Transformational Geometry: Reflections

Teacher: Taylor Eppler

Grade Level: 10th
Subject: Geometry
Total Time Allotted: 58 minutes
Required Materials: Module 1C book, student notebooks, supplemental handout,
smartboard
Learning Objectives
CCSS.MATH.CONTENT.HSG.CO.A.2

Represent transformations in the plane using, e.g., transparencies and geometry

software; 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 (e.g., translation versus horizontal stretch).
CCSS.MATH.CONTENT.HSG.CO.A.5

Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.B.6

Use geometric descriptions of rigid motions to transform figures and to predict the effect
of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.
Instructional Strategies
Engagement/ Introduction (15 minutes):
To begin the lesson students will do a warm up in their Module Books on P. 120.
They should complete the translations on this page as well as give two different
notations of each. This is a review from the previous lesson and they can use their
notes to help if needed. After five minutes we will go over these two problems while
doing a quick review of the previous day. Before moving on we will revisit the
assignment from the night before and I will have students check their answers to
those on the board and ask questions on anything they are still confused about or
got stuck on.
At this point before jumping in to the new material for the day the students will take
a short pop quiz. This quiz will only be four short questions on the board that
students will answer on a sheet of lined paper and then turn in. They will be
allowed to use their previous nights homework on this quiz. A copy of the quiz
questions is included in the assessment section of this lesson plan.
Exploration/Explanation (30 minutes):

After the quiz we will jump into learning about reflections. I will ask the students
what they may already know about reflections leading to a short discussion bringing
up ideas about mirrors, backwards images, flipping, and needing a line to flip over.
Next students will add the definition of reflection and line of reflection to their
notebooks. I will also ask them if a reflection is an example of an isometry and they
should recall that it is. With this definition they will see a picture of an example of a
reflection in nature and I will ask them to take a minute and discuss with their table
partner where else we might see examples of reflections in everyday life.
After hearing a few partner groups ideas we will lead into how we look at reflections
in geometry class and the notation we use to represent them. Students will takes
notes on this notation that is new to them and put an example in their notebooks.
The example will review ideas of preimage, image, functions, transformations, and
line segments, as well as see how all of this connects to our new topic of reflections.
After going through this example with them I will have the students try practicing
reflections and their notation on their own on a supplemental handout.
Evaluation (10 minutes):
In the last ten minutes of class I will bring everyone back as a group to review the
examples on the handout. I will call on students to have them walk me through the
examples as I write them on the smartbaord so everyone has the correct answers.
During this time I will make sure to review the main ideas about reflections such as
the line of reflection, how the image looks, what happens to the coordinate points,
and the function notation.
Extension (0 minutes):
There is no homework assignment as an extension to this lesson but it will be
extended in the following days lesson. The next day students will have the chance
to practice reflecting images in a coordinate plane and writing in function notation.
They will then also explore reflecting images not in a coordinate plane using Miras,
and going through an exploratory activity.
Assessment
Formative assessment:
- The warm up problems and checking the assignment from the previous night
is a quick easy formative assessment checking for understanding from the
previous days material. Seeing what questions the students have, and how
many of them have those questions is a good way to see where the class is at
as a whole and what topics may need to be reviewed again. This also gives a
time to quickly reteach any instruction that may have been missed right then
before moving forward.
- Walking around the room while students are working on their example
problems is also a way to quickly assess how the students are doing, how
quickly they are grasping concepts, what questions are coming up, and what
may need to be covered again before the class period ends. These questions
and topics can then be recovered while going over the answers to the

example problems so they are cleared up before the students even leave the
classroom.
Summative assessment:
The quiz at the beginning of the class is a smaller summative assessment to
evaluate student understanding from the first couple days of this unit. The few
short questions is enough to cover the main topics from the last two lessons, while
informing the students of what they should be retaining and what information they
will continue to see and need to know. Allowing the students to use their homework
assignment on this quiz encourages them to do their assignments, but also to make
corrections, and ask questions when they are not understanding. Their assignment
will only be beneficial during the quiz if they had it completed or made corrections
and took notes while we corrected it. If students did this they also are more likely to
have retained the information and most likely will not even need to use it on the
quiz.
The following are the four questions that will be on the quiz:
1) Define preimage
2) Find f(4) if f(x) = 2x + 5
3) Name one example of a transformation that is an isometry
4) Tell what the notation T(2,-3) means.
Resources
Sources: NY Engage Geometry Module Book Unit 1C
Additional Resources: Supplemental handout adapted from mrshester.blogspot.com
unit on
transformational geometry for interactive notebooks
All notes and handouts used for the lesson are included in the smart notebook file
(Day 3 Reflections) used for todays lesson and notes. Pictures from the module
book, as well as the handout are also included in this file.