Teacher(s): Jordan Rodriguez

Subject: Geometry, Transformations/Translations

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

HS.G-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).
HS.G-CO.A.3. Given a rectangle, parallelogram, trapezoid, or regular polygons, describe the rotations and
reflections that carry it onto itself.
ISTE-S 1 c. Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Use models and simulations to explore complex systems and
issues.
ISTE-S 6 a, b, c, d. Students demonstrate a sound understanding of technology concepts, systems, and
operations. Understand and use technology systems. Select and use applications effectively and
productively. Troubleshoot systems and applications. Transfer current knowledge to learning of new
technologies.
ISTE-T 3 a, b. Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society. Demonstrate fluency in technology systems and the transfer of
current knowledge to new technologies and situations. Collaborate with students, peers, parents, and
community members using digital tools and resources to support student success and innovation.

Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to model a translation of a regular polygon in a plane using graphing software.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
The following day students will be required to take a short 3 question quiz. They will need to graph a translation, write the
vector for the translation, and the equation for the translation. These will be written rules that should work in their graphing
software. The student must answer 2 of 3 correct to show mastery.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Students will be able to describe the transformations that occur to any regular polygon in a plane.
Students will be able to experiment with graphing software and select the appropriate software for
graphing geometric shapes.

Key vocabulary:

Materials/Technology Resources to be Used:

Translation, Rotation, Reflection, Polygon, Regular Polygon,

Vector

Computer, projector, GeoGebra, internet

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Instructional

Introduce the words translate, rotate, and reflect. See if students can demonstrate translate, rotate, and reflect by getting up
and moving. Ask if students can describe these definitions in mathematical terms.
Teacher Will: Be specific

Student Will: Be specific

Teacher will demonstrate different transformations of

shapes by using graphing software.

Students will answer questions that the teacher will

pose to them.

Input

Teacher will demonstrate the use of vectors and equations

in translations.

Students will apply the general form of vectors and

equations to new translations.

Teacher will ask students if they can formulate 3 vectors

for a translation based on the visuals.

Students will attempt to use vectors when visualizing 3

translations.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

Teacher will record the classroom instruction and discussion to post the video online for students to look
back on. Teacher will also provide the file used in the classroom for students to examine.

Guided Practice

Students will be able to answer the questions asked by the teacher by drawing an image on the board or
simply directing the teacher by using an equation/vector.
Teacher Will: Be specific

Student Will: Be specific

Teacher will split students into groups chosen randomly

by the teacher.

Students will split into groups by the teacher and

prepare to discuss a problem from the board.

Teacher will put a translation on the board and ask

students to create an equation for the translation in their
groups.

Students will discuss the problem in their groups and

come up with one answer.

Teacher will write all answers and discuss whether or not

each answer is correct.

Students will tell the teacher their answer and then as a

class discuss which answer is correct.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Independent Practice

Students will be able to answer individually if they feel so inclined. If a student cannot formulate their answer in
words they will be allowed to draw their answer on the board.
Teacher Will: Be specific

Student Will: Be specific

Teacher will assign homework to students. This will be

an assignment that requires students to create a
translation using GeoGebra.

Students will complete the assignment on time and to

the teachers specifications.
Students will create a translation of a car moving along
a path, using the teachers premade file to begin the
assignment.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

Students will be able to submit the assignment to the teacher in a format that they wish, as long as the
teacher can view the equations the student used in their file. This can be submitting the file itself,
recording the file with recording software, voice over their file, write a report about their work, and so on.
If a student wants to use different software to complete this assignment they will be able to do so as long
as the teacher can duplicate their work in that other software.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

Teacher will ask all students to stand and perform transformations when the teacher asks. If a student performs the wrong
transformation, they will sit down. Last student standing wins a prize.
Direct instruct