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Student: Mary-Kate Michels

Course: EDU 329-01


Grade: 8
Topic: Rotations, Reflections, and Translations

Professor: Sills
Date: April 7, 2015
Content Area: Mathematics

INSTRUCTIONAL OBJECTIVE (Lesson Objective*)


After being introduced to the concepts of rotations, reflections, and translations, students will
write and explain the processes undergone by five objects that result in congruence to a previous
object with 60% accuracy.
STANDARDS AND INDICATORS
Mathematics (CCSS): Geometry; Understand congruence and similarity using physical
models, transparencies, or geometry software. (8.G.A.2)
Understand that a two-dimensional figure is congruent to another if the second can be obtained
from the first by a sequence of rotations, reflections, and translations; given two congruent
figures, describe a sequence that exhibits the congruence between them.
Indicator:
This will be evident when the students explain the processes undergone by an object that
result in congruence to a previous object.
English Language Arts (CCSS): Speaking and Listening; Presentation of Knowledge and
Ideas (SL.8.4)
Present claims and finding, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
Indicator:
This will be evident when the students explain to the class how they approached the
given problems with utilization of the SMART Board.
MOTIVATION (Engaging the learner(s)*)
Student volunteers will physically act as objects in front of the class to demonstrate the
concepts of rotations, reflections, and translations.
MATERIALS

SMART Board.
Transformations worksheet.

STRATEGIES (Learning Strategies*)


Direct Instruction: The teacher will discuss the definitions of rotations, reflections, and
translations.
Teacher Demonstration: The teacher will perform an example of each transformation on the
SMART Board.
Independent Practice: Students will complete five problems asking to find the sequences used to
transform a given object.
Group Discussion: Students will be asked to explain their process for finding the sequences and
be asked to demonstrate on the SMART Board.
ADAPTATIONS (Exceptionality*)
For the student who is visually impaired, blocks will be given to assist in the performance of
transformations.
DIFFERENTIATION OF INSTRUCTION
Tier I: Students will work with a partner to develop the sequence of transformations undergone
by five objects.
Tier II: Students will identify the sequence of transformations undergone by five objects.
Tier III: Students will recognize the sequence of transformations undergone by five objects, and
attempt to develop an alternative sequence that results in the same outcome.
DEVELOPMENTAL PROCEDURES

Students will listen and take notes on the definitions of rotation, reflection, and
translation. (Based on the examples, does anyone have an idea of what a rotation is?
What would a reflection be? What is a translation?)
Students will identify the differences between the transformations. (Which
transformation keeps orientation the same? Do any of the transformations change the
size of the objects?)
Students will identify the transformation used in specific examples presented by the
teacher. (Was the object rotated, reflected, or translated? How many degrees was the
object rotated? Was the object reflected over the x-axis, y-axis, or origin? How many
units was the object translated right, left, up, or down?)
Students will work independently or with a partner to develop the sequences undergone
by five objects to result in congruence to a previous object.
Students will present their answers to the class using the SMART Board.

ASSESSMENT (artifacts* and assessment [formal & informal]*)


Students will write and explain the processes undergone by five objects that result in congruence
to a previous object with 60% accuracy.
INDEPENDENT PRACTICE
Following the lesson on rotations, reflections, and translations, students will research
tessellations and how one can use transformations to tessellate shapes.
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: The teacher will perform a specific transformation using a cut out
shape and the students will describe, with words, the specific transformation the teacher is
performing. The teacher will then follow up with questions asking the students to explain how
they came to their answer.
Academic Enrichment: The students will write a prediction of what the definition of a dilation
may be.

TEACHER REFERENCES
Schor, B. (Director) (2015, February 25). Sequence of Transformations. Lecture conducted from,
Freeport.
Share my lesson by teachers, for teachers. (n.d.). Retrieved April 5, 2015, from
http://www.sharemylesson.com/teaching-resource/tessellation-lesson-6197352/
Transformation Lesson Plans and Lesson Ideas | BrainPOP Educators. (n.d.). Retrieved April 5,
2015, from http://www.brainpop.com/educators/community/bp-topic/transformation/

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