Scribd
Upload
95 views5 pages

Lesson Plan

This lesson plan outlines a geometry lesson on transformations. Students will learn to perform and identify transformations of geometric shapes, including reflections, rotations, translations, and dilations. They will use GeoGebra and Desmos to explore transformations interactively. The lesson includes a warm-up quiz, a GeoGebra demonstration by the teacher, student work on a Desmos activity, an exit ticket quiz, and a homework assignment involving transforming 2D shapes through a series of steps. The goal is for students to understand transformations and be able to specify sequences that map one figure onto another.

Uploaded by

api-625815692
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
95 views5 pages

Lesson Plan

This lesson plan outlines a geometry lesson on transformations. Students will learn to perform and identify transformations of geometric shapes, including reflections, rotations, translations, and dilations. They will use GeoGebra and Desmos to explore transformations interactively. The lesson includes a warm-up quiz, a GeoGebra demonstration by the teacher, student work on a Desmos activity, an exit ticket quiz, and a homework assignment involving transforming 2D shapes through a series of steps. The goal is for students to understand transformations and be able to specify sequences that map one figure onto another.

Uploaded by

api-625815692
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

Matthew Ehrhardt Summer 2022

Subject: Geometry
Unit: Congruence Topic: Transformations
Lesson Plan
Learning Objective(s):
• Students will be able draw transformations of geometric shapes.
• Students will be able to follow the sequences of transformations that will carry a
given figure onto another.

New York State Next Generation Standards:


GEO-G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the
transformed figure. Specify a sequence of transformations that will carry a given figure onto
another.
• Include point reflections.
• A translation displaces every point in the plane by the same distance (in the same
direction) and can be described using a vector.
• A rotation requires knowing the center/point and the measure/direction of the angle
of rotation.
• A line reflection requires a line and the knowledge of perpendicular bisectors.
• Instructional strategies may include graph paper, tracing paper, and geometry soft-
ware.
• Singular transformations that are equivalent to a sequence of transformations may be
utilized, such as a glide reflection. However, glide reflections are not an expectation
of the course.
Materials:
• SMART Board - to anonymously present student answers, display the presentation,
and share codes/links for GeoGebra and Desmos.
• Google Classroom - Lessons, activities, homework, notes, links, announcements and
all other relevant information will be shared using this tool.
• GeoGebra - Lessons and activities in the form of classwork. Links will be shared on
Google Classroom and on the SMART Board.
• Desmos - Classwork will be done using this platform, and links will be provided
similarly to GeoGebra.
• Chromebooks, computers, tablets, or laptops - so that students can access GeoGebra,
Desmos, and Google Classroom.
• Calculators - students might want to use a calculator for practice problems on Desmos
and GeoGebra.
• Assignment - Transformations Homework Sheet

Warm Up:
• The warm up will be on Google Classroom in the form of a quiz. The quiz will be
made available once class starts. Students are expected to recall information from the
1
2

previous lesson and answer a few short questions on the subject. This information
will be on coordinate points after undergoing translations, rotations, and reflections.
– The teacher will give students 1 to 2 minutes to explore the activity and answer
the questions, then spend another 1 to 2 minutes discussing answers with the
class.
– The definitions of these transformations, as well as their formulaic operations is
to prepare students for the geometric interpretation.
– Students are expected to identify the underlying mathematics and more specifi-
cally, the coordinates behind these transformations.

Development/Procedure:
• The teacher will greet the students as class starts and tell them the ”plan for today.”
Then the students will get started on the warm up activity, which will take about
3-4 minutes.
• The teacher will discuss the answers to the warm up by asking students to demon-
strate their knowledge to the class and share. Then the class will access GeoGebra
for a look at the day’s lesson.
• The GeoGebra lesson will outline what students are expected to understand and
replicate in later assignments. It will serve as the focal point of information for the
day’s subject.
– Students will be able to make use of tools such as sliders and experiment with
the geometric pictures presented on the lesson.
– Through the students investigation of the tools, along with the teacher’s expla-
nation, students will be able to work on classwork provided on the subject.
– The class will answer questions guided by the teacher, provided in the GeoGebra
lesson. Students can choose to take notes on a device or tool of their using.
• After the lesson has been overviewed by the teacher, the students will be expected
to access Desmos for the classwork activities of the day.
– Students will complete tasks designed around transformations and their geomet-
ric interpretation.
– Students will answer questions, which will be shared with the class as they
further develop their comprehension of the material.
– The teacher will let the students explore the activity and answer the questions
for the rest of the class period time; monitoring their progress on the teacher
side of the Desmos classroom.
Closure:
• The teacher will ask students to close up their work on their Desmos activity and will
then assign an exit ticket to the students. The exit ticket will be a Google Classroom
quiz, provided the same way as the warm up.
– Students will do a survey to gauge how well they understood the lesson.
– Students will also leave any questions or concerns they have on the lessons ma-
terial.
3

Assignment (Homework):
• The teacher will prompt the students to take a worksheet provided to them, answer
the questions as a homework assignment, and be ready to discuss and submit the
answers for evaluation the next day.
– The worksheet, as well as a video summary of the days lesson will also be up-
loaded to Google Classroom later in the day for students who may have been
absent or are looking to refresh their memory.
4

Name: Date:

Transformations of 2D Geometric Objects

1) Graph a reflection across the x-axis.

2) Graph a clockwise 90 degrees rotation, about the origin.

3) Graph a reflection across the line y = -1.

4) Graph a translation down 3 units and to the left 2, then perform a dilation by a scale
factor of 2.
5

5) Graph a translation down 5 units, followed by a reflection about the y-axis.

6) Graph a counter clockwise 90 degrees rotation, about the origin.

You might also like