Name: Andrea Sisk
Date: May 26, 2015
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Geometry
Length of Lesson: 10 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Transformations
Big Ideas:
Objects can be transformed in an infinite number of
ways. Transformations can be described and
analyzed mathematically.
Spatial reasoning and visualization are ways to
orient thinking about the physical world.
Similarity relationships between objects are a form
of proportional relationships. Congruence
describes a special similarity relationship between
objects and is a form of equivalence.
Numbers, measures, expressions, equations, and
inequalities can represent mathematical situations
and structures in many equivalent forms.
Patterns exhibit relationships that can be extended,
described, and generalized.
Geometric relationships can be described,
analyzed, and classified based on spatial reasoning
and/or visualization.
Understanding Goals (Concepts):
Exploring the different types of transformations:
reflections, translations, rotations, and dilations.
Be able to recognize, identify, and create different
types of figures being transformed.
Student Objectives (Competencies/Outcomes):
1.Draw reflected images. Recognize and draw lines
of symmetry and points of symmetry.
2.Draw translated images using coordinates on a
plane. Draw translated images by using repeated
reflections.
3.Draw rotated images using angle of rotation.
Identify figures with rotational symmetry.
4.Determine whether a dilation is an enlargement, a
reduction, or a congruence transformation.
Determine the scale factor to a given dilation.
Essential Questions:
How can you explain the relationship between
congruence and similarity in both 2- and 3dimensional figures?
How can you use coordinates and algebraic
techniques to represent, interpret, and verify
geometric relationships?
How can patterns be used to describe relationships
in mathematical situations?
How can recognizing repetition or regularity assist
in solving problems more efficiently?
How are spatial relationships, including shape and
dimension, used to draw, construct, model, and
represent real situations or solve problem?
How can geometric properties and theorems be
used to describe, model, and analyze situations?
Vocabulary:
Transformation, reflection, translation, rotation,
dilation
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will actively participate in mini-lessons, guided and independent
Pre-assessments, open-ended higher-order-thinking questions, think-pairpractice, activities (including authentic problem-solving tasks and vocabulary),
share, graphic organizers, do nows, observation of guided and independent
and group work. Also, students will demonstrate adequate understanding via
practice, brief in-class writing prompts
an end-of-chapter test and project.
STAGE III – LEARNING PLAN
Interventions:
Flexible grouping, students will be encouraged to attend Math Lab and College
and Career Access Center tutoring.
Materials and Resources:
Textbook and notes
Instructional Procedures*:
Monday
Date: 5/25
Day:
Tuesday
Date: 5/26
Day: A
Wednesday
Date: 5/27
Day: B
Thursday
Date: 5/28
Day: A
Friday
Date: 5/29
Day: B
Take final exam
Review for Final
Review for Final
Take final exam
Assignments
Procedures
Review for Final Exam
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
 “Do Now”- Write 5
lines: what do reflection,
translation, rotation, and
dilation mean in real
life?
 “Mini Lesson” –
Transformations:
translations, rotations,
dilations and reflections.
 “Guided Practice” –
Reflect, translate, rotate,
and dilate a pre-image.
 “Independent Practice”
– Students will create
images from pre-images
using reflection,
translation, rotation and
dilation.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”.
Worksheet 1