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Transformations Lesson Plan

This lesson plan covers teaching 8th grade students about transformations including reflections, rotations, dilations, and translations. For each type of transformation, the plan outlines objectives, a do now activity to engage students, a class discussion to build understanding, an individual or group activity for students to apply the concept, and homework or additional resources for practice. The activities involve drawing shapes, finding transformed images, writing rules to describe transformations, and translating polygons by writing new coordinate points. The goal is for students to understand the key characteristics and be able to perform and describe each type of transformation.

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511 views

Transformations Lesson Plan

This lesson plan covers teaching 8th grade students about transformations including reflections, rotations, dilations, and translations. For each type of transformation, the plan outlines objectives, a do now activity to engage students, a class discussion to build understanding, an individual or group activity for students to apply the concept, and homework or additional resources for practice. The activities involve drawing shapes, finding transformed images, writing rules to describe transformations, and translating polygons by writing new coordinate points. The goal is for students to understand the key characteristics and be able to perform and describe each type of transformation.

Uploaded by

api-286524578
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Chao An (Joanna) Wu

8th grade Lesson Plan


CCSS.MATH.CONTENT.8.G.A.1
Verify experimentally the properties of rotations, reflections, and translations.
CCSS.MATH.CONTENT.8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional
figures using coordinates.
Reflections
Objective: Students will be able to describe what a reflection is and its characteristics. Students
will be able to write a rule to describe a reflection.
Do Now: Think about what a reflection is. Write down some key ideas that define a reflection.
(5-10 minutes) Class discussion on what they think reflections are. Ask them questions like, Is
distance preserved. Are the measures of the angles preserved? What are some other words
you can think of when you hear the word reflection?
(20- 30 minutes) Students will draw a non rectangular quadrilateral. I will then ask them to come
up to my table so that I can draw a line of reflection for them. They will have to come up with a
method to reflect their quadrilateral and write a paragraph describing their methodology.
For Homework they will look at questions 1-5 in the textbook. These homework questions
require them to write down the points of each vertices and see how those points change when
reflected over the x-axis, and then the y-axis.
For extra help students may go to this website: http://www.mathsisfun.com/geometry/
reflection.html

Rotations
Objective: Students will be able to describe what a rotation is and its characteristics. Students
will be able to write a rule to describe a rotation.
Do Now: Think about what a rotation is. Write down some key ideas that define a rotation.
Materials: Protractor and graph paper.
(5-10 minutes) Class discussion on what they think reflections are. Ask them questions like, Is
distance preserved. Are the measures of the angles preserved? What are some other words
you can think of when you hear the word rotation?
(20-30 minutes) Have the students draw another non rectangular quadrilateral. Give students a
point of reflection that is outside of the quadrilateral. Model how it is done first on the ELMO.
Have the students create an image that had rotational symmetry.

Dilations
Objective: Students will be able to describe what a dilation is and its characteristics. Students
will be able to write a rule to describe a dilation.
Do Now: Think about what a dilation is. Write down some key ideas that define a dilation.
(5-10 minutes) Class discussion on what they think dilation are. Ask them questions like, Is
distance preserved. Are the measures of the angles preserved? What are some other words
you can think of when you hear the word dilation? Ask them if the image and its pre-image are
similar or congruent. Quickly review scale factors and how it affected each pre-image.
(20 minutes) Have students work out of the textbook. Have them write down the points of each
vertices for the pre-image and the points for the vertices of the image. Have them write a
generalization of what happened using algebra.

Translations
Materials: Rulers and graph paper.
Objective: Students will be able to write a rule to describe a translation.
Do Now: You have 5 minutes. Fill in the blanks that describe the three different transformations
we have discussed in class. This will be collected. (See attachment)
(5-10 minutes) After collecting the Do Now, we will have a word web on the SmartBoard with the
word Trans- in the middle. The other transformations we have learned so far (rotations,
reflections, and dilations) are more intuitive. So we will discuss what we think the word
translation means before we learn about what it means in mathematics. (Does anyone know
what the latin root trans means? Can you think of a few words that have the prefix
trans?) Examples might include translate, transcribe, transfer, transform, etc.
(5-10 minutes) There will be a graph with a polygon on the smartboard. I will draw the same
quadrilateral but in a different place then ask the students, Are the measurements of the
length and width the same? Did the measure of the angles change?
Also, I will be sure to ask them if the vertices A, B, C, and D have the same orientation as A,
B, C, and D.
How would you describe the movement so that someone else
would be able to draw the same quadrilateral I drew?
(10 minutes) I will then hand out the worksheet where they will
practice translating 6 different polygons. I will instruct them to write

down the coordinates of the newly translated image. I will circulate the classroom as they do
independent work.
(10 minutes) After the class activity we will go over whether or not
we can create a general rule that describes a transformation. I will
also give them three points (without a graph) and their translations
and see if they can write a rule that describes the transformation.
For students who need more differentiated instruction they can
consult the following online resources:

(Auditory Learners) https://www.khanacademy.org/math/geometry/transformations


(Visual Learners) http://www.mathwarehouse.com/transformations/translations-inmath.php

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