Rotations 2

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Objective

SWBAT understand rotations.

Big Idea

Get kids fluent in rotations by providing them with a lot of independent practice with rotations!

Lesson Author

Jeff Li MTP

New York, NY

Grade Level

Eighth grade

Subjects

Math

rotation (Geom Transformations)

Geometry

Standards

8.G.A.1

Verify experimentally the properties of rotations, reflections, and translations:

8.G.A.1a

Lines are taken to lines, and line segments to line segments of the same length.

8.G.A.1b

Angles are taken to angles of the same measure.

8.G.A.1c

Parallel lines are taken to parallel lines

8.G.A.2

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

8.G.A.3

Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates.

8.G.A.4

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

MP1

Make sense of problems and persevere in solving them.

Warm Up

10 minutes

Each day, students complete a warm-up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.

For a video narrative about how I structure each lesson, and how the warm-up fits in, click here.

Play of the Day

40 minutes

Huddle

10 minutes

In keeping with the theme of having kids sketch their own graphs when the question does not provide one, we review #4 in the huddle.

I ask kids to come up to the board to sketch their graphs, and walk through their logic, and then we critique/respond to that kid. If I have time, I might ask how the problem would change if I did counterclockwise instead of clockwise. What about 180 degrees?