography Chapin, S. H., & Johnson, A. (2006). Spatial Sense. Math matters: understanding the math you teach, grades K-8 (2nd ed., pp. 248-270). Sausalito, CA: Math Solutions Publications. Hiebert, J. (1997). The Nature of Classroom Tasks & The Social Culture of the Classroom. Making sense: teaching and learning mathematics with understanding (pp. 17-27). Portsmouth, NH: Heinemann.