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East Kentwood High School

Transformations
Unit
10th Grade Geometry- Chapter 9

Rachel White

Table of Contents
Introduction..2
Calendar...3
Content Standards.4
Goals & Learning Targets..5
Lesson Plans..6
Day 1- Tessellations..6
Day 2- Translations...9
Day 3- Reflections.13
Day 4- Rotations17
Day 5- Compositions of Transformations..21
Day 6- Compositions Activity25
Day 7- Symmetry..28
Day 8- Dilations.32
Day 9 & 10- Review Chapter 9.36
Scaffolding Materials.........40
Activities48
Formative Assessments52
Pre-Assessment.56
Post Assessment...59
Assessment Data...66
Reflection..67
Bibliography68

Introduction
This is a unit plan create for a 10th grade geometry class at East Kentwood High
School. The unit is about geometric transformations. Transformations can be used for many
different purposes in geometry. They can stand alone and be taught as just simple
transformations, an operation that moves or changes a geometric figure in some way to
produce a new figure. Transformations can also be used to demonstrate and prove
congruence and similarity theorems. While this is a new idea in many classrooms, it is not
new to mathematicians. This unit will rely mostly on transformations as operations that
move or change geometric figures in some way to produce new figures.
This unit relies heavily on the algebra skills that the students have developed in
previous mathematics classes. They will use properties of transformations and the fact that
transformations are isometries to solve problems dealing with many different figures and
real world objects. This unit comes after many other geometry units in which the students
have learned about the basic properties of many objects and figures commonly used in
geometry. This unit is based on the Common Core State Standards for Mathematics that
require students to know what transformations are, what they can be used for and how to
perform transformations.
In a society that relies so heavily on the computer in everyday life, it is important
that students get the opportunity to use the computer to demonstrate content knowledge
in many different content areas. During this unit the students will learn how to perform
transformations on a computer program called Geogebra. This shows the students the
importance of technology literacy and how they can use the computer to not only research,
write papers and surf the web, but to dig deeper into mathematics that we may not see
without the aid of technology.

Chapter 9 Calendar
Date

Section

Assignments

Learning Goals

Tuesday
3/3

Tessellations

Extra Credit Tessellation

Wednesday
or Thursday
3/4 or 3/5

9.1 Translate
Figures and Use
Vectors

P. 576-579 # 1, 2, 3, 5, 7,
9, 11, 13, 15, 17, 19, 21,
25, 27, 29, 31, 35, 37, 41,
43, and IRRROC #39

Monday
3/9

9.3 Perform
Reflections

P. 593 # 1, 2, 3, 4, 5, 6, 10,
11, 12

I can perform a tessellation

and name the transformation
it uses.
I can verify congruence
using translation rules on the
coordinate plane.
I can use a vector to
translate a figure on the
coordinate plane.
I can perform reflections on
a figure in the coordinate
plane.

Worksheet 9.3
Tuesday
3/10

9.4 Perform
Rotations

P. 602-604 # 1, 12, 13, 14,

29, 31

I can perform rotations on a

figure in the coordinate plane.

Worksheet 9.4
Wednesday
3/11

9.5 Apply
Compositions of
Transformations

P. 611-612 # 2, 3, 5, 6, 7,
8, 10, 11, 13, 14

I can perform a composition

of transformations on a figure
in the coordinate plane.

Thursday
3/12

9.5 Apply
Compositions of
Transformations

Complete the activity

from class

Friday
3/13

9.6 Identify
Symmetry

P. 621-623 # 1, 2, 3, 13,
14, 15, 23, 27, 29

I can perform a composition

of transformations on a figure
in the coordinate plane on
Geogebra.
I can identify lines of
symmetry and rotational
symmetry.

Monday
3/16

9.7 Identify and

Perform Dilations

Worksheet 9.6
P. 629-631 # 2, 3, 5, 6, 21,
23, 24, 25, 29, and
IRRROC #31

Tuesday
3/17

Chapter 9 Review

Chapter 9 Targets

Wednesday
3/18

Chapter 9 Review

Study!!

Thursday
3/19

CH 9 Test

I can identify the scale factor

for a given dilation.
I can identify and perform
dilations on a figure in the
coordinate plane.

Content Standards
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as
inputs and give other points as outputs. Compare transformations that preserve
distance and angle to those that do not (e.g., translation versus horizontal
stretch).
CCSS.MATH.CONTENT.HSG.CO.A.3
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the
rotations and reflections that carry it onto itself.
CCSS.MATH.CONTENT.HSG.CO.A.4
Develop definitions of rotations, reflections, and translations in terms of angles,
circles, perpendicular lines, parallel lines, and line segments.
CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the
transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.SRT.A.1
Verify experimentally the properties of dilations given by a center and a scale
factor:
CCSS.MATH.CONTENT.HSG.SRT.A.1.B
The dilation of a line segment is longer or shorter in the ratio given by the scale
factor.

Goals
The learner will conceptualize what the three types of transformations are and
how to perform each one.
The learner will use geometry software to explore transformations on the
computer.
The learner will demonstrate how to perform translations, rotations, reflections
and dilations on the coordinate plane.

Learning Targets
I can perform a tessellation and name the transformation it uses.
I can verify congruence using translation rules on the coordinate plane.
I can use a vector to translate a figure on the coordinate plane.
I can perform reflections on a figure in the coordinate plane.
I can perform rotations on a figure in the coordinate plane.
I can perform a composition of transformations on a figure in the coordinate plane.
I can perform a composition of transformations on a figure in the coordinate plane on
Geogebra.
I can identify lines of symmetry and rotational symmetry.
I can identify the scale factor for a given dilation.
I can identify and perform dilations on a figure in the coordinate plane.

Lesson Plan- Day 1

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Tessellations
Standard

CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence
of transformations that will carry a given figure onto another.

Objective/Target and I
can statements
student friendly
language

I can perform translation and rotation tessellations.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to help each other complete the
tessellations.
We will engage in class discussion and use the gradual release model, I do, we do,
you do together, and you do alone throughout the lesson.

Introduction: Creating
excitement and focus
for the lesson target

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
The students will discuss the vocabulary for the chapter and complete the 9.1
vocabulary frame as we discuss the vocabulary as a class.
We start by looking at examples of tessellations displayed in the classroom.
The teacher will give students written directions and demonstrate how you make a
shape that you can tessellate by translations.
The students will work with their groups to create their own shape and tessellate it
across an entire sheet of paper.
When they have completed their translation tessellation, they will complete the
rotation tessellation without a demonstration from the teacher.

Go over the content, vocabulary and social goals for the day so that the students know
where we are headed.
We will talk about what a transformation is and introduce the vocabulary of translation
and rotation.

2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Knowledge: What is a translation? Rotation?
Comprehension: Understand that a shape tessellates only when you follow the
correct steps to create the shape.
Application: Apply the rules to make tessellation shape and tessellate the shape.
3. Accommodations; differentiating to meet student needs

Remediation/Intervention: students who have not mastered the target will have the
opportunity to come in at lunch or after school for extra help after trying the learning
opportunities that are due the next day.
Auditory: The students will be able to hear how to do the activity during class
discussion.
Visual: The students will be able to see how to do the tessellations as the teacher
demonstrates.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.

4. Methods, Materials, and Integrated Technology

Instructional techniques: lecture, group work
Engagement strategies: the students will have opportunities to work with their groups
to try to make their own tessellation. We will move back and forth between lecture
and group work in order to keep the attention of the students, but the students will
mainly have time to work on their tessellation which is quire open ended. The
students will also have some time to work on their homework at the end of the hour.
Materials and Integrated Technology list: sticky notes, scissors, plain paper, colored
pencils, activity worksheet, notes packet (9.1 Vocabulary Frame), projector,
powerpoint
Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to create a shape that tessellates and how to create
the tessellation for translations.
Tell: the teacher will model the correct way to create shapes that tessellate

HOW/WHAT
How: the students will be asked questions throughout the modeling process so that they
can complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to participate
in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc. (for
Vocabulary only)
The students will respond during the notes portion of the class out loud if they know the
answer to the question, often multiple students will respond at once which is part of the
class norm.
While the students work with their groups to create their shapes and tessellations, the
teacher will walk around the room and see how the students are doing to determine who
is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check students
feelings toward how well they understand the material.

Guided Practice: WE
DO

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Closure

Assessment

Repeated practice of new learning as stated in the objective/target: once the students try
new tessellations on their own, we will go over it as a class so the teacher can model the
proper thinking but the students can also be involved in solving the different steps in the
problem.
Modeled first, then practice together as the students begin to try some of the problems on
their own.
Practices what was demonstrated or modeled with their group members.
Students will share what they got when trying the problem with their groups or on their
own.
Students will have to complete their learning opportunities at the end of class and if they
do not finish then they are required to take them home and finish them.
Ask if the students have any questions about what they learned that day.
Remind the students that they need to complete their homework which will allow them to
practice the skills that they learned in class today.
They will need to complete their tessellations at home if they did not finish in class.
The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by the
teacher to see if the students are mastering the topic.

Lesson Plan- Day 2

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Performing Translations
Standard

Objective/Target and
I can statements
student friendly
language

CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the
transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance
and angle to those that do not (e.g., translation versus horizontal stretch).

I can verify congruence using translation rules on the coordinate plane.

I can use a vector to translate a figure on the coordinate plane.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we
do, you do together, and you do alone throughout the lesson.

Introduction:
Creating excitement
and focus for the
lesson target

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
The teacher will complete Example 1 on the board, determining the coordinates
of a figure after a translation rule has been applied and graphing the image (I
do).
The students will complete a similar example from their book on their own sheet
of graph paper for their notes (we/they do).
We will go over the question on the board once they have tried it.
The students will determine the will help determine the translation rule for an
image that has already been translated for Example 2 (we/they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.

Go over the content, vocabulary and social goals for the day so that the students
know where we are headed.
We will discuss what a translation is and how we perform them yesterday in our
tessellations. What are some real life translations?

10

The teacher will discuss the fact that translations are isometries and the students
will help to prove this using the picture from Example 2 and using SAS triangle
theorems.
The teacher will model the correct way to name and write the component form of
a vector for Example 3 (I do).
The students will complete Example 3 with their group members, they name and
write the component form of another vector (they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will demonstrate how to do Example 4 on the board with the help of
the students.
The students will work with their group to solve a similar problem to Example 4,
from their book on their notes graph paper (they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to solve this problem on the board once
the students have been given an opportunity to try the problem on their own.
The students will write a summary statement of the lesson in their notes.
The teacher will use this time to answer any questions on the homework from the
night before as a class.
Any extra time at the end of the hour will be given to the students to work on
their homework (they do alone).

2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Knowledge: What is a translation rule? Vector?

Comprehension: Understand that a translation does not change the shape or the
size of the figure being translated, a translation is an isometry therefore it
preserves length and angle measure.
Application: Apply a rule of translation on the coordinate plane to points, lines or
figures.

3. Accommodations; differentiating to meet student needs

Remediation/Intervention: students who have not mastered the target will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day.
Auditory: The students will be able to hear how to solve these problems during
class discussion.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.
4. Methods, Materials, and Integrated Technology
Instructional techniques: lecture, group work and open class discussion during
the notes
Engagement strategies: the students will have opportunities to work with their
groups to try some of the new problems that they will be seeing during class
time. We will move back and forth between lecture and group work in order to

11

Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up the new problems and how to properly
show the work that is required to complete the problems correctly
Tell: the teacher will model the correct way to think about a problem when
approaching the new material

HOW/WHAT
How: the students will be asked questions throughout the modeling process so that
they can complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc.
The students will respond during the notes portion of the class out loud if they know
the answer to the question, often multiple students will respond at once which is part
of the class norm.
While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check
students feelings toward how well they understand the material.

Guided Practice:
WE DO

keep the attention of the students. The students will also have some time to work
on their homework at the end of the hour.
Materials and Integrated Technology list: homework packet, notes packet (9.1
Frame), whiteboard, projector, computer, whiteboard markers, Geometry book

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Closure

Repeated practice of new learning as stated in the objective/target: once the students
try one of the new problems on their own, we will go over it as a class so the teacher
can model the proper thinking but the students can also be involved in solving the
different steps in the problem.
Modeled first, then practice together as the students begin to try some of the
problems on their own.
Practices what was demonstrated or modeled with their group members.
Students will share what they got when trying the problem with their groups or on
their own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.
Ask if the students have any questions about what they learned that day.
The teacher will go over the homework that was assigned the night before. The
students are allowed to ask questions on the ones that they thought were the most
difficult.

12

Assessment

Remind the students that they need to complete their homework which will allow
them to practice the skills that they learned in class today.

The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by
the teacher to see if the students are mastering the topic.

13

Lesson Plan- Day 3

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Performing Reflections
Standard

Objective/Target and
I can statements
student friendly
language

CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the
transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance
and angle to those that do not (e.g., translation versus horizontal stretch).

I can perform reflections on a figure in the coordinate plane.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we
do, you do together, and you do alone throughout the lesson.

Introduction:
Creating excitement
and focus for the
lesson target

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
We will begin by looking at a line segment that has been reflected over the xaxis, y-axis, the line y = x and the line y = -x. We will use these pictures to
develop rules for these reflections on the coordinate plane.
Discuss whether a reflection is an isometry as a class.
The teacher will complete Example 1 on the board, reflecting a triangle over a
vertical line (I do).
The students will complete the second question in Example 1 with their group
(we/they do).
We will go over the question on the board once they have tried it.
The students will complete an example from their books on their notes graph
paper which is similar to the ones done before (they do alone).
The teacher will model how to use a reflection rule that we already developed as
a class and apply to the coordinates of a figure to find the coordinates of an
image. Then the students will help to graph the image (we/they do).

Go over the content, vocabulary and social goals for the day so that the students
know where we are headed.
We will discuss what a reflection is and how we might perform one. What are some
real life examples of reflections?

14

The students will complete a similar problem, Example 3, in their notes (we/they
do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.
The students will complete an example from their book which requires finding the
coordinates of an image without graphing (they do alone).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to solve this problem on the board once
the students have been given an opportunity to try the problem on their own.
The students will write a summary statement of the lesson in their notes.
The teacher will use this time to answer any questions on the homework from the
night before as a class.
Any extra time at the end of the hour will be given to the students to work on
their homework (they do alone).

2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Knowledge: What are the coordinate rules for reflections in the coordinate plane
over the x-axis? Y-axis? The line y = x? The line y = -x?
Comprehension: Understand that a reflection does not change the shape or the
size of the figure being reflected, a reflection is an isometry therefore it preserves
length and angle measure.
Application: Apply a rule of reflection on the coordinate plane to points, lines or
figures.

3. Accommodations; differentiating to meet student needs

Remediation/Intervention: students who have not mastered the target will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day.
Auditory: The students will be able to hear how to solve these problems during
class discussion.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.
4. Methods, Materials, and Integrated Technology
Instructional techniques: lecture, group work and open class discussion during
the notes
Engagement strategies: the students will have opportunities to work with their
groups to try some of the new problems that they will be seeing during class
time. We will move back and forth between lecture and group work in order to
keep the attention of the students. The students will also have some time to work
on their homework at the end of the hour.
Materials and Integrated Technology list: homework packet, notes packet (9.3
Frame), whiteboard, projector, computer, whiteboard markers, Geometry book

15

Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up the new problems and how to properly
show the work that is required to complete the problems correctly
Tell: the teacher will model the correct way to think about a problem when
approaching the new material

HOW/WHAT
How: the students will be asked questions throughout the modeling process so that
they can complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc.
The students will respond during the notes portion of the class out loud if they know
the answer to the question, often multiple students will respond at once which is part
of the class norm.
While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check
students feelings toward how well they understand the material.

Guided Practice:
WE DO

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Closure

Repeated practice of new learning as stated in the objective/target: once the students
try one of the new problems on their own, we will go over it as a class so the teacher
can model the proper thinking but the students can also be involved in solving the
different steps in the problem.
Modeled first, then practice together as the students begin to try some of the
problems on their own.
Practices what was demonstrated or modeled with their group members.
Students will share what they got when trying the problem with their groups or on
their own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.
Ask if the students have any questions about what they learned that day.
The teacher will go over the homework that was assigned the night before. The
students are allowed to ask questions on the ones that they thought were the most
difficult.
Remind the students that they need to complete their homework which will allow
them to practice the skills that they learned in class today.

16

Assessment

The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by
the teacher to see if the students are mastering the topic.

17

Lesson Plan- Day 4

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Performing Rotations
Standard

CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence
of transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance and
angle to those that do not (e.g., translation versus horizontal stretch).

Objective/Target and I
can statements
student friendly
language

I can perform rotations on the coordinate plane.

I can determine the coordinates of an image after a rotation.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the example
problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we do,
you do together, and you do alone throughout the lesson.

Introduction: Creating
excitement and focus
for the lesson target

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
We will begin by looking at a line segment that has been rotated 90, 180 and 270
about the origin. We will use these pictures to develop rules for these rotations on
the coordinate plane.
The teacher will complete Example 1 on the board, determining the coordinates of a
figure after a 90 rotation about the origin and graphing both the image and the preimage (I do).
The students will determine the coordinates of the same figure after a 180 rotation
about the origin and then they will graph both the image and the pre-image for
Example 2 (we/they do).
The teacher will walk around the room and assist the students with any questions
that they might have.
The teacher will review the correct way to complete this example on the board when
all students have finished the problem.

Go over the content, vocabulary and social goals for the day so that the students know
where we are headed.
We will talk about what a rotation is and what it looks like to rotate something.

18

The will complete Example 3 with their group members, they will rotate the same
figure 270 about the origin, graphing both the image and the pre-image and
determining the coordinates of the image (they do).
The teacher will walk around the room and assist the students with any questions
that they might have.
The students will work with their group to solve a similar problem, Example 4,
involving the fact that a rotation is an isometry, therefore, the side lengths and angle
measures are preserved. Students will use the properties of rotations and algebra
skills to solve for two variables in the picture (they do).
The teacher will walk around the room and assist the students with any questions
that they might have.
The teacher will review the correct way to solve this problem on the board once the
students have been given an opportunity to try the problem on their own.
The teacher will use this time to answer any questions on the homework from the
night before as a class.
The students will complete an exit slip before leaving at the end of the hour.
Any extra time at the end of the hour will be given to the students to work on their
homework (they do alone).

2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Knowledge: What are the coordinate rules for rotations about the origin on the
coordinate plane?
Comprehension: Understand that a rotation does not change the shape or the size of
the figure being rotated, a rotation is an isometry therefore it preserves length and
angle measure.
Application: Apply the rules of rotations about the origin on the coordinate plane to
points, lines or figures.
3. Accommodations; differentiating to meet student needs
Remediation/Intervention: students who have not mastered the target will have the
opportunity to come in at lunch or after school for extra help after trying the learning
opportunities that are due the next day. This could be determined using the exit slip.
Auditory: The students will be able to hear how to solve these problems during class
discussion.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.
4. Methods, Materials, and Integrated Technology
Instructional techniques: lecture, group work and open class discussion during the
notes
Engagement strategies: the students will have opportunities to work with their groups
to try some of the new problems that they will be seeing during class time. We will
move back and forth between lecture and group work in order to keep the attention
of the students. The students will also have some time to work on their homework at
the end of the hour.

19

Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up the new problems and how to properly show
the work that is required to complete the problems correctly
Tell: the teacher will model the correct way to think about a problem when approaching
the new material

HOW/WHAT
How: the students will be asked questions throughout the modeling process so that they
can complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to participate
in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc.
The students will respond during the notes portion of the class out loud if they know the
answer to the question, often multiple students will respond at once which is part of the
class norm.
While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing to
determine who is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check students
feelings toward how well they understand the material.

Guided Practice: WE
DO

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Materials and Integrated Technology list: homework packet, notes packet (9.4
frame), whiteboard, projector, computer, whiteboard markers, Geometry book, premade Geogebra rotations

Repeated practice of new learning as stated in the objective/target: once the students try
one of the new problems on their own, we will go over it as a class so the teacher can
model the proper thinking but the students can also be involved in solving the different
steps in the problem.
Modeled first, then practice together as the students begin to try some of the problems on
their own.
Practices what was demonstrated or modeled with their group members.
Students will share what they got when trying the problem with their groups or on their
own.
Students will have to complete their learning opportunities at the end of class and if they
do not finish then they are required to take them home and finish them.

20

Closure

Assessment

Ask if the students have any questions about what they learned that day.
The teacher will go over the homework that was assigned the night before. The students
are allowed to ask questions on the ones that they thought were the most difficult.
Remind the students that they need to complete their homework which will allow them to
practice the skills that they learned in class today.
The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The exit slips will be reviewed by the teacher before the next days instruction.
The completed learning opportunities will be turned in the next day and reviewed by the
teacher to see if the students are mastering the topic.

21

Lesson Plan- Day 5

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Compositions of Transformations
Standard

CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the
transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance
and angle to those that do not (e.g., translation versus horizontal stretch).

I can perform a composition of transformations on a figure in the coordinate plane.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we
do, you do together, and you do alone throughout the lesson.

Objective/Target and
I can statements
student friendly
language

Introduction:
Creating excitement
and focus for the
lesson target

Go over the content, vocabulary and social goals for the day so that the students
know where we are headed.
We will talk about what a rotation is and what it looks like to rotate something.

22

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
We will begin by defining glide reflection and composition of transformations.
The teacher will complete Example 1 on the board with the help of the students,
determining the coordinates and graphs of a point that is translated then
reflected (I/we do).
The students will complete a similar example on their notes graph paper from
their book (they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.
The students will determine the coordinates of the same point after a different
composition of transformations for Example 2 (we/they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.
The students will help the teacher complete Example 3 on the board, they will
determine the composition of transformations for a figure that has already has a
composite applied to it (we/they do).
The students will work with their group to solve another problem, Example 4,
which requires them to complete a composite and then tell if there is a single
transformation that will take the prime image right to the double prime image
(they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to solve this problem on the board once
the students have been given an opportunity to try the problem on their own.
The teacher will use this time to answer any questions on the homework from the
night before as a class.
Any extra time at the end of the hour will be given to the students to work on
their homework (they do alone).
2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Knowledge: What is a composition of transformations?

Comprehension: Understand that a composition of transformations does not
change the shape or the size of the figure being transformed, a composite is an
isometry therefore it preserves length and angle measure.
Application: Apply a composition of transformations on the coordinate plane to
points, lines or figures.

3. Accommodations; differentiating to meet student needs

Remediation/Intervention: students who have not mastered the target will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day.
Auditory: The students will be able to hear how to solve these problems during
class discussion.

23

Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.

4. Methods, Materials, and Integrated Technology

Instructional techniques: lecture, group work and open class discussion during
the notes
Engagement strategies: the students will have opportunities to work with their
groups to try some of the new problems that they will be seeing during class
time. We will move back and forth between lecture and group work in order to
keep the attention of the students. The students will also have some time to work
on their homework at the end of the hour.
Materials and Integrated Technology list: homework packet, notes packet (9.5
Frame), whiteboard, projector, computer, whiteboard markers, Geometry book
Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up the new problems and how to properly
show the work that is required to complete the problems correctly
Tell: the teacher will model the correct way to think about a problem when
approaching the new material

HOW/WHAT
How: the students will be asked questions throughout the modeling process so that
they can complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc.
The students will respond during the notes portion of the class out loud if they know
the answer to the question, often multiple students will respond at once which is part
of the class norm.
While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check
students feelings toward how well they understand the material.

Guided Practice:
WE DO

Repeated practice of new learning as stated in the objective/target: once the students
try one of the new problems on their own, we will go over it as a class so the teacher
can model the proper thinking but the students can also be involved in solving the
different steps in the problem.
Modeled first, then practice together as the students begin to try some of the
problems on their own.

24

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Closure

Assessment

Practices what was demonstrated or modeled with their group members.

Students will share what they got when trying the problem with their groups or on
their own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.
Ask if the students have any questions about what they learned that day.
The teacher will go over the homework that was assigned the night before. The
students are allowed to ask questions on the ones that they thought were the most
difficult.
Remind the students that they need to complete their homework which will allow
them to practice the skills that they learned in class today.
The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by
the teacher to see if the students are mastering the topic.

25

Lesson Plan- Day 6

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Compositions of Transformations Activity
Standard

CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the
transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance
and angle to those that do not (e.g., translation versus horizontal stretch).

I can perform a composition of transformations on a figure in the coordinate plane

using Geogebra.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we
do, you do together, and you do alone throughout the lesson.

Objective/Target and
I can statements
student friendly
language

Introduction:
Creating excitement
and focus for the
lesson target

The teacher will demonstrate the different functions of Geogebra and how to create
figures in the program.

The students will spend some time learning to create their own figure and how to use
the transformation functions.

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
The students will work on the activity during class time with their groups.
The teacher will walk around the room while the students are working to see if
they are understanding the task and helping with questions about the computer
program.
Students will complete an exit slip requiring them to complete and print a
composition on Geogebra.
The lesson will be summarized the next day at the beginning of class so that
they students will have as much time as possible to work on the computers
today.
2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

26

Application: Apply a composition of transformations on the coordinate plane to

points, lines or figures using technology.

3. Accommodations; differentiating to meet student needs

Remediation/Intervention: students who have not mastered the target will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.
4. Methods, Materials, and Integrated Technology
Instructional techniques: group work, brief class discussion
Engagement strategies: the students will have opportunities to work with their
groups and technology to complete the assignment.
Materials and Integrated Technology list: completed 9.5 frame, Geogebra activity
sheet and program instructions, computers, projector
Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up Geogebra for use during the activity
Tell: the teacher will model the correct way to use Geogebra to perform a
composition of transformations

HOW/WHAT
How: the students will be asked questions throughout the activity so that they can
complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in their group work on the activity

While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice.
The exit slip will be used to determine who has mastered the topic.

Guided Practice:
WE DO

Modeled first, then practice together as the students begin to try some of the
problems on their own.

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Practices what was demonstrated or modeled with their group members.

Students will share what they got when trying the problem with their groups or on
their own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.

27

Closure

Ask if the students have any questions about what they learned that day.
Remind the students that they need to complete their homework which will allow
them to practice the skills that they learned in class today.

Assessment

The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by
the teacher to see if the students are mastering the topic.

28

Lesson Plan- Day 7

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Identifying Symmetry
Standard

The learner will use their knowledge of polygons and transformations to determine if
objects have line or rotational symmetry.

Objective/Target and
I can statements
student friendly
language

I can identify lines of symmetry and rotational symmetry.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we
do, you do together, and you do alone throughout the lesson.

Introduction:
Creating excitement
and focus for the
lesson target

Go over the content, vocabulary and social goals for the day so that the students
know where we are headed.
We will talk about what it means for something to be symmetrical. What are some
real world object that are symmetrical?

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
We will begin by defining what line symmetry is.
The teacher will complete the first part of Example 1 on the board, determining
the number of lines of symmetry and drawing them on the figure (I do).
The students will help the teacher determine the number of lines of symmetry for
the next figure and where to draw them (we do).
The students will complete Example 1 with their group by finishing the last
problem, determining how many lines of symmetry exist and drawing them on
the figure (we/they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.
The teacher will define rotational symmetry and how to determine the angles of
rotational symmetry. The teacher will complete the first part of Example 2 on the
board, determining if a figure has rotational symmetry and what the angle of
rotation would be (I do).
The students will help the teacher determine if the next figure has rotational
symmetry and what the degree of rotation is (we do).

29

The students will complete Example 2 with their group by finishing the last
problem, determining if a figure has rotational symmetry and what the degree is
(we/they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.
The students will complete a summary sentence of the lesson that has just been
completed.
The teacher will use this time to answer any questions on the homework from the
night before as a class.
Any extra time at the end of the hour will be given to the students to work on
their homework (they do alone).

2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Knowledge: What does it mean for a figure to be symmetrical?

Comprehension: Understand that a figure can have more than one type of
symmetry and more than one line of symmetry.
Application: Apply the rules of symmetry to new figures that students have not
seen before.

3. Accommodations; differentiating to meet student needs

Remediation/Intervention: students who have not mastered the target will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day.
Auditory: The students will be able to hear how to solve these problems during
class discussion.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.
4. Methods, Materials, and Integrated Technology
Instructional techniques: lecture, group work and open class discussion during
the notes
Engagement strategies: the students will have opportunities to work with their
groups to try some of the new problems that they will be seeing during class
time. We will move back and forth between lecture and group work in order to
keep the attention of the students. The students will also have some time to work
on their homework at the end of the hour.
Materials and Integrated Technology list: homework packet, notes packet (9.6
Frame), whiteboard, projector, computer, whiteboard markers, Geometry book

30

Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up the new problems and how to properly
show the work that is required to complete the problems correctly
Tell: the teacher will model the correct way to think about a problem when
approaching the new material

HOW/WHAT
How: the students will be asked questions throughout the modeling process so that
they can complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc.
The students will respond during the notes portion of the class out loud if they know
the answer to the question, often multiple students will respond at once which is part
of the class norm.
While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check
students feelings toward how well they understand the material.

Guided Practice:
WE DO

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Closure

Repeated practice of new learning as stated in the objective/target: once the students
try one of the new problems on their own, we will go over it as a class so the teacher
can model the proper thinking but the students can also be involved in solving the
different steps in the problem.
Modeled first, then practice together as the students begin to try some of the
problems on their own.
Practices what was demonstrated or modeled with their group members.
Students will share what they got when trying the problem with their groups or on
their own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.
Ask if the students have any questions about what they learned that day.
The teacher will go over the homework that was assigned the night before. The
students are allowed to ask questions on the ones that they thought were the most
difficult.
Remind the students that they need to complete their homework which will allow
them to practice the skills that they learned in class today.

31

Assessment

The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by
the teacher to see if the students are mastering the topic.

32

Lesson Plan- Day 8

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Identifying & Performing Dilations
Standard

Objective/Target and
I can statements
student friendly
language

CCSS.MATH.CONTENT.HSG.SRT.A.1
Verify experimentally the properties of dilations given by a center and a scale factor.
CCSS.MATH.CONTENT.HSG.SRT.A.1.B The dilation of a line segment is longer or
shorter in the ratio given by the scale factor.

I can identify the scale factor for a given dilation.

I can identify and perform dilations on a figure in the coordinate plane.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we
do, you do together, and you do alone throughout the lesson.

Introduction:
Creating excitement
and focus for the
lesson target

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
We will begin by talking about what the ratio is to determine the scale factor of a
dilation.
We will look at a website application (mathopenref.com dilations) to determine
what happens when the scale factor is less than 1 and what happens when the
scale factor is greater than 1.
The teacher will do Example 1, finding the scale factor and determining whether
it is an enlargement or a reduction (I do).
The students will complete Example 2, also finding the scale factor and
determine whether it is an enlargement or a reduction (we/they do)
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.
The teacher will discuss with the students a Geogebra graph that shows a
dilation with scale factor 2. The students will help develop a rule for dilations.
The students will help the teacher complete Example 3 on the board. This
example involves using a rule for a dilation and applying it to coordinates of a
shape so that we can graph it (we do).

Go over the content, vocabulary and social goals for the day so that the students
know where we are headed.
We will talk about it means to dilate something. What is a real world example of
dilating something?

33

The students will complete Example 4 with their group members (we/they do).
The teacher will walk around the room and assist the students with any
questions that they might have.
The teacher will review the correct way to complete this example on the board
when all students have finished the problem.
The students will complete the translation in Example 5 with their group (they
do).
The students will assist the teacher in performing the dilation of the image after
the translation on the board (we do).
The students will write a summary statement about the lesson at the bottom of
their notes.
The teacher will use this time to answer any questions on the homework from the
night before as a class.
The students will complete an exit slip before leaving at the end of the hour.
Any extra time at the end of the hour will be given to the students to work on
their homework (they do alone).

2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Knowledge: What does it mean to dilate something? Identify a dilation.

Comprehension: Understand that a dilation is not an isometry but it does create
similar figures.
Application: Apply the rules of dilations to figures in the coordinate plane.
Determine the scale factor given an image and a pre-image.

3. Accommodations; differentiating to meet student needs

Remediation/Intervention: students who have not mastered the target will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day..
Auditory: The students will be able to hear how to solve these problems during
class discussion.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.
4. Methods, Materials, and Integrated Technology
Instructional techniques: lecture, group work and open class discussion during
the notes
Engagement strategies: the students will have opportunities to work with their
groups to try some of the new problems that they will be seeing during class
time. We will move back and forth between lecture and group work in order to
keep the attention of the students. The students will also have some time to work
on their homework at the end of the hour.
Materials and Integrated Technology list: homework packet, notes packet (9.7 A
and B Frames), whiteboard, projector, computer, whiteboard markers, Geometry
book, pre-made Geogebra dilation

34

Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up the new problems and how to properly
show the work that is required to complete the problems correctly
Tell: the teacher will model the correct way to think about a problem when
approaching the new material

HOW/WHAT
How: the students will be asked questions throughout the modeling process so that
they can complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc.
The students will respond during the notes portion of the class out loud if they know
the answer to the question, often multiple students will respond at once which is part
of the class norm.
While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check
students feelings toward how well they understand the material.

Guided Practice:
WE DO

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Closure

Repeated practice of new learning as stated in the objective/target: once the students
try one of the new problems on their own, we will go over it as a class so the teacher
can model the proper thinking but the students can also be involved in solving the
different steps in the problem.
Modeled first, then practice together as the students begin to try some of the
problems on their own.
Practices what was demonstrated or modeled with their group members.
Students will share what they got when trying the problem with their groups or on
their own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.
Ask if the students have any questions about what they learned that day.
The teacher will go over the homework that was assigned the night before. The
students are allowed to ask questions on the ones that they thought were the most
difficult.
Remind the students that they need to complete their homework which will allow
them to practice the skills that they learned in class today.

35

Assessment

The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by
the teacher to see if the students are mastering the topic.

36

Lesson Plan- Day 9 & 10

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Chapter 9 Review (2 days)
Standard

CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using, e.g., graph paper, tracing paper, or geometry software. Specify a
sequence of transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance and
angle to those that do not (e.g., translation versus horizontal stretch).
CCSS.MATH.CONTENT.HSG.SRT.A.1
Verify experimentally the properties of dilations given by a center and a scale factor.

Objective/Target and
I can statements
student friendly
language

I can verify congruence using translation rules on the coordinate plane.

I can use a vector to translate a figure on the coordinate plane.
I can perform reflections on a figure in the coordinate plane.
I can perform rotations on a figure in the coordinate plane.
I can perform a composition of transformations on a figure in the coordinate plane.
I can identify lines of symmetry and rotational symmetry.
I can identify the scale factor for a given dilation.
I can identify and perform dilations on a figure in the coordinate plane.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we do,
you do together, and you do alone throughout the class. At this point in the chapter
the students will be mostly working on the problems together with their group before
going over each one as a class.

Introduction:
Creating excitement
and focus for the
lesson target

We will discuss what topics the students have chosen as ones that they would like to
review on the exit poll from the day before.

37

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
We will begin by reviewing the homework that the students had from the night
before. The students will ask questions on the problems that they did not
understand.
We will take a Checkpoint (quiz) that reviews that material from the last three
sections in Chapter 9.
We will discuss the results from the poll that was given yesterday to determine
what review problems that students felt they needed to see the most during class.
We will move through as many review problems as possible throughout the hour in
the order that the students in each hour ranked their difficulty/importance for
review.
The students will try each problem that is placed on the board and then we will go
over each one as a class (they/we do).
Students will complete each of the review problems on their own dry erase board
and hold them up so the teacher can monitor student understanding of each topic.
Any questions that the students have about each topic will be addressed as we go
through the lesson.
Any extra time at the end of the hour will be given to the students to work on their
targets, the review problems for the chapter (they do alone).
The next day we will continue to review the problems they chose.
2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:
Knowledge:
1. What are the coordinate rules for rotations, reflections and dilations on
the coordinate plane?
2. Know what a vector is and how to name it.
3. Know what line and rotational symmetry is.
Comprehension:
1. Understand that a translation, reflection or rotation does not change the
shape or the size of the figure being transformed, they are isometries
therefore they preserves length and angle measure.
2. Understand that a composition of transformations has two images, one
created from the pre-image and one created from the image of the preimage.
Application:
1. Apply the rules of translations, reflections, rotations and dilations on the
coordinate plane to points, lines or figures.
2. Determine the number of lines of symmetry a figure has or the degree of
rotation for rotational symmetry.
3. Accommodations; differentiating to meet student needs
Remediation/Intervention: students who have not mastered the targets will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day. .
Auditory: The students will be able to hear how to solve these problems during
class discussion.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the targets on their own.

38

Interpersonal: Students may choose to work on the problems with their group
members. Students will be required to work with their group during the review
session.

4. Methods, Materials, and Integrated Technology

Instructional techniques: group work and open class discussion during the notes
Engagement strategies: the students will have opportunities to work with their
groups to try some of the new problems that they have seen done during previous
class periods. We will move back and forth between board work and group work in
order to keep the attention of the students. The students will also have some time
to work on their targets at the end of the hour.
Materials and Integrated Technology list: homework packet, notes packet,
whiteboard, projector, computer, whiteboard markers, Geometry book, graph
paper, individual whiteboards
Modeling: I DO

Checking for
Understanding:

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up the problems and how to properly show the
work that is required to complete the problems correctly if the students are unable to
recall the correct way to do a problem
Tell: the teacher will model the correct way to think about a problem when
approaching material that they students do not remember

HOW/WHAT
How: the students will be asked questions throughout the class period so that they can
complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in class discussion during note taking time

Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc.
The students will respond during the review portion of the class out loud if they know
the answer to the question, often multiple students will respond at once which is part of
the class norm.
While the students work with their groups to solve the problems that they are
practicing, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice
Thumbs up, thumbs down, thumbs in the middle method will be used to check
students feelings toward how well they understand the material.

Guided Practice: WE
DO

Repeated practice of new learning as stated in the objective/target: once the students
try each problems on their own, we will go over it as a class so the teacher can model
the proper thinking but the students can also be involved in solving the different steps
in the problem.

39

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Closure

Assessment

Practices what was demonstrated or modeled with their group members.

Students will share what they got when trying the problem with their groups or on their
own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.
Ask if the students have any questions about what we reviewed that day.
Remind the students that they need to complete their targets which will allow them to
practice the skills that they need to master for their test
Discuss the plan for the next day in class, IRRROC for the test tomorrow at the end of
the class and we will be going over any questions that the students have on the targets
homework
The information gathered while going around the classroom while the students are
working and the whiteboard problems will be used to inform the review material for the
next day.
The completed targets will be turned in the next day and reviewed by the teacher to
see if the students have mastered the topics for the test

40

Scaffolding Materials
The Frame Routine was used to help the students organize and process that material that
was presented in class each day. A frame was used almost every day during the unit to help
organize the material given by the teacher. The students have the option of using the
frames or taking their own note. The material that goes in the frames was presented in
PowerPoint slides by the teacher at the front of the classroom. The gradual release
framework was used to allow the students to actively take part in the lesson. The frames
are referenced in each lesson plan to determine which frame goes with each lesson and
which part of the frames were used for each step of the gradual release process.

41

42

43

44

45

46

47

48

Activities

Tessellation Activity (Day 1)

Translation:
Make your shape:

Start with a square post-it note.

Cut a shape off of the right side of the post-it.
Slide it horizontally across to left side of the post-it. Make sure it is lined up exactly. Tape it.
Cut a shape off from the top side of the post-it.
Slide it down to bottom side of the post-it. This one may be slid directly down or diagonally,
but must be taped to the bottom of the post-it. Tape it.

Make your picture:

Trace your shape on the sheet of paper.

Translate and move your shape as needed to match up with the sides already traced, and
trace it again.
Cover the whole paper all the way to the edge with traced shapes.
Figure out what your shape looks like (cat, dog, ship, car,).
Draw the figure in each shape traced and then color all the shapes.
Staple your post-it shape to the back of your picture.

Rotation: Extra Credit

Make your shape:

Start with a square post-it note.

Cut a shape off of the right side of the post-it.
Rotate it counterclockwise around the top right corner of the post-it so that it lands on the
top of the post-it. Tape it.
Cut a shape off from the left side of the post-it.
Rotate it clockwise around the bottom left corner of the post-it so that it lands on the
bottom of the post-it. Tape it.

Make your picture:

Trace your shape on the sheet of paper.

Rotate and move your shape as needed to match up with the sides already traced, and trace
it again.
Cover the whole paper all the way to the edge with traced shapes.
Figure out what your shape looks like (cat, dog, ship, car,).
Draw the figure in each shape traced and then color all the shapes.
Staple your post-it shape to the back of your picture.

**** Examples of student work from this activity can be seen on the cover page of the unit****

49

9.5 ACTIVITY(Day 6)
INSTRUCTIONS:
1. Go to the following webpage: https://web.geogebra.org/app/# .
2. Click GEOMETRY.
3. Select

in the top right corner. Click to show the axis and the gridlines.

To TRANSLATE and object:

1. Create the object (use the POLYGON tool).
2. Create the vector (use the VECTOR tool in the lines and vectors tab) anywhere on the
page.
3. Click the TRANSLATE BY VECTOR option in the Transformations tab.
4. Then click the object, then the vector.
To REFLECT an object:
1. Create the object (use the POLYGON tool).
2. Create the line of reflection (use the LINE tool in the lines and vectors tab).
3. Click the REFLECT ABOUT LINE option in the Transformations tab.
4. Then click the object, then the line of reflection.
To ROTATE an object:
1. Create the object (use the POLYGON tool).
2. Create a point at (0, 0) (use the POINT tool in the points tab).
3. Click the ROTATE AROUND POINT option in the Transformations tab.
4. Then click the object, then the point (0, 0) then type in the degree of rotation.

50

Use Geogebra to perform the following composition of

transformations (#1-6).
Perform each composition of transformations on Geogebra and then draw ALL THREE figures
on the graph provided.
The vertices of ABC are A(2, 4), B(7, 6), and C(5, 2).
Graph the image of ABC after the described glide reflections.
1. Translation: (x , y) (x + 2, y)
Reflection: in the x-axis.

2. Translation: (x, y) (x 4, y + 3)
Reflection: in y = 2

The vertices of ABC are A(2, 4), B(7, 6), and C(5, 2).
Graph the image of ABC after a composition of the transformations in the order they are listed.
3. Translation: (x, y) (x 4, y 3)
Reflection: in the x-axis

4. Translation: (x, y) (x 2, y)
Rotation: 90 about the origin

51

The vertices of ABCD are A(2, 1), B(2, 4), C(5, 5) and D(6, 1).
Graph the image of ABCD after a composition of the transformations in the order they are listed.
5. Rotation: 270 about the origin
Reflection: in y = 1

Describe the composition of transformations.

5.

6. Reflection: in y-axis
Rotation: 180 about the origin

52

Formative Assessments
Two types of formative assessment were used during this unit, exit slips and check points.
An exit slip assesses the students content knowledge from one particular lesson as they
exit the class for the day. A check point assesses students knowledge that they have built
after 2 or 3 lessons throughout the unit.
9.4 Exit Slip

Name: _____________________________________ Hour: _______

Perform the following rotation: ABC with vertices A(1, 2), B(6, -1), C(2, -5) rotated 90 about
the origin.

A(1, 2) ____________
B(6,-1) ____________
C(2,-5) ___________

9.5 Exit Slip

Perform the following composition of transformations on ABCDE using

Geogebra:
A(2, 4), B(1, 2), C(3, 1), D(5, 2) and E(4, 5)
Reflect: in the y-axis
Translate: along <2, 5>

1. Make sure your 3 figures and the vector are visible on your screen.
2. Click the PRTSCR (Print screen) button on your keyboard.
3. Open up a blank Word document and hit PASTE.
4. You should see a picture of your screen showing your composition of transformations.
PRINT the Word document. Put your name on it and turn it in before you leave.

53

Check Point
Section 9.19.4

Name:____________________________
Hour_______

1. The vertices of XYZ are X(3,2), Y(1,1), and Z(1, 3).

Graph XYZ and perform the translation (x,y) (x + 1, y 2).
Label the image using prime notation.

2. . Name the vector in the diagram below and write it in component form.

______________

______________

______________

______________

3. Quadrilateral ABCD with vertices A(2,1), B(1,4), C(3,1),

and D(2, 1) over y = 1.

4. . Find the value of each variable in the rotation.

54

Name________________________
Hour_______

Check Point
Section 9.59.7
How many lines of symmetry does each figure have?
1. a rhombus that is not a square

2. equilateral triangle

______________

______________

Does the figure have rotational symmetry? If so, describe the rotations that map the figure
onto itself.
3.

5.

4.

a) Find the scale factor of the dilation.

___________________
b) Tell whether the dilation is a reduction or an enlargement.
___________________
c) Find the distance of PP.
___________________

6. Graph the following composition of transformations (ABC , ABC and ABC).

Vertices of ABC: A(2,4), B(4,0), C(1, 1)
Translation: (x, y) (x 6, y + 1)
Reflection: in the xaxis
List the coordinates of each the vertices of the image
after each transformation:

Vertices of ABC: ____________

Vertices of ABC: ____________

______________
______________

_____________
_____________

55

Students completed this survey the day before we began to review the chapter. This was
used to determine which topics should be covered in the review session for each different
class. The topic with the most votes was covered first, etc.

Review Topics for Chapter 9: Circle the topics that you think are the most difficult:
9.1:

Graph using Translation Rules

(x, y)(x+1, y-2)

Vectors
<3, -5>

Graph translations using vectors

9.3:

9.4:

Determine translation rule from a picture

Graph horizontal/vertical line reflections

(ex. x = -1)

Graph reflections in y = x or y = -x

Graph reflections in x-axis or y-axis

List coordinates of a reflection

Graph a rotation of 90, 180 or 270

List coordinates of a rotation

Solve for variables in a rotation

9.5:

Graph a composition of transformations

9.6:

Determine # of lines of symmetry

9.7:

Find the scale factor of a dilate

Determine composition rules from a picture

Determine the degree of rotational symmetry

Graph a dilation

List the coordinates of a dilation

56

Pre-Assessment
____

1. The transformation

is applied to the figure below. Identify the image of the

figure under this transformation.

____

a.

c.

b.

d.

2. The transformation from the solid figure to the dotted figure is best described as a ______.

a. transmission

c. rotation

b. translation

d. Reflection

57
____

3. Graph

with vertices

Then graph its image after the given

transformation.
Rotate 180. Then translate using

____

a.

c.

b.

d.

4. The point A(7, 3) is translated onto

_______.
a. (2, 1)

____

b. (12, 7)

by the rule, (x, y) (x + 5, y 4). The coordinates of

c. (-2, 7)

are

d. (5, 4)

5. Find the scale factor of the dilation. Then tell whether the dilation is a reduction or an enlargement.

a.

; enlargement

b. 4; reduction

c. 4; enlargement

d.

; reduction

58
____

6. Quadrilateral
is the image of quadrilateral ABCD (pictured below) after a dilation with a scale
factor of 3. Using the origin as the center of the dilation, list the coordinates of the new vertices for
.

a. A(-2, -1), B(-3, 2), C(1, 2) D(2, -2)

b. A(-6, -3), B(-9, 6), C(3, 6) D(6, -6)

c. A(- , - ), B(-1,

d. A(6, 3), B(9, -6), C(-3, -6) D(-6, 6)

), C( ,

) D( , - )

59

Post Assessment
The assessment used at the end of this unit was a common assessment used by the entire
mathematics department at this particular school. The IRRROC for Mathematics at the
bottom of the assessment is an extended written response for mathematics class to work
on persuasive writing in all subject areas. This test was develop by a group of teachers
within the mathematics department over the past few years. After each use of the test the
teachers sit down and make necessary revisions. All credit for this assessment goes to the
mathematics department at East Kentwood High School.

Geometry B

Name ________________________________________

Chapter 9 Test
Form A
Please read the directions carefully before answering each question, show all of your
work, use prime notation when graphing images, and round answers to the nearest
hundredth when necessary.

1. Name the vector AND write its component form.

a.

1a.

b.

_________________

_________________

1b.

_________________

_________________

2. Graph ABC with vertices A(-1, 1),

3. Write a translation rule for the transformation.

B(1, 3), and C(2, -1), then use the

translation rule to graph the image.

3. _______________________

60
4. Graph PQR with points P(-2,3), Q(-3,-4), and R(1,2),
the reflection line, and its image after a reflection over y = 1.

5. List the coordinates & graph the image reflected over the line y = x. (graph the reflecting
line also)

A _________ B _________ C _________ D _________

6. Match the rule to the appropriate transformation.

A. (a,b) (- a, - b)

Rotation of 180

_______

B. (a,b) (- b, a)

Refection over y = x

_______

C. (a,b) (b, a)

Rotation of 90

_______

D. (a,b) (- b, - a)

Reflection over y = -x _______

E. (a,b) (- a, b)

Rotation of 270

F. (a,b) (a, - b)
G. (a,b) (b, - a)

_______

61
Use the picture to answer questions 7 and 8.

7. Find the value of x.

7. x = _________

8. Find the value of y.

8. y = _________

ERROR ANALYSIS for problems 9 and 10

Mohamed set up and solved the problem as shown below. He was told his work was incorrect.

Quadrilateral STUV has vertices: S(4, -2), T(-1, -1), U(-1, 3), and V(2, 5).
Find the vertices of STUV after a 270 rotation about the origin.

(a,b) (b, - a)

S (2, -4)

T(1, -1)

U(3, -1)

V(5, -2)

9. On the next page, explain the mistake Mohamed did

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

62
10. Write the correct ordered pairs for quadrilateral STUV below.

(a,b) _________

S _________

T________

U_________

V_________

11. a. Tell whether the dilation is a reduction or enlargement.

b. Then find its scale factor.

11. a. ___________

b. ___________

12. Graph Triangle YES with vertices Y(-3, 3), E(-1, 2), and S(-2, -1). Then graph the image of
the triangle after dilation of scale factor 2, centered at the origin.

63
EXTENSION
13. Graph ABC with vertices A(-3, 1), B(0, 5), and C(-5, 5).
Reflect ABC over the x-axis then rotate you answer 90 about the origin.
Show your work below before you graph the images.

14. Quadrilateral ABCD has vertices: A(-4, -2), B(-1, -1), C(1, -3), and D(-2, -5).
Find the vertices of ABCD after a 180 rotation about the origin.
A ________
B ________
C ________
D ________

15. Triangle RST has vertices: R(-6, 0), S(3, 12), and T(9, 15).
Write the coordinates of its image after a dilation with scale factor 2/3.
R ________
S ________
T ________

64
16. a. Tell whether the dilation is a reduction or an enlargement.
b. Then find its scale factor.

16. a. ____________

10
P

C
b. ____________

17. What are the endpoints of the image AB if AB is reflected over the line y x ?

17. A ___________

B ___________

18. Use the figures to answer the following questions.

a.

Determine whether the figure has line symmetry.

b.

If possible, identify the number of lines of symmetry

c.

If there are lines of symmetry, label them on the figure.

d.

Determine whether the figure has rotational symmetry.

e.

If possible, identify the angles for which it has rotational symmetry.

a. YES

NO

b. ______________
c. label on figure
d. YES

NO

e.________________________________________

65

66

Assessment Data

The chart above shows the pre and post assessment data for the Chapter 9 assessments.
The students took a pre-assessment that involved 6 questions on the topics that the
chapter would cover. The results can be seen in the Pre-Test Scores column. The scores of
the post assessment were also recorded in the Post Test Scores column. The last column
shows the percentage that the students grew in their knowledge between the pre and post
assessments. All students showed some sort of growth between the two assessments. The
highest amount of growth was 87.8% which shows that a student knew that much more
material after the unit was taught than before they learned the material from the unit. Even
the lowest percent growth, 11.1% shows some sort of growth for that student. That
particular student scored unusually high on the pre-assessment leaving less room for
growth on the post assessment. The data shows that this unit has fostered growth in
students learning and achievement from beginning to end.

67

Reflection
This unit on transformations is useful to student because the concept of
transformations can be used in the real world all of the time. I tried to start each lesson by
talking about each of the concepts in a real world setting so that the students could see
what we would be talking about during class in a more familiar term. I think that it is
important for students to be able to relate what they are doing in mathematics class to the
real world so that they can see value in what they are learning.
Some improvements that I would make if I taught this unit again would be to start
using Geogebra much earlier in the unit and allowing the students to use Geogebra
throughout the process of teaching to let them discover some ideas about transformations
on their own. If the students were allowed to play with Geogebra to discover the things that
I usually presented at the beginning of the lesson, they would probably remember the
material easier. I would have to students explore reflections and rotations at the beginning
of the hour during those lessons to see if they can come up with the rules that we talked
about themselves. I would also incorporate Geogebra in the lesson on dilations. I think that
it is important for students to be exposed to the technology in mathematics. The activity
that I did on compositions would have gone much more smoothly if the students would
have known how to use Geogebra already. I would add more examples to the lessons at
different difficulties so they I could gauge the way each class was learning and choose
examples based on their abilities. These are the biggest changes that I would make to the
unit after teaching it.
Overall, looking at the data after the assessment I think that the unit went well but I
think that I could improve upon it as mentioned above. There is so much more room for
exploration within the topic when the students are able to do the transformations quickly
on the computer. I really enjoyed using the frames to structure these lessons for the
students. I think they organize the information in a way that it makes it easier for the
students to follow. If I were to teach this again I would continue to use the frame routine. I
think that the unit went well and I believe that many of the students enjoyed the topic
because the unit was run a little differently than what they are used to.

68

Bibliography
Larson, R. (2007). Geometry. Evanston, Il. McDougal Littell.
The textbook list above was used for the students homework and many of the problems
that were completed during the notes in the Frames for each section from the chapter.
The tessellation activity was created by my cooperating teacher, Kathy VanderBee. She has
used this activity in the past and had success with it so we chose to use the activity again
during the unit.
Mathopenref.com was used for some demonstration tools that were mentioned in the
lesson plans.
The pre-assessment and assessment for this unit were both created by the mathematics
department at East Kentwood High School