Reflection: Connection to Prior Knowledge Rocking Rotations - Section 1: Lesson Beginning

To begin the activity for this first part of class notes (on page 1), I asked students to use graph paper, pencil and scissors to create a triangle that is congruent to the given triangle, YUM.  Instead of providing more directions on how students could complete this, I found that most of my class traced their triangle and then cut out a congruent new triangle, which we named Y'U'M'.  This act of tracing and then cutting out two triangles that were congruent really cemented for my students that the pre-image and image were congruent shapes (see this Beginning Student Example)

Then, as students rotated the image (triangle Y'U'M') it was easy for them to see that the new shape would be an isometry.  Furthermore, I found that while working together, my students were able to discover a rule for how to rotate 90 CCW. It was exciting to see my students drawing from prior knowledge and applying this to generalize a rule for this type of transformation (see this second, Beginning Student Example)

Connection to Prior Knowledge: Making Math Hands-On

Rocking Rotations

Unit 3: Transformers and Transformations
Lesson 2 of 7

Big Idea: Students will use a hands-on approach to discovering how polygons are rotated in clockwise and counterclockwise rotations.

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7 teachers like this lesson
Standards:
Subject(s):
Math, Geometry, grade 10, smartboard, master teacher
80 minutes

Stephanie Conklin

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