Lesson 1: Geometric Shapes
Standards Addressed:
MCC9-12.G.CO.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that
carry it onto itself.
MCC9-12.G.CO.4Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.
Essential Question:
How can we analyze a geometric figure to determine the types of rotations and reflections the object has that carry it onto itself?
This lesson is structured into three parts, a launch activity used to engage the students in the lesson, the work period in which students will be collaboratively working to discover concepts, and a closing in which students’ will share their thoughts, findings, and understanding of the concepts.
Launch:
Using the Smartboard, the teacher will project the image of various company logos. Students will take turns drawing the lines of symmetry onto the logos. The real world application along will help engage students in the lesson.
Work Period:
In their collaborative pairs, students will continue to analyze the logos for rotations and reflections within the shape. Students will complete a task in which they must, for each logo, determine if the logo can be mapped onto itself using rotations or reflections. Then, they will need to express what type of reflection (vertical,
horizontal, or diagonal) and what degree of rotation (450, 900, or 1800) the logo has. Finally, students will create a working definition of rotation and reflection.
Closing:
Student pairs will share their thoughts and findings from their work period. Discussions will need to be held on which logos had rotations compared to reflections, what specific reflections and rotations each logo had, and the various ways we can define reflection and rotation. The class as a whole will determine the final wording for our working definitions.
Engage: Analyzing current company logos for symmetry and transformations such as rotations will help students to visualize the main concepts of this unit.
Explore: Students will be exploring these concepts through a discovery task. Students will be able to use miras and transparencies to help them visualize the geometric shapes’ reflections and rotations.
Explain: Students will need to explain their thinking during the task. Students will be asked to justify their conclusions.
Elaborate: Students will create working definitions of rotation and reflection.
Evaluate: Peer evaluation will take place within collaborative groups while students are defending their ideas, and during the student-led closing.
Extend: Students will continue to refine their working definitions of reflection and rotation throughout the unit.
Standards Addressed:
MCC9-12.G.CO.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that
carry it onto itself.
MCC9-12.G.CO.4Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.
Essential Question:
How can we analyze a geometric figure to determine the types of rotations and reflections the object has that carry it onto itself?
This lesson is structured into three parts, a launch activity used to engage the students in the lesson, the work period in which students will be collaboratively working to discover concepts, and a closing in which students’ will share their thoughts, findings, and understanding of the concepts.
Launch:
Using the Smartboard, the teacher will project the image of various company logos. Students will take turns drawing the lines of symmetry onto the logos. The real world application along will help engage students in the lesson.
Work Period:
In their collaborative pairs, students will continue to analyze the logos for rotations and reflections within the shape. Students will complete a task in which they must, for each logo, determine if the logo can be mapped onto itself using rotations or reflections. Then, they will need to express what type of reflection (vertical,
horizontal, or diagonal) and what degree of rotation (450, 900, or 1800) the logo has. Finally, students will create a working definition of rotation and reflection.
Closing:
Student pairs will share their thoughts and findings from their work period. Discussions will need to be held on which logos had rotations compared to reflections, what specific reflections and rotations each logo had, and the various ways we can define reflection and rotation. The class as a whole will determine the final wording for our working definitions.
Engage: Analyzing current company logos for symmetry and transformations such as rotations will help students to visualize the main concepts of this unit.
Explore: Students will be exploring these concepts through a discovery task. Students will be able to use miras and transparencies to help them visualize the geometric shapes’ reflections and rotations.
Explain: Students will need to explain their thinking during the task. Students will be asked to justify their conclusions.
Elaborate: Students will create working definitions of rotation and reflection.
Evaluate: Peer evaluation will take place within collaborative groups while students are defending their ideas, and during the student-led closing.
Extend: Students will continue to refine their working definitions of reflection and rotation throughout the unit.