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* *Reflection: Adjustments to Practice
Interim Assessment Review Day 3 of 3: Transformational Geometry (Part 2 of 2) - Section 1: Do Now

When I initially wrote this lesson, I had planned for my students to write the similarities and differences between rotations, reflections and translations without any graphic organizer. When my administrator observed my previous lesson, she suggested using a chart in the Do Now. Rather than use a T-chart, I gave had the students write the similarities and differences in a Venn diagram. After I taught the first class in the morning, I realized the students had some difficulty creating the actual diagram accurately. For the later classes, I created a Venn diagram for them using Smart Notebook. This allowed the students to focus on the content instead.

*Adjustments to Practice: Interim Assessment Review Day 3 of 3 Reflection*

# Interim Assessment Review Day 3 of 3: Transformational Geometry (Part 2 of 2)

Lesson 4 of 5

## Objective: SWBAT prepare for the fall interim assessment.

#### Do Now

*7 min*

In the Do Now, I have students write about the similarities and differences between reflections, rotations and translations. The students fill in a Venn Diagram with similarities and differences.

After 3 minutes, we go over their descriptions and then discuss how these three transformations differ from dilations. We review the term "isometry" or "rigid motion" and then I hand out the review sheet to the students.

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#### Activity

*28 min*

Before the Unit 1, 2, and 3 Interim Assessment, I allow three days of review. In this lesson, students practice questions involving transformations. They identify images of points after transformations with out graphing the points. Students work independently on the questions and they use their notebooks for reference. If they have further questions, they ask students at their tables for help. The tables are groups with students of mixed abilities. Some students are strong in certain areas while other students are strong in different areas. They use their strengths to help each other answer questions they may have.

On the page, I have included a picture of the White Rabbit from Alice’s Adventures in Wonderland by Lewis Carroll. Throughout the unit, we looked at transformations through the context of this book and used the White Rabbit to represent translations.

As the students work, I circulate around the room. I address any misconceptions students still may have about transformations. The most common errors students make are confusing the different transformations. I ask other students to explain how they remember the different transformations. At the end of the lesson, we go over the sheet.

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#### Summary

*10 min*

To end the lesson, we go over the review sheet. I call on students to give their definitions of the terms on the sheet. We check their answers to the practice questions. Then I choose a few students to present their transformations on the document camera.

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- UNIT 1: Preparing for the Geometry Course
- UNIT 2: Geometric Constructions
- UNIT 3: Transformational Geometry
- UNIT 4: Rigid Motions
- UNIT 5: Fall Interim Assessment: Geometry Intro, Constructions and Rigid Motion
- UNIT 6: Introduction to Geometric Proofs
- UNIT 7: Proofs about Triangles
- UNIT 8: Common Core Geometry Midcourse Assessment
- UNIT 9: Proofs about Parallelograms
- UNIT 10: Similarity in Triangles
- UNIT 11: Geometric Trigonometry
- UNIT 12: The Third Dimension
- UNIT 13: Geometric Modeling
- UNIT 14: Final Assessment

- LESSON 1: Notebook Self Evaluation
- LESSON 2: Interim Assessment Review Day 1 of 3: Constructions and Angles
- LESSON 3: Interim Assessment Review Day 2 of 3: Transformational Geometry (Part 1 of 2)
- LESSON 4: Interim Assessment Review Day 3 of 3: Transformational Geometry (Part 2 of 2)
- LESSON 5: Fall Interim Assessment