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

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## Objective

SWBAT prepare for the fall interim assessment.

#### Big Idea

This review lesson covers content from the Transformational Geometry unit. Students write definitions of and review rules for transformations.

## Do Now

7 minutes

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.

## Activity

28 minutes

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.

## Summary

10 minutes

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.