Lesson Plan

Geometric
Transformations
Matthew Ehrhardt [MAT 517]
 Learning Objective(s):

● Students will be able draw

transformations of geometric shapes.

● Students will be able to follow the

sequences of transformations that will
carry a given figure onto another.
New York State Next Generation Standards:
GEO-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.

● Include point reflections.

● A translation displaces every point in the plane by the same distance (in the same
direction) and can be described using a vector.
● A rotation requires knowing the center/point and the measure/direction of the
angle of rotation.
● A line reflection requires a line and the knowledge of perpendicular bisectors.
● Instructional strategies may include graph paper, tracing paper, and geometry
software.
● Singular transformations that are equivalent to a sequence of transformations
may be utilized, such as a glide reflection. However, glide reflections are not an
expectation of the course.
 Materials:
● SMART Board - to anonymously present student answers,
display the presentation, and share codes/links for
GeoGebra and Desmos.
● Google Classroom - Lessons, activities, homework, notes,
links, announcements and all other relevant information will
be shared using this tool.
● GeoGebra - Lessons and activities in the form of classwork.
Links will be shared on Google Classroom and on the SMART
Board.
● Desmos - Classwork will be done using this platform, and
links will be provided similarly to GeoGebra.
 Materials:
● Chromebooks, computers, tablets, or laptops -
so that students can access GeoGebra, Desmos,
and Google Classroom.
● Calculators - students might want to use a
calculator for practice problems on Desmos and
GeoGebra.
● Assignment - Transformations Homework Sheet
 Warm Up:
• The warm up will be on Google
Classroom in the form of a quiz. The quiz
will be
made available once class starts. Students
are expected to recall information from the
previous lesson and answer a few short
questions on the subject. This information
will be on coordinate points after
undergoing translations, rotations, and
reflections.
– The teacher will give students 1
to 2 minutes to explore the activity
and answer the questions, then
spend another 1 to 2 minutes
discussing answers with the
class.
– The definitions of these
transformations, as well as their
formulaic operations is
to prepare students for the
geometric interpretation.
– Students are expected to identify
the underlying mathematics and
more specifically, the coordinates
behind these transformations.
 Development/Procedure:
● The teacher will greet the students
as class starts and tell them the
”plan for today.”Then the
students will get started on the
warm up activity, which will take
about 3-4 minutes.
● The teacher will discuss the
answers to the warm up by asking
students to demonstrate their
knowledge to the class and share.
Then the class will access
GeoGebra for a look at the day’s
lesson.
• The GeoGebra lesson will outline what
students are expected to understand and
replicate in later assignments. It will serve as
the focal point of information for the day’s
subject.
– Students will be able to make use of tools
such as sliders and experiment with
the geometric pictures presented on the
lesson.
– Through the students investigation of the
tools, along with the teacher’s expla-
nation, students will be able to work on
classwork provided on the subject.
– The class will answer questions guided by
the teacher, provided in the GeoGebra
lesson. Students can choose to take notes on a
device or tool of their using.
 Development/Procedure:

• After the lesson has been overviewed by the teacher, the students
will be expected
to access Desmos for the classwork activities of the day.
– Students will complete tasks designed around transformations and
their geometric interpretation.
– Students will answer questions, which will be shared with the class
as they further develop their comprehension of the material.
– The teacher will let the students explore the activity and answer the
questions for the rest of the class period time; monitoring their
progress on the teacher side of the Desmos classroom.
 Closure:

• The teacher will ask – Students will do a survey to

students to close up their gauge how well they
work on their Desmos activity understood the lesson.
and will then assign an exit
ticket to the students. The – Students will also leave any
exit ticket will be a Google
questions or concerns they have
Classroom quiz, provided the
on the lessons material.
same way as the warm up.
 • The teacher will prompt the students to take a worksheet
provided to them, answer the questions as a homework
assignment, and be ready to discuss and submit the answers for
evaluation the next day.
– The worksheet, as well as a video summary of the days lesson will
also be uploaded to Google Classroom later in the day for students
who may have been absent or are looking to refresh their memory.

Assignment (Homework):