Getting to the Core

Geometry

Unit 1 - Basic Definitions & Rigid Motions

Updated on May 3, 2013

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Unit 1 – Basic Definitions & Rigid Motions

Table of Contents

Lessons

Description

Days

Page

Title Page

Unit 1 – Basic Definitions & Rigid Motions

Table of Content

Unit Planner

Big Idea & Essential Questions

G1-H

Hook Lesson & Preparing the Learner Lesson

G1-H

Hook & Preparing the Learner (Lesson Plan)

Base Group Tasks 1 – 4 (Student version)

Transformations – Base Group Part 2 (Student version)

G1-FA

Formative Assessment

What will it be? (Lesson Plan)

What will it be? (Student version)

G1-1-1

Reflections

G1-1-1A

G1-1-1B

G1-1-1C

Exploration of Reflection (Lesson Plan)

Exploration of Reflection (Student version)

Reflection (Lesson Plan)

Reflection (Student version)

Strengthening Reflections (Lesson Plan)

Strengthening Reflections (Student version)

G1-1-2

Rotations

G1-1-2A

G1-1-2B

G1-1-2C

Exploration of Rotation (Lesson Plan)

Exploration of Rotation (Student version)

Rotation (Lesson Plan)

Rotation(Student version)

Strengthening Rotations (Lesson Plan)

Strengthening Rotations (Student version)

G1-1-3

Translations

G1-1-3A

G1-1-3B

G1-1-3C

Exploration of Translation (Lesson Plan)

Exploration of Translation (Student version)

Translation (Lesson Plan)

Translation (Student version)

Strengthening Translation (Lesson Plan)

Strengthening Translations (Student version)

G1-Ind-1

Synthesis/Inductive/Deductive Reasoning

G1-Ind-1

Argumentative Tasks (Lesson Plan)

Argumentative Tasks (Student Version)

G1-SA-1

Summative Assessment

G1-SA-1

Flip Sliding Away (Lesson Plan)

Flip Sliding Away (Student version)

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Santa Ana Unified School District Common Core Unit Planner-Mathematics

Unit Title:

G1-Basic Definitions and Rigid Motions

Grade

Level/Course:

Geometry

Time Frame: Entire Unit might be about 4 weeks. This Unit of

Study segment requires 10 days

Big Idea

(Enduring

Understandings):

Rigid motions transform figures.

Essential

Questions:

How do rigid motions affect images?

How can you design a process to predict the effect of a given rigid motion on a given figure?

Instructional Activities: Activities/Tasks

Units have many types of lessons that have different purposes

Designing for Opportunities for Standards for Mathematical Practice happen at the Unit Level

Integrated lessons based on the Van Hiele Model of Geometric Thought & Bloom’s Taxonomy

Level 1:

Visual/Preparing

the Learner:

-G1-H: Face It

(1 day)

C1: Levels 1 & 2:

Visual &

Descriptive

-Three-Moment

of Definitions:

Reflection,

Rotation,

Translation:

-G1-1-1 (3 days)

-G1-1-2 (3 days)

-G1-1-3 (3 days)

C1: Levels 1 &

2: Visual &

Descriptive

-Inferences of

C1 with Non-

examples:

Dilation

C3: Levels 3

& 4:

Relational &

Deductive

-Congruency

Level5:

Rigor

G1-FA-1

-What will it

be? (1 day)

ROBUST AND

DIFFERENTIATION

LESSONS

G1-SA-1

-Flip Sliding Away

(1 day)

Unit of Study

Segment

Level 4:

Inductive/De

ductive

-Task

Century

Skills:

Learning and Innovation:

Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation

Information, Media and Technology:

Online Tools Software Hardware

Essential

Academic

Language:

Tier II:

Describe

Explain

Analyze

Tier III:

Reflection

Rotation

Translation

What pre-assessment will be given?

Formative Assessment

-What will it be?

Summative Assessment

-Flip Sliding Away

How will pre-assessment guide instruction?

Formative Assessment

-to determine prior knowledge and to address the area of

weakness in order to differentiate.

Summative Assessment

-MARS task to demonstrate learned knowledge and modeling

with mathematics.

Standards

Assessment of Standards (include formative and summative)

Common Core Learning Standards Taught and Assessed (include one

or more standards for one or more of the areas below. Please write out

the complete text for the standard(s) you include.)

What assessment(s) will be utilized for

this unit? (include the types of both

formative assessments (F) that will be used

throughout the unit to inform your

instruction and the summative assessments

(S) that will demonstrate student mastery

of the standards.)

What does the

assessment tell us?

Common Core Mathematics Content Standard(s):

Concept 1:

Experiment with transformations in the plane

G.CO.2 – Represent transformations in the plane using, e.g.,

transparencies and geometry software; describe transformations as

function 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).

G.CO.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.

G.CO.3 – Given a rectangle, parallelogram, trapezoid, or regular polygon,

describe the rotations and reflections that carry it onto itself.

G-CO 1 – Know precise definitions of angle, circle, perpendicular line,

parallel line, and line segment, based on the undefined notions of point,

line, distance along a line, and distance around a circular arc.

Concept 2:

G-CO 1 – Know precise definitions of angle, circle, perpendicular line,

parallel line, and line segment, based on the undefined notions of point,

line, distance along a line, and distance around a circular arc.

G.CO.4 – Develop definitions of rotations, reflections, and translations in

terms of angles, circles, perpendicular lines, parallel lines, and line

segments.

G.CO.2 –Represent transformations in the plane using, e.g.,

transparencies and geometry software; describe transformations as

function 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 stretch

G.CO.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.

G.CO.2 –Represent transformations in the plane using, e.g.,

transparencies and geometry software; describe transformations as

function 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

G-CO 1 –Know precise definitions of angle, circle, perpendicular line,

parallel line, and line segment, based on the undefined notions of point,

line, distance along a line, and distance around a circular arc.

Concept 3

G.CO.7 –Use the definition of congruence in terms of rigid motions to

show that two triangles are congruent if and only if corresponding pairs

of sides and corresponding pairs of angles are congruent.

G.CO.2 –Represent transformations in the plane using, e.g.,

transparencies and geometry software; describe transformations as

function 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).

G.CO.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.

G.CO.8 –Explain how the criteria for triangle congruence (ASA, SAS, and

SSS) follow from the definition of congruence in terms of rigid motions.

Concept 4

Opportunities for listening, speaking, reading, writing, and thinking

(Cite Literacy Standards (as applicable):

Bundled Language Standards:

3. Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

6. Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases, including those that signal contrast,

addition, and other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition)

Bundled Speaking and Listening Standards:

1. Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 6 topics and



a. Come to discussions prepared having read or studied required material;

explicitly draw on that preparation and other information known about the

topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that

contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions.

4. Report on a topic or text, or present an opinion, sequencing ideas

logically and using appropriate facts and relevant, descriptive details to

support main ideas or themes; speak clearly at an understandable pace.

Standards of

Mathematical

Practice:

(Check all that apply)

1. Make sense of problems and persevere in solving

them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning

of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

Opportunities for Observable Data (How will students

demonstrate these Mathematical Practices?)

1. Students will make sense of given direction to perform a

task.

2. Students will describe a relationship between the figure

and its images.

3. Students will listen to the arguments of others and ask

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated

reasoning.

useful questions to determine if an argument makes sense

as in Concept Development lessons.

4. Students will create visual models to represent

information.

5. Students will use tools such as ruler, patty paper, or

mirrors to development understanding of precision of

vocabulary.

6. Students will identify patterns and see relationships in

reflection, rotation, and translation under the rigid motion

experiments.

7. Students will recognize generalizations among problems

and apply their knowledge to similar situations.

Resources/

Materials:

Text(s) Titles:

Mathematical Tools:

Media/Technology:

Supplementary Materials:

Supplies: Patty papers

Interdisciplinary

Connections:

Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. literature, science, social

studies, art, etc.)

Differentiated

Instruction:

Based on desired student outcomes, what instructional

variation will be used to address the needs of English

Learners by language proficiency level?

Based on desired student outcomes, what instructional

variation will be used to address the needs of students

with special needs, including gifted and talented?

Special Needs-

-vocabulary cards

-structure for collaboration and communication

-QTEL philosophy with accompanying strategies

GATE-

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-H

Grade Level/Course:

Geometry

Duration: Day 1 of 1 Period of 50 Minutes

Date:

Common

Core and

Content

Standards

Focus at the Cluster level: Experiment with transformations in the plane

G.CO.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.

Materials/

Resources/

Lesson

Preparation

Hook: Transformations – Task 1 Handout

Hook: Transformations – Task 2 Handout

Hook: Transformations – Task 3 Handout

Hook: Transformations – Task 4 Handout

Hook: Transformations – Base Group – Part 2 Handout

Objectives

Content:

Students are introduced to experimenting

different transformations in the plane. Some

students may know of one type of

transformation better than the other. (Each

student is expected to be an expert on one

transformation).

Language:

Students will be able to communicate (orally, in writing,

and through other representations) the comparisons of

shapes on the basis of the their appearances as a whole via

the motions.

Students use informal language to communicate their

observations.

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

bul

ary

(Ti

Tie

III)

PROVI

DES

TEAC

HER

SIMPL

EXPL

ANATI

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Observe

Describe

Explain

STUDENTS FIGURE

OUT THE MEANING

Reflect

Rotate

Translate

Flip

Turn

Move

Slide

Pre-teaching

Considerations

First introduction to rigid transformation. Collaborative group work experience is essential in learning this

lesson.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Collaborative Conversations and group work.

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

Day 1 of 1

Hook Lesson/Preparing the Learner Lesson

Preparations: Students are divided in groups of 4 to perform a unique

transformation task via the Jigsaw activity. They are to perform the task and

match the action with the mathematical terminology. Please see below for the

structure of the Jigsaw activity.

Structure of Jigsaw Activity.

 Students are in groups of four. This group is called the Base Group.

Each student in this Base/Expert group is provided with a task to

become an expert later on in this activity.

 Students move to Experts group. Members in the Expert Group work

together to become experts in the task given hand.

 Once each student in the group has learned and become an expert in the

task that they were given in their Expert Group, they are to share with

the Base Group what they learned and make the rest of the team



20 Minutes

Hook: Transformation – Tasks 1 – 4 handouts

DOK Level 3 – Strategic Thinking

 Independent Group Effort: Collaboration and Communication

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

1 Make sense of problem and persevere in solving them

Objective: Students are to make sense of the problem and figure out a

strategy on how to perform the task and teach each other how this task could

be done.

Differentiated

Instruction:

English Learners:

Teacher may refer to

Students Who Need

Additional Support section

to provide additional

support for Tier II words.

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions:

Reflection=flip

Rotation= spin or turn

Translation= slide

Teacher, paraprofessional

of student study buddy

read aloud the question if

needed.

Write or project all

sentence frames

Teacher: Have students form Base Groups of 4 each. Each student is to choose a

task from:

 Hook: Transformation  Task 1 (Reflection)

 Hook: Transformation  Task 2 (Rotation 

)

 Hook: Transformation  Task 3 (Translation)

 Hook: Transformation  Task 4 (Rotation 

Teacher: While students are deciding their task, please have 8 different stations

label Task 1, Task 2, Task 3, and Task 4 as Expert Group stations.

Teacher: After students have had their task chosen, have them break out and go

to their Experts Group according to the Task number labeled at each station and

the number they chose.

Students: Are to find their station and meet with their Expert Group members to

perform the task at hand.

Teacher: Provide students about 15 minutes to work on the task given at the

Expert Group stations. In the meantime, teacher is to circulate quickly to all

stations to make sure students understand the task and what they are to perform

in the next 15 minutes.

Teacher: It is recommended that you may stay with a few groups at this point to

be able to listen to their reasoning while performing the task. Once you have an

, you may

move another group.

Students: Are to work together in answering the questions written at the bottom

of each page. Students are suggested to ask each other questions and critique the

reasoning of each others by asking themselves the following questions.

 

 

pair?

 Do both equations apply to all points regardless x or y? Or just one to

some while the other to the others?

 How do we determine how to use this direction?

Teacher: After students have struggled on making sense of the problem and

wonder about the equations and how they apply to this problem, you may hint

-



Students: Are to make sense of the task and become an expert on how to arrive to

the answer. Students are allowed to record what they did and get ready to share

once they return to their Base Group.

20 Minutes

 Guided Inquiry to support Understanding & Mathematical

Understanding: Communication

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

Objective: Students are to actively listen to the Experts for each task to learn

how to perform the task; also students are to attend to the reasoning of the

Experts and critique the reasoning of others if they find false assumptions.

Teacher: Have students go back 

learned to become an expert on.

Students: 

learn. Students may go in the order of Task 1, 2, 3, and 4.

 Task 1  Students learned to reflect the points to get a new image

 Task 2  Students learned to rotate the points 

to get a new image

 Task 3  Students learned to translate to get a new image

 Task 4  Students learned to rotate the points 

to get a new image

Teacher: Once all students have a chance to share their expertise, have the team

work on the Hook: Transformations  Base Group Part 2 Activity

Students: Each is expected to answer their each question using their own

knowledge of how Reflection/Rotation/Translation happened.

Accelerated Learners:

Teacher: May provide the following sentence frames to help students organize

their responses:

 Task 1: The rule was written as _______ in order to communicate that

the image is a flip of _______

 Task 2: The rule as written as _______ in order to communicate that the

image is a ________ of _____.

 Task 3: The rule was written as _______ in order to communicate that

the image is a _________ of _______.

 Task 4: The rule was written as ________ in order to communicate that

the image is a _________ of ________.

10 Minutes:

DOK Level 1: Memorization

 Guided Inquiry to support Precision & Mathematical Understanding:

Communication

 Mathematical Practice(s) Being Monitored:

6 Attend to precision

Objective: Students are to attend to the precision of vocabulary.

Teachers: Have representative of each team share their sentences and help

generalize the Base Group understanding by providing the academic content

vocabulary to the whole class as

 

which is called 

 



 



 



 There is a small difference from Task 2 and Task 4. Please share with

each other how they are different and how they are the same.

Students: Are to share the differences in their Base Group and come to a

conclusion that the difference is the degrees of turn and the similarity is that they

are both turned/rotated.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

Base Group Tasks 1 – 4 Names _______________________________

This page was intentionally left blank.

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-FA

Grade Level/Course:

Geometry

Duration: Day 1 of 1 (50 Min.) Lesson

Date:

Common

Core and

Content

Standards

Concept 1:

Experiment with transformations in the plane

G.CO.2 – Represent transformations in the plane using, e.g., transparencies and geometry

software; describe transformations as function 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).

G.CO.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.

G.CO.3 – Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the

rotations and reflections that carry it onto itself.

G-CO 1 – Know precise definitions of angle, circle, perpendicular line, parallel line, and line

segment, based on the undefined notions of point, line, distance along a line, and distance

around a circular arc.

Materials/

Resources/

Lesson

Preparation

Formative Assessment

Objectives

Content:

Students are provided the opportunity to learn

and be an expert in Reflection, Rotation, and

Translation of Rigid Motions.

Language:

Students are to communicate orally and in written format

to learn, explain, and become an expert.

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Flip

Turn

Move

Slide

STUDENTS

FIGURE OUT THE

MEANING

Pre-teaching

Considerations

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

Teacher: May have students work either individually or in pairs on this

Formative Assessment. The assessment will help teacher and students identify

the area of weakness and to pick the correct lesson to differentiate. Use the Jig

Saw activity below to help students become experts in all Rigid Motions.

Students will be differentiated in different groups to learn either Reflection,

Rotation, or Translation. Once students are assigned to the appropriate group,

perform the appropriate lessons provided (G1-1-1 Reflection, G1-1-2 Rotation,

and/or G1-1-3 Translation).

Differentiated

Instruction:

-Identify studen

weakness to assign the

appropriate lesson(s):

Reflection, Rotation, or

Translation.

English Learners:

-Think-Write-Pair-Share

-Multiple opportunities to

speak

-cooperative groups

Students Who Need

Additional Support:

-Think-Write-Pair-Share

-Multiple opportunities to

speak

-cooperative groups

Accelerated Learners:

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

What will it be?

Directions: Plot the point (0,2), then create new points according to the following transformations. You must

go in order, otherwise your picture will not come out correct. Connect the points after you have plotted every

transformation according to the order given to the right of the table.

Transformation

New

Coordinate

1. Translate up 5 and right 3

( , )

2. Reflect over the y-axis

( , )

3. Translate down 10

( , )

4. Reflect over x-axis

( , )

5. Rotate 180°

( , )

6. Reflect over x-axis

( , )

7. Translate (x-2,y-1)

( , )

8. Reflect over y-axis

( , )

9. Translate (x+4,y-1)

( , )

10. Reflect over y-axis

( , )

11. Translate left 1 and down 2

( , )

12. Rotate 90° counterclockwise

( , )

13. Translate up 3 and right 3

( , )

14. Rotate 90° clockwise

( , )

15. Translate (x+1,y+6)

( , )

Connect the coordinates in this order:

1, 6, 7, 9, 13, 5, 12, 14,3, 11, 10, 8, 4, 2, 15

Extra points for _____

(-2,1), (-1,1), (-1, 0)

Extra points for _____

(2,1), (1,1), (1, 0)

Extra points for _____

(-1,-1), (1,-1), (0, -2)

Extra points for ______________________

(-3,-2), (-2,-3), (-1, -3), (0,-2), (1,-3), (2,-3), (3,-2)

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-1A

Grade Level/Course:

Geometry

Duration: Day 1 of 3 of (50 min.) Lesson

Date:

Common

Core and

Content

Standards

G.CO.6 Use geometric descriptions of rigid motions to transform figures and to

predict the effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Reflections to predict the effects rigid motion has

on figures in the coordinate plane.

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Markers and Construction Paper

Student Handouts

Checklist and Three Step Interview Activity directions posted on the Whiteboard

Objectives

Content:

Students will be able to develop their own

understanding of Reflections as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Reflections as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime

Symmetry (Fold line)

Coordinates

STUDENTS

FIGURE OUT THE

MEANING

Reflections

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students are to derive their own definition for reflections and to demonstrate its effect on rigid figures

Motivation: Students are able to analyze that reflections: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Exploration of Reflection Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

the discussion; have ample time to develop meaningful conjectures, and

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary.

Project or provide handout

to group of role names and

descriptions for Option 1.

Teacher, paraprofessional

or student study buddy

read aloud the questions on

Exploration of Reflections

handout as needed.

Accelerated Learners:

to finalize all conjectures

 Provides ample validation of ideas

Day 1:

20 Minutes:

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

5 Use appropriate tools strategically

Teacher: Have students form collaborative groups (Option 1 or 2). Students use

Patty Paper (tracing paper) and Straightedge to trace the figures as they follow

the journey from Figure A to Figure A triple-prime (situation #1  3) and to

respond to the questions provided. Teacher should also clarify that student

responses must incorporate key transformation vocabulary (Reflection, Fold

Line) to describe each rigid movement as it applies.

Note: The purpose of the tracing paper is to reinforce:

 Reflections do not affect size and shape

 



 

if necessary

Students will naturally discover this purpose as they complete the activities.

Checklist:

The Suggestion Checklist should be posted on the whiteboard to serve as a

written reminder. Such items for the checklist should include:

 Did you include key transformation vocabulary (Reflection, Fold Line)

when and if it applies?

 Did you include size and shape in your description of the journey?

 Did you include lengths of sides and angle measure in your description

of the journey?

 Are your responses full complete sentences?

Students: Students may be seated in groups of 4, but for situations #1  4, it is

preferable to work first with an elbow partner/dyad to form conjectures about

dilated figures. Students should read the suggestion checklist to ensure thorough

responses.

20 Minutes:

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

Teacher: Introduce question #5 with the following statements:

  3 are examples of Reflections or Reflected

Figures can develop your own definition of what



 



 

Students: Work independently on #5.

Quick-write with a Three-Step Interview Activity to respond to question #5:

Teacher: Introduce the Quick-write with a Three-Step Interview Activity

directions with the following statements:

 definition, work with your elbow partner to



 Three –Step Interview Activity (directions



 Teacher reviews the directions to ensure complete understanding:

 Step 1 - Student A asks Student B the question. Student B responds.

Student A must listen carefully because s/he will have to repeat it to the

table group. Step 2 - Student B now asks Student A the question.

Student A responds. Student B must listen carefully because s/he will

have to repeat it to the table group. Step 3  Share, in a round robin

-write.

Students: Follow as directed.

10 Minutes: Closure

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

6 Attend to precision

8 Look for and express regularity in repeated reasoning

Teacher: Reminds students to 

and against the posted checklist to finalize one group response. Next direct

students to use a marker to write their formal definition on construction paper.

Students: Compare the various responses (with each other and against the

checklist) to decide if changes need to be made. If so, students should amend

their personal responses. When all students have come to an agreement, a formal

group definition should be written on the construction paper.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-1B

Grade Level/Course:

Geometry

Duration: Part 2 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Reflections to predict the effects rigid motion has

on figures in the coordinate plane

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Student Handouts

Text/Workbook

Checklist and Reading Comprehension Directions

Objectives

Content:

Students will be able to develop their own

understanding of Reflections as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Reflections as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic

Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime

Symmetry (Fold line)

Coordinates

Vertices

STUDENTS

FIGURE OUT THE

MEANING

Reflections

Line of Reflection

Perpendicular Bisector

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students are to derive their own definition for reflections and to demonstrate its effect on rigid figures

Motivation: Students are able to analyze that reflections: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Reflection Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

the discussion; have ample time to develop meaningful conjectures, and

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary.

For Gallery Walk, provide

handout or project on

board the prompts for

student tasks.

For Decoding the

Definition, display

sentence frames or give

handouts.

Accelerated Learners:

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

to finalize all conjectures

 Provides ample validation of ideas

Day 2:

10 Minutes – Gallery Walk

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

Teacher: Direct students to post group definition posters about the room in

preparation for a Gallery Walk. (See the structure posted below).

Students: Follow as directed to evaluate and develop the class definition of

Reflections.

Gallery Walk Structure:

 Each group will display their poster

 Each group selects a group member to be the docent to answer questions

or provide clarifications/explanations

 

posters

 There will be time for each group to re-assemble and discuss the



 Please remind gallery walk norms and be respectful of the work and

information shared.

Teacher: Please assign tasks for the rest of the team to pay attention to while

performing the walk. Assign a purpose for each observant. Prompts: Student 1:

What is a method that is found common across teams? Student 2: What is a

unique method that is very different from the rest of the team? Student 3: Pick

one method/poster that gives a different answer from yours. Evaluate that method

in comparison to yours.

10 Minutes – Textbook Definition Comparison

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

6 Attend to Precision

Teacher: Direct students to copy the textbook definition and mathematical

formula in the space provided on handout. (see Holt text, page 825; Holt Review

for Mastery Workbook, page 151)

Students: Follow as directed (#6) to validate the class definition and to obtain an

even more precise definition of Reflections.

20 Minutes – Decoding the Definition

 Independent Group Effort: Reading Comprehension and

Collaboration

 Mathematical Practice(s) Being Monitored:

1 Make sense of problems and persevere in solving them

Teacher: Have students decipher the textbook definition of Reflections using the

process provided below.

Students: In groups of 4, student 1 reads out loud while the rest of the team is

following along. Student 2 is to state the key vocabulary of the definition.

Student 3 is to draw meaning to the definition. Student 4 is to state the main idea.

All students note their understanding of the main idea in Question #7.

Teacher: Provide the following sentence frames to assist students:

 I think this definition means _____________________________.

 A new vocabulary word ____________was used. I think it means

____________________________________________________.

 My definition was correct because ________________________.

 This definition introduces new information _________________.

Students: May work first in dyads to share ideas, then to table groups to

reinforce understandings.

Teacher: Reinforce Reflections by calling on group representatives to present

one sentence frame. Record their ideas on the whiteboard. Repeat the process

until all sentence frames are utilized.

Students: Amend their personal responses to incorporate all understandings.

10 Minutes: Application Activity

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

2 Reason Abstractly and Quantitatively

4 Modeling with Mathematics

7 Look for and make use of Structure

Teacher: Have students solidify their understanding by completing #8. Remind

students to include the Line of Reflection/Perpendicular Bisector of

imaginary segments linking the image with the pre-image (to reinforce the

formal definition). Students may also refer to the text or workbook for examples

and/or similar models.

Students: Create their own Dilated Figures by naming and applying the

appropriate scale factor. Students may work in dyads to share and confirm ideas.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-1C

Grade

Level/Course:

Geometry

Duration: Day 3 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Reflections to predict the effects rigid motion has

on figures in the coordinate plane

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Student Handouts

Text/Workbook as reference

Checklist as reference

Objectives

Content:

Students will be able to develop their own

understanding of Reflections as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Reflections as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards for

Mathematical

Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic

Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime, etc.

Symmetry (Fold line)

Coordinates

Vertices

STUDENTS

FIGURE OUT THE

MEANING

Reflections

Line of Reflection

Perpendicular Bisector

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instructiona

l Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students apply their own understanding of reflections to accurately create and define new reflected

images.

Motivation: Students are able to analyze that reflections: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/ Tasks/

Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Strengthening Reflections

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary and

symbols if applicable.

For # 7-8, scaffolding

questions might include:

reflecting

over y=x, what do you





y=x looks like and how to



-x? What

can you do to help yourself

remember what that looks



make a t-chart and graph

the points)

the discussion; have ample time to develop meaningful conjectures, and

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

to finalize all conjectures

 Provides ample validation of ideas

Day 3:

40 Minutes – Collaborative Group Work

 Independent Group Effort: Reading Comprehension and

Collaboration

 Mathematical Practice(s) Being Monitored:

5 Use appropriate tools strategically

6 Attend to precision

Teacher: Have students work in groups of 2-4 students (see Option 1 or 2).

Direct students to use Patty Paper and Straightedge to complete the Reflection

Activity. Remind them to refer to the text/workbook definition and previous

work. Teacher monitors and facilitates group activity.

To introduce the activity, teacher states:

 



  a clear



Guided Inquiry: Teacher provides verbal directions while

students lead each other to solve each problem.

 

for students to trace figure]

 -axis as the Line of Reflection, reflect your Patty Paper



paper]

 -

 remind

students, if necessary, that the Line of Reflection is the Perpendicular

Bisector of the segments that connect the vertices of the two figures]

 

call to obtain A

prime notation]

 



check their work]

 -create the New

Image from



 emember to use your math tools (hold up Patty Paper and

Straightedge), Checklist (point to the Whiteboard) and

Text/Workbook to provide hints and to draw your figures with



Assign problems #1  4 and direct students to do the student activity presented

below.

Accelerated Learners:

Students: Complete each problem, manipulating the Patty Paper to strategize

with a partner/group the most appropriate placement and solution.

 Work initially on problems #1  4 in dyads.

 Next, have students share their responses with their entire table group

 When consensus is formed, verify answers with another group to

validate understanding. If differences result, students must convince the

other group who is correct and amend all erroneous responses.

 Next, complete #5  8.

 Repeat student verification if time allows.

5 – 10 Minutes: Strengthening Reflections/Frayer Model

 Closure: Essential Understanding of this Lesson.

 Mathematical Practice(s) Being Monitored:

7 Look for and make use of structure

8 Look for and express regularity in repeated reasoning

Teacher: Have students complete Quadrant II of the Frayer Model. Be sure to

remind students to view the Checklist posted on the Whiteboard to derive

thorough answers. If time allows, they may also do quadrant I.

Students: Complete activity independently, making sure they have met all

criteria of the Checklist.

Note: This activity may be used as an on-going Formative Assessment (each

day completing the remaining quadrants) or reserved as a comparison

(particularly Quadrant 4) following Rotations and Translations.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

Strengthening Reflections Name ______________________________Period ___________

Definition in your own words Facts/ Characteristics

(Symbols, representations, traits)

Examples Non-Examples

(What does it look like? – model, (What does it look like?)

Illustration, diagram)

Reflection

This page was intentionally left blank.

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-2A

Grade Level/Course:

Geometry

Duration: Day 1 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Rotations to predict the effects rigid motion has on

figures in the coordinate plane.

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Markers and Construction Paper

Student Handouts

Checklist and Three Step Interview Activity directions posted on the Whiteboard

Objectives

Content:

Students will be able to develop their own

understanding of Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime

Point of Reference

Coordinates

Degrees

Origin

STUDENTS

FIGURE OUT THE

MEANING

Rotations

Clockwise

Counter Clockwise

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students are to derive their own definition for rotations and to demonstrate its effect on rigid figures

Motivation: Students are able to analyze that Rotations: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Exploration of Rotations Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

the discussion; have ample time to develop meaningful conjectures, and

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary and

symbols or diagram if

applicable.

Project or provide handout

to group of role names and

descriptions for Option 1.

Teacher, paraprofessional

or student study buddy

read aloud the questions on

Exploration of Rotations

handout as needed.

Accelerated Learners:

to finalize all conjectures

 Provides ample validation of ideas

Day 1:

20 Minutes:

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

5 Use appropriate tools strategically

Teacher: Have students form collaborative groups (Option 1 or 2). Students use

Patty Paper (tracing paper) and straight-edge to trace the figures as they follow

the journey from Figure A to Figure A triple-prime (situation #1  3) and to

respond to the questions provided. As students trace the figure A, have

students also indicate the location of the origin. They may even find it

helpful to connect corresponding vertices of each figure with the origin. This

will assist them to understand that Rotations involve a point of reference.

Note: The purpose of the tracing paper is to reinforce that:

 Rotations do not affect size and shape

 Students will have to physically rotate the figure in order to match it up



 

Students will naturally discover this purpose as they complete the activities.

Teacher should also clarify that student responses must incorporate key

transformation vocabulary (Rotation, direction, point of reference) to describe

each rigid movement as it applies.

Checklist:

The Suggestion Checklist should be posted on the whiteboard to serve as a

written reminder. Such items for the checklist should include:

 Did you include key transformation vocabulary (Rotation, direction,

point of reference) when and if it applies?

 Did you include size and shape in your description of the journey?

 Did you include lengths of sides and angle measure in your description

of the journey?

 Are your responses full complete sentences?

Students: Students may be seated in groups of 4, but for situations #1  4, it is

preferable to work first with an elbow partner/dyad to form conjectures about

dilated figures. Students should read the suggestion checklist to ensure thorough

responses.

20 Minutes:

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

Teacher: Introduce question #5 with the following statements:

  3 is an example of a Rotation or Rotated Figures.





have a chance to share your 

 

Students: Work independently on #5.

Quick-write with a Three-Step Interview Activity to respond to question #5:

Teacher: Introduce the Quick-write with a Three-Step Interview Activity

directions with the following statements:

 



 Three –Step Interview Activity (directions

should be po

 Teacher reviews the directions to ensure complete understanding:

 Step 1 - Student A asks Student B the question. Student B responds.

Student A must listen carefully because s/he will have to repeat it to the

table group. Step 2 - Student B now asks Student A the question.

Student A responds. Student B must listen carefully because s/he will

have to repeat it to the table group. Step 3  Share, in a round robin

-write.

Students: Follow as directed.

10 Minutes: Closure

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

6 Attend to precision

8 Look for and express regularity in repeated reasoning

Teacher: Reminds students to 

and against the posted checklist to finalize one group response. Next direct

students to use a marker to write their formal definition on construction paper.

Students: Compare the various responses (with each other and against the

checklist) to decide if changes need to be made. If so, students should amend

their personal responses. When all students have come to an agreement, a formal

group definition should be written on the construction paper.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-2B

Grade Level/Course:

Geometry

Duration: Day 2 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Rotations to predict the effects rigid motion has on

figures in the coordinate plane

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Student Handouts

Text/Workbook

Checklist and Reading Comprehension Directions

Objectives

Content:

Students will be able to develop their own

understanding of Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic

Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime

Point of Reference

Coordinates

Degrees

STUDENTS

FIGURE OUT THE

MEANING

Rotations

Clockwise

Counter-clockwise

Center of Rotation

Angle of Rotation

90 degrees

180 degrees

270 degrees

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students are to derive their own definition for rotations and to demonstrate its effect on rigid figures

Motivation: Students are able to analyze that rotations: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Rotations Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

the discussion; have ample time to develop meaningful conjectures, and

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary and

symbols or diagram if

applicable.

For Gallery Walk, provide

handout or project on

board the prompts for

student tasks.

For Decoding the

Definition, display

sentence frames or give

handouts.

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

to finalize all conjectures

 Provides ample validation of ideas

Day 2:

10 Minutes – Gallery Walk

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

Teacher: Direct students to post group definition posters about the room in

preparation for a Gallery Walk. (See the structure posted below).

Students: Follow as directed to evaluate and develop the class definition of

Reflections.

Gallery Walk Structure:

 Each group will display their poster

 Each group selects a group member to be the docent to answer questions

or provide clarifications/explanations

posters

 There will be time for each group to re-assemble and discuss the



 Please remind gallery walk norms and be respectful of the work and

information shared.

Teacher: Please assign tasks for the rest of the team to pay attention to while

performing the walk. Assign a purpose for each observant. Prompts: Student 1:

What is a method that is found common across teams? Student 2: What is a

unique method that is very different from the rest of the team? Student 3: Pick

one method/poster that gives a different answer from yours. Evaluate that method

in comparison to yours.

10 Minutes – Textbook Definition Comparison

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

6 Attend to Precision

Teacher: Direct students to copy the textbook definition and mathematical

formula in the space provided on handout. (see Holt text, page 840; Holt Review

for Mastery Workbook, page 155)

Students: Follow as directed (#6) to validate the class definition and to obtain an

even more precise definition of Rotations.

20 Minutes – Decoding the Definition

 Independent Group Effort: Reading Comprehension and

Collaboration

 Mathematical Practice(s) Being Monitored:

Accelerated Learners:

1 Make sense of problems and persevere in solving them

Teacher: Have students decipher the textbook definition of Rotations using the

process provided below.

Students: In groups of 4, student 1 reads out loud while the rest of the team is

following along. Student 2 is to state the key vocabulary of the definition.

Student 3 is to draw meaning to the definition. Student 4 is to state the main idea.

All students note their understanding of the main idea in Question #7.

Teacher: Provide the following sentence frames to assist students:

 I think this definition means _____________________________.

 A new vocabulary word ____________was used. I think it means

____________________________________________________.

 My definition was correct because ________________________.

 This definition introduces new information _________________.

Students: May work first in dyads to share ideas, then to table groups to

reinforce understandings.

Teacher: Reinforce Rotations by calling on group representatives to present one

sentence frame. Record their ideas on the whiteboard. Repeat the process until all

sentence frames are utilized.

Students: Amend their personal responses to incorporate all understandings.

10 Minutes: Application Activity

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

2 Reason Abstractly and Quantitatively

4 Modeling with Mathematics

7 Look for and make use of Structure

Teacher: Have students solidify their understanding by completing #8. Remind

students to include the Center and Angle of Rotation (to reinforce the formal

definition). Students may also refer to the text or workbook for examples and/or

similar models.

Students: Create their own Rotated Figures by naming and applying the Center

and Angle of Rotations. Students may work in dyads to share and confirm ideas.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-2C

Grade

Level/Course:

Geometry

Duration: Day 3 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Rotations to predict the effects rigid motion has on

figures in the coordinate plane

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge and Protractor

Student Handouts

Text/Workbook as reference

Checklist as reference

Objectives

Content:

Students will be able to develop their own

understanding of Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards for

Mathematical

Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic

Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime, etc.

Point of Reference

Coordinates

Degrees

STUDENTS

FIGURE OUT THE

MEANING

Rotations

Clockwise

Counter Clockwise

Center of Rotation

Angle of Rotation

90 degrees

180 degrees

270 degrees

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instructiona

l Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students apply their own understanding of reflections to accurately create and define new reflected

images.

Motivation: Students are able to analyze that reflections: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/ Tasks/

Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Strengthening Rotations Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary and

symbols or diagram if

applicable.

Accelerated Learners:

the discussion; have ample time to develop meaningful conjectures, and

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

to finalize all conjectures

 Provides ample validation of ideas

Day 3:

40 Minutes – Collaborative Group Work

 Independent Group Effort: Reading Comprehension and

Collaboration

 Mathematical Practice(s) Being Monitored:

5 Use appropriate tools strategically

6 Attend to precision

Teacher: Have students work in groups of 2-4 students (see Option 1 or 2).

Direct students to use Patty Paper and Straightedge to complete the Rotation

Activity. Remind them to refer to the text/workbook definition and previous

work. Teacher monitors and facilitates group activity.

To introduce the activity, teacher states:

 otations or Rotated

 ar



Guided Inquiry: Teacher provides verbal directions while

students lead each other to solve each problem.

for students to trace figure]

 f Rotation and 90 degrees (right angle)



check to see if students are correctly flipping the paper]

 

corresponding vertices to the Center of Rotation in order to verify the

proper Angle of Rotation. To be precise, you should use your



 

check or random call to obtain A

prime notation]

 

check their work]

 -create the New





 emember to use your math tools (hold up Patty Paper,

Straightedge and Protractor), Checklist (point to the Whiteboard)

and Text/Workbook to provide hints and to draw your figures with



Assign problems #1  4 and direct students to do the student activity presented

below.

Students: Complete each problem, manipulating the Patty Paper to strategize

with a partner/group the most appropriate placement and solution.

 Work initially on problems #1  4 in dyads.

 Next, have students share their responses with their entire table group

 When consensus is formed, verify answers with another group to

validate understanding. If differences result, students must convince the

other group who is correct and amend all erroneous responses.

 Next, complete #5  8. Repeat student verification if time allows.

5 – 10 Minutes: Strengthening Reflections/Frayer Model

 Closure: Essential Understanding of this Lesson.

 Mathematical Practice(s) Being Monitored:

7 Look for and make use of structure

8 Look for and express regularity in repeated reasoning

Teacher: Have students complete Quadrant II of the Frayer Model. Be sure to

remind students to view the Checklist posted on the Whiteboard to derive

thorough answers. If time allows, they may also do quadrant I.

Students: Complete activity independently, making sure they have met all

criteria of the Checklist.

Note: This activity may be used as an on-going Formative Assessment (each

day completing the remaining quadrants) or reserved as a comparison

(particularly Quadrant 4) following Rotations and Translations.

Extension: Students should now go back to their reflection Frayer Model to

complete Quadrant IV – What it is not? The goal is to constantly spiral

back to earlier Transformations for reinforcement and additional

clarification.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

Strengthening Rotations Name ______________________________Period _______

Definition in your own words Facts/ Characteristics

(Symbols, representations, traits)

Examples Non-Examples

(What does it look like? – model, (What does it look like?)

Illustration, diagram)

Rotation

This page was intentionally left blank.

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-3A

Grade Level/Course:

Geometry

Duration: Day 1 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Translations to predict the effects rigid motion has

on figures in the coordinate plane.

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Markers and Construction Paper

Student Handouts

Checklist and Three Step Interview Activity directions posted on the Whiteboard

Objectives

Content:

Students will be able to develop their own

understanding of Translation as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Translations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime

Vector

Horizontal and Vertical Movement

STUDENTS

FIGURE OUT THE

MEANING

Translations

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students are to derive their own definition for translations and to demonstrate its effect on rigid

figures

Motivation: Students are able to analyze that translations: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Exploration of Translations Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

the discussion; have ample time to develop meaningful conjectures, and

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary and

symbols or diagram if

applicable.

Project or provide handout

to group of role names and

descriptions for Option 1.

Teacher, paraprofessional

or student study buddy

read aloud the questions on

Exploration of Translations

handout as needed.

Accelerated Learners:

 If pairs disagree on their findings, further discussion must take place

to finalize all conjectures

 Provides ample validation of ideas

Day 1:

20 Minutes:

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

5 Use appropriate tools strategically

Teacher: Have students form collaborative groups (Option 1 or 2). Students use

Patty Paper (tracing paper) and Straightedge to trace the figures as they follow

the journey from Figure A to Figure A triple-prime (situation #1  3) and to

respond to the questions provided. Teacher should also clarify that student

responses must incorporate key transformation vocabulary (Reflection, Fold

Line) to describe each rigid movement as it applies.

Note: The purpose of the tracing paper is to reinforce:

 Translations do not affect size and shape

 Students will have to physically move the figure horizontally and/or



 Students can see that often Translations are comprised of a combination

of movements

Students will naturally discover this purpose as they complete the activities.

Checklist:

The Suggestion Checklist should be posted on the whiteboard to serve as a

written reminder. Such items for the checklist should include:

 Did you include key transformation vocabulary (Translation, vector)

when and if it applies?

 Did the vertices move in the same parallel movement to one another?

 Did you include size and shape in your description of the journey?

 Did you include lengths of sides and angle measure in your description

of the journey?

 Are your responses full complete sentences?

Students: Students may be seated in groups of 4, but for situations #1  4, it is

preferable to work first with an elbow partner/dyad to form conjectures about

dilated figures. Students should read the suggestion checklist to ensure thorough

responses.

20 Minutes:

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

Teacher: Introduce question #5 with the following statements:

  3 are examples of Reflections or Reflected

Figures



  



 

Students: Work independently on #5.

Quick-write with a Three-Step Interview Activity to respond to question #5:

Teacher: Introduce the Quick-write with a Three-Step Interview Activity

directions with the following statements:



 Three –Step Interview Activity (directions



 Teacher reviews the directions to ensure complete understanding:

 Step 1 - Student A asks Student B the question. Student B responds.

Student A must listen carefully because s/he will have to repeat it to the

table group. Step 2 - Student B now asks Student A the question.

Student A responds. Student B must listen carefully because s/he will

have to repeat it to the table group. Step 3  Share, in a round robin

-write.

Students: Follow as directed.

10 Minutes: Closure

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

6 Attend to precision

8 Look for and express regularity in repeated reasoning

Teacher: Reminds students to 

and against the posted checklist to finalize one group response. Next direct

students to use a marker to write their formal definition on construction paper.

Students: Compare the various responses (with each other and against the

checklist) to decide if changes need to be made. If so, students should amend

their personal responses. When all students have come to an agreement, a formal

group definition should be written on the construction paper.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-3B

Grade Level/Course:

Geometry

Duration: Day 2 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Translations to predict the effects rigid motion has

on figures in the coordinate plane

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Student Handouts

Text/Workbook

Checklist and Reading Comprehension Directions

Objectives

Content:

Students will be able to develop their own

understanding of Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Rotations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards

for

Mathematic

al Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Students create their

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic

Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime

Vector

Horizontal and Vertical Movement

Parallel

STUDENTS

FIGURE OUT THE

MEANING

Translations

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students are to derive their own definition for Translations and to demonstrate its effect on rigid

figures

Motivation: Students are able to analyze that Translations: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Translations Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary and

symbols or diagram if

applicable.

For Gallery Walk, provide

handout or project on

board the prompts for

student tasks.

For Decoding the

Definition, display

sentence frames or give

handouts.

the discussion; have ample time to develop meaningful conjectures, and

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

to finalize all conjectures

 Provides ample validation of ideas

Day 2:

10 Minutes – Gallery Walk

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

3 Construct viable arguments and critique the reasoning of others

Teacher: Direct students to post group definition posters about the room in

preparation for a Gallery Walk. (See the structure posted below).

Students: Follow as directed to evaluate and develop the class definition of

Reflections.

Gallery Walk Structure:

 Each group will display their poster

 Each group selects a group member to be the docent to answer questions

or provide clarifications/explanations

posters

 There will be time for each group to re-assemble and discuss the



 Please remind gallery walk norms and be respectful of the work and

information shared.

Teacher: Please assign tasks for the rest of the team to pay attention to while

performing the walk. Assign a purpose for each observant. Prompts: Student 1:

What is a method that is found common across teams? Student 2: What is a

unique method that is very different from the rest of the team? Student 3: Pick

one method/poster that gives a different answer from yours. Evaluate that method

in comparison to yours.

10 Minutes – Textbook Definition Comparison

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

6 Attend to Precision

Teacher: Direct students to copy the textbook definition and mathematical

formula in the space provided on handout. (see Holt text, page 832; Holt Review

for Mastery Workbook, page 153)

Students: Follow as directed (#6) to validate the class definition and to obtain an

even more precise definition of Translations.

20 Minutes – Decoding the Definition

 Independent Group Effort: Reading Comprehension and

Collaboration

 Mathematical Practice(s) Being Monitored:

Accelerated Learners:

1 Make sense of problems and persevere in solving them

Teacher: Have students decipher the textbook definition of Translations using

the process provided below.

Students: In groups of 4, student 1 reads out loud while the rest of the team is

following along. Student 2 is to state the key vocabulary of the definition.

Student 3 is to draw meaning to the definition. Student 4 is to state the main idea.

All students note their understanding of the main idea in Question #7.

Teacher: Provide the following sentence frames to assist students:

 I think this definition means _____________________________.

 A new vocabulary word ____________was used. I think it means

____________________________________________________.

 My definition was correct because ________________________.

 This definition introduces new information _________________.

Students: May work first in dyads to share ideas, then to table groups to

reinforce understandings.

Teacher: Reinforce Translations by calling on group representatives to present

one sentence frame. Record their ideas on the whiteboard. Repeat the process

until all sentence frames are utilized.

Students: Amend their personal responses to incorporate all understandings.

10 Minutes: Application Activity

 Independent Group Effort: Collaboration

 Mathematical Practice(s) Being Monitored:

2 Reason Abstractly and Quantitatively

4 Modeling with Mathematics

7 Look for and make use of Structure

Teacher: Have students solidify their understanding by completing #8. Remind

students to include the vector markings to show the movement is both

parallel and equal (to reinforce the formal definition). Students may also refer

to the text or workbook for examples and/or similar models.

Students: Create their own Translated Figures by naming and applying

horizontal and/or vertical movement. Students may work in dyads to share and

confirm ideas.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-1-3C

Grade

Level/Course:

Geometry

Duration: Day 3 of 3 (50 min.) Lesson

Date:

Common

Core and

Content

Standards

Use geometric descriptions of rigid motions to transform figures and to predict the

effect of a given rigid motion on a given figure.

Unpacked - Focus: Use descriptions of Translations to predict the effects rigid motion

has on figures in the coordinate plane

Materials/

Resources/

Lesson

Preparation

Patty Paper (Tracing Paper)

Straightedge

Student Handouts

Text/Workbook as reference

Checklist as reference

Objectives

Content:

Students will be able to develop their own

understanding of Translations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Language:

Students will be able to justify their own understanding of

Translations as how:

 It is one type of transformation

 Has its own distinct characteristics

 It impacts rigid figures

Depth of

Knowledge Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Standards for

Mathematical

Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core

Instructional

Shifts in

Mathematics

Focus on the Standards

Coherence within and across grade levels

Rigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)

Academic

Vocabulary

(Tier II & Tier III)

PROVIDES TEACHER

SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

UNDERSTANDING

WORDS WORTH KNOWING

Transform

New Image

A prime

A double-prime

A triple-prime, etc.

Vector

Horizontal and Vertical Movement

Parallel Movement

STUDENTS

FIGURE OUT THE

MEANING

Translations

Equal distance

Pre-teaching

Considerations

This lesson requires students to be able to communicate their understanding and findings with peers.

Lesson Delivery

Instruction

al Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration

Independent Practice Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Prior Knowledge: Students know how to name quadrilaterals, triangles, and polygons by their vertices

Context: Students apply their own understanding of reflections to accurately create and define new reflected

images.

Motivation: Students are able to analyze that translations: a) are one type of transformations, b) have distinct

characteristics, and c) have no effect on the size and shape of rigid figures

Body of the

Lesson:

Activities/

Questioning/

Tasks/ Strategies/

Technology/

Engagement

Lesson Overview

All explorations are collaborative in nature:

Strengthening Translations Student Handout

Teacher: While students are working in groups, teacher should serve as a

facilitator, walking from group to group to provide clarification.

Student: Work in groups of 2 - 4 (see structure outlined below) to respond to the

questions provided. The goal is for students to develop their own meaningful

understanding s of the topic being explored.

Structure: Option 1 – Assign Group Roles:

Roles may be teacher-assigned, randomly assigned or self-selected and adjusted

as necessary.

 Recorder  serves as the Secretary who records the thoughts and

hypotheses of group members; ensures all members contribute to the

discussion (including self)

 Reader/Interpreter  Reads the question and interprets what the group

is asked to do for each question; determines and defines key vocabulary

for all members; and ensures every team member has the same

understanding

 Sergeant of Arms  Serves as norm monitor and quality control; keeps

each team member on task; ensures task is completed on a timely

manner; and monitors time to ensure the team has ample time to answer

all assigned questions

 Supply General  Obtains supplies for each team member; leads the

team to action; and empowers, monitors and maintains responsibilities

of each member

Structure: Option 2 – Pair-share/Dyad to Group of 4

 Students work as elbow partners to ensure all members contribute to

Differentiated

Instruction:

English Learners:

Students Who Need

Additional Support:

Provide vocabulary cards

with simple definitions for

academic vocabulary and

symbols or diagram if

applicable.

Accelerated Learners:

the discussion; have ample time to develop meaningful conjectures, and

can clarify key vocabulary for one another

 Once each pair has come to an agreement on their findings, they then

share/compare their conjectures with other members in their group

of 4 or more

 If pairs disagree on their findings, further discussion must take place

to finalize all conjectures

 Provides ample validation of ideas

Day 3:

40 Minutes – Collaborative Group Work

 Independent Group Effort: Reading Comprehension and

Collaboration

 Mathematical Practice(s) Being Monitored:

5 Use appropriate tools strategically

6 Attend to precision

Teacher: Have students work in groups of 2-4 students (see Option 1 or 2).

Direct students to use Patty Paper and Straightedge to complete the Translation

Activity. Remind them to refer to the text/workbook definition and previous

work. Teacher monitors and facilitates group activity.

To introduce the activity, teacher states:

 Translations or Translated

  has a clear



Guided Inquiry: Teacher provides verbal directions while

students lead each other to solve each problem.

for students to trace figure]

 aper figure by first, drawing in a vector line to



proceeding as directed. You may also direct students to separate

horizontal from vertical movement into two separate steps]

 onnect the vertices between the New Image and its Pre-

 remind

students that these corresponding vectors should all be drawn parallel to

one another to ensure precise drawings]

 coordinates of your New Image. How do we name



prime notation]

 

check their work]

 -create the New



 emember to use your math tools (hold up Patty Paper and

Straightedge), Checklist (point to the Whiteboard) and

Text/Workbook to provide hints and to draw your figures with



Assign problems #1  4 and direct students to do the student activity presented

below.

Students: Complete each problem, manipulating the Patty Paper to strategize

with a partner/group the most appropriate placement and solution.

 Work initially on problems #1  4 in dyads.

 Next, have students share their responses with their entire table group

 When consensus is formed, verify answers with another group to

validate understanding. If differences result, students must convince the

other group who is correct and amend all erroneous responses.

 Next, complete #5  8.

 Repeat student verification if time allows.

5 – 10 Minutes: Strengthening Translations/Frayer Model

 Closure: Essential Understanding of this Lesson.

 Mathematical Practice(s) Being Monitored:

7 Look for and make use of structure

8 Look for and express regularity in repeated reasoning

Teacher: Have students complete Quadrant II of the Frayer Model. Be sure to

remind students to view the Checklist posted on the Whiteboard to derive

thorough answers. If time allows, they may also do quadrant I.

Students: Complete activity independently, making sure they have met all

criteria of the Checklist.

Note: This activity may be used as an on-going Formative Assessment (each

day completing the remaining quadrants) or reserved as a comparison

(particularly Quadrant 4) following Reflections and Rotations.

Extension: Now that all transformations are complete, students may

complete all three Frayer Models as a Summative Assessment.

Lesson Reflection

Teacher

Reflection

Evidenced

by Student

Learning/

Outcomes

Strengthening Translations Name ____________________________Period ________

Definition in your own words Facts/ Characteristics

(Symbols, representations, traits)

Examples Non-Examples

(What does it look like? – model, (What does it look like?)

Illustration, diagram)

Translations

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SAUSD Common Core Lesson Planner Mathematics Teacher:______________

Unit: G1

Lesson:

G1-Ind-1

Grade Level/Course:

Geometry

Duration: Day 1 & 2 of 2 (50 Min.) Lesson