Glynn Middle School
LFS Weekly Lesson Plan
Teacher: Little/Thomas Subject:
Dates:
Unit Topic:
Accel Coord Algebra/
01/12-16/15
Unit #5 Transformations in the
Analytic Geometry
Coordinate Plane
Standard(s):
MCC9.G.CO.2 Represent transformations in the plane, describe transformations as functions that take points in the plane as
inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not.
MCC9.G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular/parallel
lines, and line segments.
MCC9.G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Specify a
sequence of transformations that will carry a given figure onto another.
Prior to teaching:
Monday
Tuesday
Essential Question
MCC9.G.CO.2, 5
MCC9.G.CO.2, 4, 5
How do I identify
How do I draw/identify
rigid/non-rigid
the image of a figure
transformations? How
under a reflection?
do I draw an image
under a reflection?
Activating/Acceleration:
Wednesday
Thursday
Friday
MCC9.G.CO.2, 4, 5
How do I draw/identify
the image of a figure
under a translation?
MCC9.G.CO.2, 5
How do I identify the
effect of a rotation on a
geometric figure?
MCC9.G.CO.2,4,5
How do I identify/
represent various
transformations on the
coordinate plane?
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey, Big Four)
As a bellringer,
students will draw their
own quadrilateral or
triangle and perform a
reflection then
describe it in words to
Word Splash: vector,
initial point, terminal
point
TTW give students a
graphed quadrilateral
in Quad II. TTW ask
students to predict
which quadrant the
quad will land under
Glynn Middle School
LFS Weekly Lesson Plan
their neighbor. Discuss
whole group
correct/incorrect
answers.
various different
clockwise/
counterclockwise
rotations (e.g. 90, 180,
270).
Cognitive Teaching Strategies: include time for distributed practice or summarizing
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Diagrams/Graphs, Comprehension)
Emphasize/review
transformations using
Friday’s h/w/c/w
(pgs.374-376).
Students will work in
partners to complete
c/w pgs. 377 and 379.
Introduce reflections if
time with miras.
Teacher will introduce
reflections by having
students use red miras
to complete Explore
1a, 1b in w/b pg. 381
and Example #2 on pg.
382, Example #3 on
pg. 383. Teacher will
use h/o to lead
students to creating a
“rule” for reflections
(that are listed at top of
w/b pg. 383).Students
will practice reflections
using miras on w/b
pgs. 384-385 by
working in
partners/small groups.
TTW lead students
through w/b examples
#1 and #3
emphasizing new
vocab: vectors and
their notation
(component form).
Students will in
partners to complete
pgs. 391-393.
TTW give students a
hand-out of triangles
and quads that have
undergone rotations.
Students will have to
match the rotation and
the degree with the
pictures (partner
activity). Together, the
partners will create
“rules” for 90, 180, 270
degree clockwise and
counterclockwise
rotation. Students
should be able to
identify which rotations
are the same (e.g. 270
counterclockwise is 90
clockwise).
TTW review rules for
various
transformations via
bellringer. Students reteach transformations
to class.
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
Glynn Middle School
LFS Weekly Lesson Plan
Learning Log: in your
TOTD: Infinite
TOTD: Infinite
Learning Log: record
composition book (and Geometry h/o with 2
Geometry h/o with 2
class findings of “rules”
in your own words)
reflection problems.
translations problems
for rotations in
describe what happens
or Close TE pg. 461.
composition book.
to triangle SBL under a
translation, rotation or
reflection. Students will
draw pictures if
necessary.
Extending/Refining Activity: This is for all students. After they acquire, then take them up a notch with thinking skills/writing prompts.
(Some ideas: Cause/Effect, Compare/Contrast, Write, Classify, Analyze, Evaluate, Inductive, Deductive)
Use miras to reflect
Problem Solving #42 &
figures or specific lines #44 on text pg. 465.
of reflection such as
y=2x + 2.
Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response
Finish c/w, complete
W/b pgs. 385 (bottom) Textbook pg. 463-464. Infinite geometry
Common assessment:
Infinite Geometry w/s
and 387 or Infinite
teacher-made w/s
test/quiz over
or book pgs. 447-448
Geometry w/s.
including all
rotations, reflections,
transformations
and translations.
studied during the
week.
Differentiation:
Popsicle sticks to
call on students,
guided examples in
w/b, miras (if used)
for graphing
reflections.
Popsicle sticks to
call students, peer
teaching, guided
examples in w/b,
miras for graphing
Popsicle sticks to
call students, peer
teaching, guided
examples in w/b,
partner work.
Popsicle sticks to
call students, peer
teaching, partner
work.
Popsicle sticks to
call students, peer
teaching.
Glynn Middle School
LFS Weekly Lesson Plan
reflections, group
work.