Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
Teacher:
4th Six Weeks
PLAN CODE:
Tipton
Course/subject:
Mathematics
Grade(s):
7
Time allotted
for instruction:
1 – 1 ½ hours
Title:
Working with Transformations
Lesson TOPIC:
Transformations, Translations, Rotations, Reflections
TAKS Objective:
Objective 3: The student will demonstrate an understanding of
geometry and spatial reasoning.
FoCUS TEKS and
Student Expectation:
(7) Geometry and spatial reasoning. The student uses coordinate
geometry to describe location on a plane. The student is expected to:
(B) graph translations on a coordinate plane
(7) Geometry and spatial reasoning. The student uses coordinate
geometry to describe location on a plane. The student is expected to:
(A) locate and name points on a coordinate plane using ordered
pairs of integers
Supporting TEKS and
Student Expectations:
Concepts
Transformation
Enduring Understandings/Generalizations/Principles
The student will understand that
A transformation is a change in a figure that results in a different position,
shape, size, and/or orientation.
Reflection
A reflection (flip) is the figure formed by flipping a geometric figure about a
line to obtain a mirror image.
Translation
A translation (slide) is a movement of a geometric figure to a new position
without turning or flipping it.
Rotation
A rotation is a type of transformation that results when a geometric figure is
turned about a fixed point.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections
Prior to this lesson, you will need to cut out the letters on the Alphabet Worksheet. Hand one letter of the
alphabet to each student as they enter the classroom. After the class is seated, place the Soups ‘N Such
Café Worksheet on the overhead and read the poem to your class. Have students come up to the front of
the room with their letter to see if Mr. McGruder would allow the letter to be in his soup. Check to see if
when you slide the letter, turn the letter 180 degrees, and flip the letter if it will look the same. Make a list
of the letters that would be allowed in the soup on the board. After all letters have been checked, discuss
with the class that when changes are made to a shape in geometry, it is called a transformation. Tell the
class that they have just worked with transformations by sliding, flipping, and turning the letters of the
alphabet.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
Discuss the following with your class:
Rotations, translations, and reflections are geometric transformations that change an object's position or
orientation but not its shape or size.
A translation slides a geometric figure to a new position without turning or flipping it.
Example:
Place a transparency of the Braille Alphabet and Numbers Worksheet on the overhead. Discuss the
properties of the alphabet and numbers. Ask the class: “Are any of the letters or numbers translational?”
(They are not translational; if they were then they would be undistinguishable to the blind)
A rotation is a type of transformation that results when a geometric figure is turned about a fixed point.
Example:
Discuss with the class things that rotate. Some things that may come up in the discussion are hubcaps,
the moon, tires, hands on a clock, CDs, etc. Discuss how things that rotate have a center of rotation and
how rotation does not change the orientation of the shape.
A reflection is the figure formed by flipping a geometric figure about a line to obtain a mirror image.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
Hand each student a plain piece of white paper and a black sharpie. Have them fold it long ways (hot
dog style). Each student will then write his/her name in cursive so that the bottoms of the letters meet the
crease. Then your students will use a black sharpie to trace over their name. The color will bleed through
the crease and it will appear on the opposite side. The students need to trace over the part that bled
through, creating their name on the opposite side. When this is done, they will open their paper and see
a reflection of their name as if the crease were a mirror. This is an example of a reflection.
Next draw a coordinate plane on the board. Draw a square in Quadrant I. Next, draw a square of the
same proportion in Quadrant II. Discuss with the class the type of transformations that took place in order
for the square to get into Quadrant II. The TAKS questions contained in this lesson could be utilized at
this point for reinforcement.
C.
Guided activity or strategy
Hand each student a Bringing It All Together Worksheet. Go over the directions with the class. Monitor
as students work individually to complete the worksheet. After time has been given for completion,
discuss the answers with the class.
D.
Accommodations/modifications
Students requiring modifications may be paired with a peer to complete the guided activity.
E.
II.
Enrichment
STUDENT PERFORMANCE
A.
Description
Students will complete the Working with Transformations Worksheet individually.
iii.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
Grades will be taken on the Working with Transformations Worksheet individually.
B.
Rubrics/grading criteria
Grades may be taken based on the Working with Transformations Worksheet Answer Key and Grading
Rubric.
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C.
Accommodations/modifications
D.
Enrichment
E.
Sample discussion questions
What is the difference between a reflection and a rotation?
How does a translation affect a geometric shape?
How can properties of transformational geometry be applied in design?
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
IV.
TAKS Preparation
A.
Transition to TAKS context
The teacher will lead the students in a discussion of how translation problems may look in test format by
placing the TAKS questions below on the board/overhead.
B.
Sample TAKS questions
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
V.
Key Vocabulary
Transformation, Rotation, Reflection, Translation
VI.
Resources
A.
Textbook
Math Advantage ~ Middle School Math II
Chapter 10: Congruence, Symmetry, and Transformations
o Transformations, pp. 206-209
o Transformations on the Coordinate Plane, pp. 210-211
Student Handbook
o Lesson 10.3, pp. H57
o Lesson 10.4, pp. H57
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
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B.
Supplementary materials
Alphabet Worksheet
Soups ‘N Such Café Worksheet
Braille Alphabet and Numbers Worksheet
Bringing It All Together Worksheet
Working with Transformations Worksheet
Working with Transformations Worksheet Answer Key and Grading Rubric
C.
Technology
The website below can be used for reinforcement:
http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-02-833051X&chapter=5&lesson=8&headerFile=6
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
For follow-up students could be taken to the computer lab to complete the following:
Go to: http://www.intermath-uga.gatech.edu
 Click on Dictionary
 Have your students look up the words transformation, translation, rotation, and reflection.
Students will then complete the interactive checkpoint for each word.
VIII.
Teacher Notes
If a mirror is available, you could utilize it for an additional activity:
Have a student stand in front of the mirror and raise his/her right hand. Ask: Does your reflection raise
its right hand?
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District