Scribd
Upload
57 views3 pages

G-CO.A.2 Represent Transformations in The Plane Using, G-CO.A.5 G-CO.D.12

This geometry lesson teaches students about rotating images on a coordinate grid. Students complete a "Do Now" exercise identifying the new coordinates of points after a 90 degree counter-clockwise rotation. They observe that x and y values switch places and discuss the general rule. Students then explore 180 and 270 degree rotations, noting how the x and y values change. They practice applying rotation rules to identify the coordinates of transformed figures. The lesson aims to build students' understanding of rigid motions and rotations through hands-on activities using tracing paper and geometric software.

Uploaded by

api-340613387
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
57 views3 pages

G-CO.A.2 Represent Transformations in The Plane Using, G-CO.A.5 G-CO.D.12

This geometry lesson teaches students about rotating images on a coordinate grid. Students complete a "Do Now" exercise identifying the new coordinates of points after a 90 degree counter-clockwise rotation. They observe that x and y values switch places and discuss the general rule. Students then explore 180 and 270 degree rotations, noting how the x and y values change. They practice applying rotation rules to identify the coordinates of transformed figures. The lesson aims to build students' understanding of rigid motions and rotations through hands-on activities using tracing paper and geometric software.

Uploaded by

api-340613387
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Topic: Basic Geometry

Course: Common Core Geometry

Aim: How do we rotate an image on the coordinate grid?


Common Core Standards:
G-CO.A.2
G-CO.A.5
G-CO.D.12

Represent transformations in the plane using,


Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using
Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).

Procedure and Outcomes:


1. While checking HW, students will answer the Do Now and multiple answers will be
compared and contrasted on the SMART board. SMART board and Geometers Sketchpad will
also be utilized to investigate rotation of an image.
2. Do Now will consist of completing first part of the classwork. Students will rotate an image
and explore what occurs to the coordinate of the rotated image.
3. Student will create and describe what occurred to the coordinates and create a rule for each
rotation.
4. Students will apply their newly acquired knowledge and practice rotation on certain questions.
5.Summarize our work and explore newer ideas based off acquired knowledge of rotation.
Do Now:
Transformation- Rotation
Directions: Rotate the the image by keeping one finger at the origin point and spin the tracing
paper the correct number
of degrees. Then
Original Point
90
complete
the table below with
coordinates
COUNTERthe new
coordinates.
CLOCKWISE
A (1,4)
A ( -4 ,1 )
B (-2, 6)
B ( -6 , -2)
1.
C (-1,1)
C ( -1 , -1 )

What happened to the original x and y? For the coordinates, x and y switched. Negative y is
our first number in our new coordinates and x our second
Notation: R90
Rule: (x, y)
( -y,x)
Mini-Lesson

Rigid Motion moves figured to a new location without altering (changing) their size or shape.
Rigid motion creates figures that are congruent to the original. There is three types of rigid
motions: rotation, reflection and translation. For this lesson, we are focusing on rotation.
Rotation is a transformation that turns a figure about a fixed point called the center of
rotation. An object and its rotation are the same shape and size, but the figures may be turned in
different directions.
For classwork students continue working on worksheet similar to do Now but now have to
explore the what happens to a figure after certain degree of rotation and produce rules for such
rotation.
2.
Original Point
coordinates
A (1,4)
B (-2, 6)
C (-1,1)

Original Point
coordinates
A (1,4)
B (-2, 6)
C (-1,1)

180
COUNTERCLOCKWISE
A (-1 , -4 )
B ( 2 , -6 )
C (1 , -1)

What happened to the


original x and y? Negative coordinates
Notation: R180
Rule: (x, y)
( -x,-y )

270
COUNTERCLOCKWISE
A (4, -1)
B (6,2)
C (1,1)

3.

What happened to the


original x and y? x,y switch, x negative.
Notation: R270
Rule: (x, y)
( y , -x)

Worksheet: Write the New Coordinate


Direction: Write the coordinates obtained after the rotation about the origin

Differentiation: Questions are differentiated in terms of student skill level. All questions
increase in level of difficulty. Students, especially the higher level ones, are encouraged
to answer questions in any order. By going out of order, students are able to test their
knowledge at varying levels.
Grouping: Students are grouped heterogeneously and required to work collaboratively
while completing the exercise.
Class Exercise

Summary:
HW: Handout

You might also like