Lesson Plan 2Rotation of Figures/4th Grade Geometry

Unit: Translations, Reflections, & Rotations to establish congruency and understand symmetries.

Academic Content Standards Geometry & Measurement Use translations, reflections and rotations to

establish congruency and understand symmetries. o 4.3.3.1 Apply rotation to figures. o 4.3.3.4 Recognize that rotations preserve congruency and use them to

show that two figures are congruent.

Instructional Objectives Students will demonstrate the rotation of figures by creating a new figure in

correct location and recognizing congruencies. Students will demonstrate the rotation of figures on a coordinate plane by

creating a new figure in correct location. Students will describe the direction and distance of rotation. Students will label correctly label coordinates of a rotated figure on a

coordinate plane.

Assessment Observation of students as they create rotations of figures on Smartboard. (IO-

Students will demonstrate the rotation of figures by creating a new figure in correct location and recognizing congruencies.)

Students will create rotations on graph paper. (IO- Students will demonstrate the rotation of figures on a coordinate plane by creating a new figure in correct location.)

Students will verbally describe the direction of rotated figure using a pinwheel. (IO-Students will describe the direction and distance of rotation.)

Students will correctly label coordinates on graph paper. (IO-Students will label correctly label coordinates of a rotated figure on a coordinate plane.)

Materials/Equipments Needed:Teacher

Smartboard or whiteboardo Load a grid on Smartboard or create a polar grid on the whiteboard

Colored markers Graph paper or coordinate plane paper “Example 2 Translations or Slides Dinosaur Walking” video from Discovery

Education web site Construction paper with pinwheel pattern copied on it. One paper fastener for each student Square sheet of paper for each student Straw for each student

Prepared worksheetStudent

Colored pencils or markers Scissors Pencils

Resources (and credit): http://www.mathnstuff.com/gif/9x9not.gifhttp://player.discoveryeducation.com/index.cfm?guidAssetId=AA1D2D10-3831-4B7E-A11F-2C77D9BFE271&blnFromSearch=1&productcode=US

Procedures: (Must include Opening, Transitions, and Closure)Opening10:00 -10:05Signal to students that it is time for math and time to put away other work by playing the song Plotting Points, from the CD Middle School Math Music or any other upbeat music relating to math.

Transition: The teacher will stop the music and students should have their books away and should have a clear desk. “Class yesterday we learned how to translate or slide shapes. Today we will learn about another transformation. I want to share a short video with you about rotations or turns. Please come join me in front of the Smartboard.”

10:05-10:10Show students Example 2 Rotations or Turns Dragon Falling on Smartboard. http://player.discoveryeducation.com/index.cfm?guidAssetId=AA1D2D10-3831-4B7E-A11F-2C77D9BFE271&blnFromSearch=1&productcode=US

Transition: When the video is over have students remain seating in front of the Smartboard. “Class the transformation we will learn today is a rotation or turn, just like the video demonstrated. You will be able to create your own rotations of shapes. You will be able to locate new locations on a coordinate plane of rotated shapes. You will also be able to recognize congruent sides of rotated shapes. We will start learning about rotations by creating a pinwheel. Each of you need to take one pinwheel pattern, one straw, and one fastener and go back to you seats and wait for my next instruction.”

10:10-10:25The teacher will give instructions on how to create a pinwheel.

Cut out the pinwheel on the solid lines only. Cut the dotted lines from the four corners to the center circle. Try not to cut into

the center circle. Use the sharpened pencil to poke a hole through the four tiny dark circles. The

pencil point also works well to poke a hole into the straw. Carefully push the pencil point through the straw about 1/2 inch from the top.

Make the tiny holes on the four points meet at the center circle. Push the ends of the paper fastener through the holes on the pinwheel and the

fastener through the center circle.

Place the straw on the backside of your pinwheel and push the ends of the fastener through the hole in the straw. Open-up the fastener by flattening the ends in opposite directions.

Now you are ready to try-out your pinwheel. All you will need is a little bit of wind to make your pinwheel spin round and round.

Have students watch what happens to the animals as the pinwheel spins around. Have the students turn the pinwheel slowly and watch the animals. Students will discuss what happens to the orientation of the animals as the

pinwheel turns.

Transition: “Students set you pinwheels aside and come back up to the Smartboard. We are going to try some rotations on the Smartboard.”

10:25-10:40The teacher will use a grid on a Smartboard or whiteboard to demonstrate rotations.

Remind students how to use a coordinate plane and remind them what they learned yesterday when they translated shapes.

o The x-axis is horizontal and the y-axis is vertical.o The shape slides, does not turn when translated.

On the Smartboard insert a triangle at location (3,4), (3,10), and (6,6) on the grid. Tell students we are going to rotate the triangle 90° clockwise. Have them think about how the shape on their pinwheel moved when it was rotated. Tell students that the center of the plane is like the center of the pinwheel. Call on students to draw a line to the location of the new coordinates using a red

stylus or marker. Draw a new triangle at the rotated location and label the coordinates. Ask students if they notice anything about the location of the rotated triangle. The triangles new coordinates are (4,-3),(10,-3), (6,-6) Make sure they notice that the x and y variable switch. Ask students how they can determine if the number is negative or positive. They should be able to tell positive or negative by the quadrant the new triangle is

located in. Have students rotate the new triangle 90° clockwise using another color stylus. Clear the coordinate plane and create another shape in a different quadrant of the

coordinate plane. Call on additional students to find the location of the rotated triangle. Have them draw rotated triangle and label the coordinates. Have students label congruent sides of the shape on the Smartboard. Create another polygon in a different quadrant of the coordinate plane. This time call on a student to rotate the shape counter-clockwise. Have them draw the rotated shape and label the coordinates. Ask students what happens to the coordinates when the shape is rotated counter-

clockwise. Have students label congruent sides of this shape. Repeat with another polygon in a different quadrant of the coordinate plane.

Transitions: “Class you can go back to your desks and get out a pencil and your colored pencils. I will pass out a worksheet that gives you more rotation practice. Think about how the coordinates change and how the shape on your pinwheel change as you work

out the problems. You may work with your neighbor or on your own. If you finish early use a blank piece of graph paper and rotate unique shape, like the ones in the video we watched. Voices should be at level 1.”

10:40-10:55The teacher will leave the example on Smartboard grid for students to refer to.

Have students work alone or with a partner on worksheet. Give additional support to students. Allow students the rest of the class period to finish the worksheet.

10:55-11:00Closure: “Students, it’s time to put away your math. If you haven’t finished, put it in your homework folder. Today we learned about rotations. Tomorrow we will learn about another transfiguration, reflections.”

AccommodationThe teacher will give each student an opportunity to answer questions while giving more challenging questions to students who are gifted/talented. The teacher will also allow students to work with a partner to help students learn from each other.

Enrichment/ExtensionsThe teacher will give each student an opportunity to answer questions while giving more challenging questions to students who are gifted/talented. Allow students to try transformations on a Geometer’s Sketchpad if available. Have students play the “Transformation Game” at http://www.onlinemathlearning.com/transformation-game.html.

Self-ReflectionI feel as though the lesson plan will be interesting to the students. I also feel as though the interaction with the Smartboard will ensure participation from many students. I also feel the video gives students a real-life example of how translations are used. My greatest concern is time. I feel as though additional time may be needed for some students to completely understand rotations.

Template for PinwheelDirections:Cut out square.

Do not cut center circle

RotationsName__________________________

1. Rotate the blue quadrilateral 90° clockwise. Draw a new quadrilateral at the correct location and label the points.

2. Rotate the green triangle 90° clockwise. Draw a new triangle at the correct location and label the points.

3. If the quadrilateral and the triangle are rotated counter clockwise what are the coordinates of the rotated figures.

A(_____,_____) F(_____,_____)

B(_____,_____) G(_____,_____)

C(_____,_____) H(_____,_____)

D(_____,_____)

Answer Key

1. Rotate the blue quadrilateral 90° clockwise. Draw a new quadrilateral at the correct location and label the points.

2. Rotate the green triangle 90° clockwise. Draw a new triangle at the correct location and label the points.

3. If the quadrilateral and the triangle are rotated counter clockwise what are the coordinates of the rotated figures.

A(-7,-4) F(5,3)

B(-4,-2) G(3,6)

C(-1,-5) H(7,8)

D(-5,-6)