Lesson Plans
Monday, April 15th
Genece S. Porter
Area of
Instruction
Lesson
Gym/Breakfast/Restroom
Fantastic Five/
Mental
Math/Review
Homework/
Teacher-Directed
Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework
assigned
5-4.3
Classify shapes
as congruent.
5-1.1
Analyze
information to
solve
increasingly
more
sophisticated
problems.
5-1.2
Construct
arguments that
lead to
conclusions
about general
mathematical
properties and
relationships.
TSW unpack and complete their respective day’s Fantastic Five. At 7:45, TCW go
over the Fantastic Five. Early finishers will complete their Enrichment Folders.
 Congruent figures have corresponding sides and
corresponding angles.
 Congruent figures have the same shape and size.
(Page 322) Have students read the paragraph. Discuss the
corresponding sides and angles in Examples A and B.
What if triangle DEF were facing the opposite direction?
What could you do that would help determine which sides
and angles correspond to triangle ABC? (Trace triangle
DEF, cut it out, and then turn it to face the same direction
as triangle ABC.)
Have students focus on Example B. Since all the angles in
both quadrilaterals have the same measure, I should use
corresponding sides to find the corresponding angles. How
does knowing the corresponding sides help you to find the
corresponding angles? (I can see that an angle is the vertex
between two sides, so I can look for the corresponding
sides in the other rectangle. The angle that is formed by the
vertices of these sides is the corresponding angle.)
(Page 323) Direct students’ attention to the wallet-size
photo on the page. How could you verify that two walletsize photos are the same size? (Use a ruler to measure and
compare the lengths of the sides.)
How could you determine that two photos are congruent?
(Identify the corresponding sides and angles, then measure
the sides and angles. If the corresponding sides are
congruent and the corresponding angles are congruent, then
the photos are congruent.)
Focus students’ attention on the Hands On Activity. How
did you know how long the sides of each triangle should
be? (I measured the lengths of each side in both triangles.)
Guided/Independent Practice pgs. 322-325
5-1.4
Homework-Worksheet on Identifying congruent figures.
Generate
descriptions and
mathematical
statements about
relationships
between and
among classes of
objects.
5-1.6
Generalize
connections
between new
mathematical
ideas and related
concepts and
subjects that
have been
previously
considered.
Recess
Activity
Lunch
Play and socialize unless it is raining, then TSW play Math Games
and socialize in the classroom.
Arts-TCW go to Activity, and the students will take turns going to
the restroom
TCW go to lunch, and the students will take turns going to the
restroom
Pack up/dismiss
Lesson Plans
Tuesday April 16th
Lesson
Area of Instruction
Gym/Breakfast/Restroom
Fantastic Five/
Mental Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
TSW unpack and complete their respective day’s Fantastic Five. At
7:45, TCW go over the Fantastic Five. Early finishers will complete
their Enrichment Folders.
 A transformation changes the position of a
figure.
Materials: geoboards, red and blue rubber bands
Engage and Explore
5-4.5
Predict the results
of multiple
transformations on a
geometric shape
when combinations
of translations,
reflections, and
rotation are used.
5-1.1
Analyze
information to solve
increasingly more
sophisticated
problems.
5-1.3
Explain and justify
answers based on
mathematical
properties,
structures, and
relationships.
5-1.4
Generate
descriptions and
mathematical
statements about
relationships
between and among
classes of objects.
5-1.6
Generalize
connections
between new
mathematical ideas
and related concepts
Have pairs of students form a geometric shape
using the left half of the geoboard with a red rubber
band. Use a rubber band to separate the two halves
of the geoboard. Ask:
How can you show a reflection of your figure using
blue rubber bands?
Students should make the reflection using blue
rubber bands.
Explain
How did you create a reflection of the figure you
created? (I counted the number of pegs used on
each side of my figures and made sure that each
corresponding side of my reflected figure had the
same number of pegs.)
How would your figure in blue be different if it
were a translation rather than a reflection? (While
the left side of the red figures is the right side of the
blue figure, the left side of the red figure would be
the left side of the new figure.)
Elaborate and Evaluate
Have students represent transformations and
rotations of their original figures using blue rubber
bands.
(Page 334) Have students read the introduction.
Direst students to focus on the Examples. What do
all transformations of the puzzle piece have in
common? (The position of each original puzzle
piece has changed, but the size and shape of the
puzzle piece remains the same, so, the original
puzzle piece is congruent toe the changes one.)
Explain how the arrows, dashed line, and point can
help you identify each transformation. (In a
translation, the straight arrow shows that the figure
moves along in a straight line. In a reflection, the
dashed line shows the line that the figure flips over.
In a rotation, the curves arrow shows that the figure
turns around the point.)
 Suppose you have a two-color counter. The
red side is facing up. In which
transformations will the red side continue to
face up? In which transformation will the
and subjects that
have been
previously
considered.
5-1.7
Use flexibility in
mathematical
representation.
yellow side be face up? (The red side will
stay face up in a translation and in a rotation.
The yellow side will be face up in the
reflection because the counter flips over a
line.)
(Page 334) Have the students focus on the Hands
On Activity. When a figure is translated, how does
the movement affect each point on the figure?
(Each point moves the same distance in the same
direction.)
(Page 335) Have students focus on the Hands On
Activity. Ask students to look at the figures in B.
Explain how you would describe the
counterclockwise rotation of the original figure. (It
is a 270° counterclockwise rotation. Each quarter
turn is 90°, and the figure made 3 quarter turns.)
Ask students to look at the green and white figures.
If only the green and white figures were shown,
what transformations would you have predicted
that each figure was moved? (For A, rotate 180°,
reflect it over a horizontal line, then translate it to
the right; for B, reflect it over the same horizontal
lines then rotate counterclockwise 90°.)
Guided/Independent Practice pgs. 334-337
Homework-Worksheet on Identifying, describing,
and predicting multiple transformations.
Recess
Activity
Lunch
Pack up/dismiss
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Library-TCW go to Activity and the students will take
turns going to the restroom
TCW go to lunch and the students will take turns going to
the restroom
Dismiss
Lesson Plans
Wednesday April 17th
Area of Instruction
Lesson
Gym/Breakfast/Restroom
TSW unpack and complete their respective day’s
Fantastic Five/
Mental Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
Fantastic Five. At 7:45, TCW go over the Fantastic Five.
Early Finishers will complete their Enrichment Folders.
 By isolating transformations in a series and
identifying them one-by-one, students can
often describe a pattern that is difficult to
recognize.
Materials: grid paper, pencil, straightedge, tracing
paper
(Page 338) Hands on Activity-A geometric pattern
5-3.1
can be a series of repeating geometric figures that
Represent numeric, create a design. Patterns can include a variety of
algebraic, and
different figures and different types of
geometric patterns transformations. You can make one type of pattern
in words, symbols, by using the following steps.
algebraic
(A) Trace the triangle. Draw a vertical line of
expressions, and
reflection along the right side of the figure.
algebraic equations.
(B) Reflect the figure over the vertical line.
Sketch the new figure.
5-1.4
(C) Draw a new vertical line of reflection.
Generate
Reflect the figure again. Sketch the new
descriptions and
figure.
mathematical
(D) Repeat the pattern five more times. Sketch
statements about
each new figure.
relationships
What is the difference between a reflection and a
between and among translation? Use the triangle in the pattern to
classes of objects. explain. (In a reflection, the figure flips over a line
of reflection to create a mirror image of the original
5-1.6
figure. In a translation, the figure moves to a new
Generalize
position along a straight line without changing
connections
orientation.)
between new
Reflect the triangle in Step B over its base. What
mathematical ideas pattern could you create by repeatedly reflecting this
and related concepts quadrilateral across a vertical line on the right-hand
and subjects that
side of the figure? (The pattern would be a
have been
sequence of squares, the top half of which is shown
previously
in Step D.)
considered.
Is it possible to use different transformations to
create the same pattern? (Yes, For example, a
5-1.7
square can be rotated, reflected, and translated with
Use flexibility in
the same result.)
mathematical
If you continued the pattern, predict whether the 12th
representations.
and 13th triangles would be connected by a line or a
vertex. (The triangles would be connected by a
point; even number triangles are connected to the
next triangle by a vertex.)
Guided/Independent Practice pgs. 338-339
Homework-Worksheet on Using transformations to
create and extend geometric patterns.
Recess
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Arts-TCW go to Activity and the students will take turns
going to the restroom
TCW go to lunch and the students will take turns going to
the restroom
Activity
Lunch
Pack up/Dismiss
Lesson Plans
Thursday April 18th
Lesson
Area of Instruction
Gym/Breakfast/Restroom
Fantastic Five/Mental
Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
TSW unpack and complete their respective day’s Fantastic Five. At
7:45, TCW go over the Fantastic Five. Early finishers will complete
their Enrichment Folders.
 To find the rule for the pattern, consider
characteristics such as shape and color
separately.
 Look for repeating sequences; when you
think you’ve found one, circle it, then
compare it to the sequence that follows.
5-3.1
 In finding the basic repeating unit in a
Represent numeric,
pattern, ask: At what point does the entire
algebraic, and
pattern start all over again?
geometric patterns
 Point out that some patterns can be
in words, symbols,
generated in different ways. Both rotations
algebraic
and reflections of certain symmetric figures
expressions, and
can produce the same figure in the same
algebraic equations.
orientation.
(Page 340) Have students read the Problem.
5-1.4
What changes do you see in the individual squares
Generate
of the rug pattern? (The colors of the triangles
descriptions and
mathematical
statements about
relationships
between and among
classes of objects.
change position from one square to the next,
rotating clockwise around the square in the
center.)
What creates the pattern in Examples A and B?
(In Example A, a change in size creates a pattern
as the number of dots in the squares increases. In
5-1.6
Example B, the change in shape creates a pattern
Generalize
as the number of sides of the figure increases.)
connections
How can you relate the geometric patterns in A
between new
and B to numeric patterns? (You can let the 1st
mathematical ideas figure represent 1, the 2nd 2, and so on for the
and related concepts input. For A, the output is the number of circles in
and subjects that
each figure (1, 4, 9, 16). For B, the output is the
have been
number of sides in each polygon (3, 4, 5, 6, 7).
previously
considered.
Guided/Independent Practice Pgs. 340-341
5-1.7
Homework-Worksheet on Identifying and
Use flexibility in
describing geometric patterns.
mathematical
representations.
Recess
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
PE-TCW go to Activity and students will take turns going
to the restroom
TCW go to lunch and the students will take turns going to
the restroom.
Activity
Lunch
Pack up/dismiss
Lesson Plans
Friday April 19th
Area of Instruction
Fantastic Five/Mental
Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework Assigned
Lesson
Gym/Breakfast/Restroom
TSW unpack and complete their respective day’s Fantastic
Five. At 7:45, TCW go over the Fantastic Five. Early
finishers will complete their Enrichment Folders.
 The number of lines of symmetry for a
regular polygon is equal to its number of
sides.
 The rotational symmetry of a figure may be
specified by describing the angle of rotation,
5-4.6
or fraction of a turn, that the figure must be
Analyze shapes to
rotated before it looks exactly the same as
determine line
the original figure.
symmetry and/or (Page 344) After reviewing the Activity, ask:
rotational symmetry How could you use the same technique of writing
your name and folding the paper to show a vertical
5-1.2
line of symmetry? (Fold the paper, and then write
Construct
your name to the left of the crease. Fold the paper
arguments that lead along the vertical crease and make the reflection.)
to conclusions about How many lines of symmetry are in an equilateral
general
triangle? (3) a square? (4) a regular hexagon?
mathematical
(6)
properties and
Formulate a general rule for finding the number of
relationships.
lines of symmetry in a regular polygon. (The
number of lines of symmetry in a regular polygon
5-1.3
is the same as the number of sides.)
Explain and justify List some capitalized letters that have line
answers based on symmetry. (A, B, C, D, E, H, I, M, O, T, U, V, W,
mathematical
X, Y)
properties,
(Page 345) Direct students’ attention to the
structures, and
rotational symmetry Activity. Compare and
relationships.
contrast rotational symmetry and a rotation
performed during a transformation. (In both cases,
the figure is rotated around a point. In rotational
symmetry, the figure is rotated around its center
5-1.6
point. A rotation performed during a
Generalize
transformation is rotated around a point that may
connections
be inside or outside of the figure.)
between new
Explain why a figure must be rotated less than
mathematical ideas 360° to determine if it has rotational symmetry.
and related concepts (All figures will be the same after being rotated
and subjects that
360°.)
have been
Will all regular polygons have rotational
previously
symmetry? (Yes.)
considered.
After reviewing Example 2, ask: How could you
determine the degree of rotational symmetry for
5-1.7
the pinwheel without using a protractor to measure
Use flexibility in
the degree of rotation? (Since there are 6 equal
mathematical
turns, divide the entire 360° rotation by 6 to find
representation.
that the figure is rotated 60° each turn.)
Determine whether a regular pentagon has
rotational symmetry. What if you want to find the
angle measures of each turn? (You can rotate the
figure to see that a regular pentagon has 72°,
rotational symmetry.)
Guided/Independent Practice pgs. 344-347
Homework-Worksheet on Identifying line
symmetry and rotational symmetry.
Recess
Activity
Lunch
Pack up/Dismiss
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Library-TCW go to Activity and the students will take
turns going to the restroom
TCW go to lunch, and the students will take turns going to
the restroom