##
* *Reflection: Checks for Understanding
Reflection of Coordinates - Section 3: Group Work

There was some extra time after reviewing the group work with the class. This was a great opportunity to have a quick informal assessment using verbal prompts. I gave students a new coordinate plane grid to use and label.

My prompts were:

1) Start at (3,5). Reflect over the y-axis then reflect over the x-axis. What are the new coordinates?

2) Start at (6,-1). Move 2 units left. Reflect over the y-axis. What are the new coordinates?

3) Start at (-1,1). Move 6 units down. Move 4 units right. Reflect this point over the x-axis. What are the new coordinates?

4) Start at (-2,-3). Reflect over the x-axis. Move 7 units up. What are the new coordinates?

I randomly selected students to give their answers.

I chose a few students to give their own prompts. This caused a lot of excitement because my students like to challenge one another.

*Additional Assessment*

*Checks for Understanding: Additional Assessment*

# Reflection of Coordinates

Lesson 5 of 9

## Objective: SWBAT reflect coordinates.

*40 minutes*

#### Do Now

*10 min*

Students previously learned about the coordinate plane and how to plot ordered pairs. For the Do Now, each student will receive a piece of graph paper and a ruler.

**Do Now**

**Create a coordinate plane and plot: (-2,4) (5,-7) (3,9) (-6,-6).**

After about 5 minutes, I will call students to the board to explain and show how they plotted the coordinates.

*expand content*

#### Mini Lesson

*15 min*

Before working on reflecting coordinates, I will have students discuss with their group the meaning of reflection.

*What comes to mind when you think of reflections? What do you think it means to reflect coordinates?*

After 5 minutes, students will share out with the class.

Students may offer ideas, such as:

- reflections are mirror images
- reflections are opposites
- reflection means the coordinates should look the same

After students have shared their ideas, I will give them a more formal definition of reflections.

A reflection is a type of transformation. It is a 'flip' of a point over the line of reflection.

Students will be given the Reflections Worksheet (from the NYS Common Core Curriculum). After explaining how the worksheet should be completed, we will work through the first column together.

*The coordinates of S are (5,3). If we are reflecting it over the x-axis, then which quadrant will it land in?*

Students should recognize that it would be in quadrant IV.

*Which point is the reflection of S over the x-axis? *

Since the coordinate plane has already been labeled for this example, students should see that M is the reflected point.

*What do you notice about the distance between S and the x-axis and the distance between M and the x-axis?*

Students should notice that they both have the same distance of 3 units.

We will continue to the reflection of S over the y-axis.

*Which quadrant will the reflection of S over the y-axis lie in? Which point is the reflection of S over the y-axis?*

Students have difficulty with the double reflections, so it is important to model and discuss these.

*If we reflect S over the x-axis first and then reflect that point over the y-axis, which quadrant will it lie in?*

Students should see that it will be in quadrant III.

*What point represents this reflection?*

The point should be A.

We will then reflect S over the y-axis first and then the x-axis. Students should notice that you will still end up with point A.

#### Resources

*expand content*

#### Group Work

*10 min*

I will instruct students to complete the worksheet. Students should work with their group and discuss their strategy and answers.

Students are homogeneously grouped, based on a previous assessment. As students work, I will focus on the groups of lower level math students.

After 10 minutes, I will review the answers and any questions with the class.

*expand content*

#### Lesson Summary

*5 min*

To add another level to students' understanding of reflections, I want students to begin thinking about how the ordered pair was affected.

*When you reflected points over the x-axis, did you notice anything about the ordered pair?*

Students may notice that the y-coordinate changes to the opposite sign.

*When you reflected points over the y-axis, did you notice anything about the ordered pair?*

Students may notice that the x-coordinate changes to the opposite sign.

*Would you be able to predict the coordinates of a point reflected over the x- or y- axis without plotting it?*

*What are the coordinates of (6,-5) reflected over the x-axis?*

*expand content*

Great worksheet and awesome lesson summary. I'm using the questions as an exit ticket for my PRE-AP class. THANK YOU FOR THIS RESOURCE!

| one year ago | Reply##### Similar Lessons

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- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry

- LESSON 1: Identifying Integers
- LESSON 2: Absolute Value
- LESSON 3: Ordering Rational Numbers
- LESSON 4: Understanding the Coordinate Plane
- LESSON 5: Reflection of Coordinates
- LESSON 6: Distance Between Two Points, Day 1
- LESSON 7: Distance Between Two Points, Day 2
- LESSON 8: Coordinate Plane and Shapes
- LESSON 9: Number System Quiz