SWBAT verify experimentally the properties of rotations, reflections, and translations.

Students get to explore shapes on a coordinate plane as they apply a variety of transformations. They also learn key vocabulary essential to communicating the motions applied.

5 minutes

For today's Warm Up, I wanted to provide students an opportunity to practice their plotting skills in preparation for today's lesson. I also wanted to give them practice with writing equations of a line, so I gave them four points in four different quadrants and then asked them to choose two points and draw a line through them. I then asked them to write the equation of the line they drew. While students completed the assignment, I circulated through the room checking for understanding and any common misconceptions (like plotting the first coordinate along the y-axis).

Once the timer sounds, I ask student volunteers to provide their equations and I record them on they SmartBoard. I continue to solicit responses until I exhaust student contributions. If any possible equations are not volunteered, I draw a line through two points and asked a student to provide the equation. I then ask the class if all lines have been found (there should be six in total) and continue probing until they have.

I then introduce today's learning objective which is for students to verify experimentally the properties of rotations, reflections, and translations.

10 minutes

Before diving into today's work sessions, it's important to give attention to the lesson's academic vocabulary, most of which are likely unknown previously to students. I review each word with a visual representation that will soon be reinforced by the foldable I will introduce during Work Time.

10 minutes

After sharing the key vocabulary with students, I distribute the rigid transformations foldable for Work Time Part 1. My goal is for students to reinforce the new vocabulary by talking with their table mates about the features they notice in each of the rigid transformations shown on the foldable and then applying that understanding to the bottom half of the foldable. As students work in their groups, I continue to circulate through the classroom, checking student work and clarifying any misconceptions through questioning (e.g., "I noticed that your C' has a corner at (2,0). Can you explain how you decided that C' would be located there?")

When the timer sounds, I direct students to glue the foldable into their notebooks for future reference and distribute the materials for Work Time, Part 2.

15 minutes

For Work Time Part 2, I distribute two trapezoids (I printed mine on green paper) and a coordinate_plane so that students can play "Transformers". In this game, the students take turn directing their partner(s) to place their trapezoid A on the coordinate plane and then apply a proposed transformation so that A' is correctly transformed. For students who gain understanding quickly, encourage them to apply two transformations. Another variation is for one student to show a resulting transformation and the partner must decide what transformations occurred.

For struggling students, you can provide cards with transformations written out, if needed.

When the Work Time timer sounds, I ask students to make stacks of their materials and take a note card from the center of the table.

5 minutes

For today's Ticket Out the Door, I ask students to explain how they can recognize which rigid transformation is which just by looking at it. This question will require students to analyze the features of each and find unique attributes. This action will not only help consolidate their understanding of the academic vocabulary, but also will provide me the feedback I need to adjust the next day's lesson, if needed, for clarification.

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