Shaun Lovett

EDML 4372

Lesson Paper Transformations with Reflections and Rotations

1.
The rich mathematics problem that I have selected involved the transformation of a figure
reflection and rotation. I decided to use the same quadrilateral figure to teach both
transformations. These students were in a Pre-AP class. There will be at most 4 people per group,
unless there has to be one group of 3 or 5.I felt that this method would help emphasize that the
same figure on a coordinate plan can be transformed in more than one way. However, they have
never concretely modeled translation. I was the first teacher to introduce the students to the
concept of transforming figures by reflecting and rotating. I taught my lesson in one class period.
I also chose this specific quadrilateral figure because it had coordinate points in almost every
quadrant. I found these problems in lesson plans found at mathbydesign.thinkport.org, I will
attach links and pictures to this document. This lesson address the TEKS 8.10a and 8.10c.
Students will be expected to come to the lesson with prerequisite knowledge over transforming
figures by translating. They will need to understand how to accurately read the coordinate plots
on a coordinate plane. Students will need to understand what counter-clockwise means. Students
will need to understand the difference between the x and y axes. Students will be expected to
transform figures by translating pictorially and symbolically. Students were not expected to
transform figures by rotating or reflecting at the beginning of the lesson. They will be expected
to transform figure by rotating and reflecting at the end of the lesson. In my lesson students will
be transforming figures by rotating and reflection using concrete, pictorial and symbolic models
and methods.

Student Worksheet Questions/Guidelines

1.
a) Write down the coordinates from the given quadrilateral plane
2.
a) Flip the following cardstock quadrilateral figure over the y axis so that the
perpendicular lines intersect with the x and y axes.
b) Trace the placement of the new figure.
c) Plot the new positions coordinates.
d) Compare and contrast the position of the coordinates of the original and flipped
figure.
3.
a) Turn the following cardstock quadrilateral figure counter-clockwise one time
until the perpendicular lines intersect again with the x and y axes.
b) Trace the placement of the new figure.
c) Plot the new positions coordinates.
d) Compare and contrast the position of the coordinates of the original and turned
figure.

2 copies of the Original Quadrilateral

Figure:

Cut-Out Cardstock Quadrilateral Figure:

I would also supply a cardstock quadrilateral model
for each group of four students.

I would print out two of the following coordinate planes so that students can use one fresh page
to practice reflection and a fresh page to practice rotation.

These problems can be found with following links:

http://mathbydesign.thinkport.org/images/pdfs/TransformationsRotations_LessonPlan.pdf
http://mathbydesign.thinkport.org/images/pdfs/TransformationsReflections_LessonPlan.p
df
It is the first problem at the top left corner:
(page 4 of reflections pdf) and (page 6 of rotations pdf.).
2.
The concepts I will be using from this EDML course will be starting problem solving
using concrete and pictorial models so that the students can use their own knowledge to construct
an understanding of how the shapes are being transformed. I will stick to the learning trajectory
by starting with concrete models and using these concrete models to create the pictorial models
that they will by tracing the outline of the Concrete model. After they understand how those
models work, I will have them work together in groups of four to create a symbolic
representation of the work they just performed with the concrete and pictorial figures. I will only
give them the names of the transformations after they have discovered how to do it themselves.

3.
The prompt or instructions associated with this problem would begin with each group
receiving one concrete model (cut-out cardstock quadrilateral figure) as well as two coordinate
plane worksheets with the original quadrilateral figure printed on the coordinate plane
(quadrilateral figure will be the exact same size of the figure from the worksheets.) Each cut-out
cardstock quadrilateral figure will have perpendicular lines drawn on them showing where the
crosshairs of the x and y axes intersect on both sides of the figure.
The class will first be asked to write down on a separate sheet of paper the coordinates
for the four points from the original quadrilateral figure. After I check that all the groups can do
this with accuracy the groups will be asked to flip the (concrete) model over the y-axis and I
will have the students trace the new shape to show where the figures new position is when
flipped (pictorial) I will remind students that the perpendicular lines drawn on the concrete
quadrilateral should still line up exactly with the x and y axis once the figure is flipped. I will
then ask the students to show me where the figure would land after being flipped. I will then
have the class write down the coordinates for the new flipped quadrilateral figure. I will then
ask the class to work in their groups to figure out an algebraic representation (symbolic/abstract)

that they could use to find the coordinates for the flipped figure in relation to the first position
the original figure was in. After the class has found the correct formula I will explain that this
type of transformation is called reflection. I will then elaborate on the concept of reflecting a
figure over the y-axis.
Reflected Concrete Model over the y axis:

Reflected Pictorial Model over the

y axis:

N1 The coordinates of the reflected figure.

N0 The coordinates of the original figure.
X1 = -X0
Y1 = Y0

I will then ask the class to use the other

coordinate plane worksheet for the next
activity. I will ask them to turn (concrete)
the same figure from its original position to
the new position (to get it 90
counterclockwise from its starting place,
but students wont know the transformation
term until after theyve explored the
problem). I will then remind students that
the perpendicular lines on the cut-out cardstock quadrilateral figure should still line up exactly
with the x and y axis after being turned counter-clockwise. I will walk around the classroom
and have each group show me where the figures new position is when lands on the coordinate
plane after being turned. After I realize that all of the groups have turned it accurately I will
have the class trace the position of the turned figure (pictorial). After they have traced the
quadrilateral figure I will have the class write down the coordinates for the new turned
quadrilateral figure. I will then ask the class to work in their groups to figure out an algebraic
representation (symbolic/abstract) that they could use to find the coordinates for the turned
figure in relation to the first position the original figure was in. After the class found the correct
formula I will explain that this type of transformation is called rotation. I will then elaborate on
the concept of rotating a figure counter-clockwise 90 about the origin.

Concrete Model rotated 90 counterclockwise:

Pictorial Model Rotated 90 counterclockwise:

N2 The coordinates of the rotated

figure.
N0 The coordinates of the original
figure.
X2 = -Y0
Y2 = X0

4.
Introduction to Transformations Lesson Plan

Date of Lesson: November 20, 2015

Subject/Grade: Math/8th Grade

PART I Plan for Learning

Learning Objective:
Students will be able to explain rotations about the origin and reflections across the y-axis
using coordinates in pictorial, concrete, and symbolic models.
I will be there to facilitate instruction and answer any questions as the students work in a group
together to discover the answers.

TEK(s) this objective supports:

8.10 Two-dimensional shapes. The student applies mathematical process standards to
develop transformational geometry concepts. The student is expected to:
(A) generalize the properties of orientation and congruence of rotations,
reflections, translations, and dilations of two-dimensional shapes on a
coordinate plane;
(C) explain the effect of translations, reflections over the x- or y-axis, and
rotations limited to 90, 180, 270, and 360 as applied to twodimensional shapes on a coordinate plane using an algebraic representation;
and
How is this TEK tested?
This TEK will be tested formatively by having the students rotate a concrete model, trace
the new shape (pictorial), write down the coordinates, and explain the similarities and
differences between the plots of the original figure, reflected figure, and rotated figure using
algebraic representation. Students will create this algebraic representation by comparing and
contrasting the coordinates from the original figure with the coordinates from the new
reflected figure over the y axis and the rotated figure rotated counter-clockwise about the
origin.

Essential Verbs Explain. Students are expected to perform this TEK with clear mastery over the concept.
Essential Vocabulary from TEK(s) What terms do students need to know to meet the
objective of the TEK?
Reflection, Rotation, Counter-Clockwise, Degrees, Coordinate Plane, Y-Axis, X-Axis, Origin,
Perpendicular, and Angle.
Accommodations / Students to watch
ELL/Special Education:

I would have the students do the same type of activity with a square instead of a
quadrilateral figure.
I would provide definitions to the vocabulary on the stage and as the back to their
handout/guidelines.
I would provide the pictorial representation so that the students could reflect and turn
the object and place it directly into the spot it is supposed to be in.
I would provide the coordinates for D0, E0, F0, and G0 instead of having the students do
that themselves.
I would provide the coordinates for the reflected figure D1, E1, F1, and G1
I would provide the coordinates for the rotated figure D2, E2, F2, and G2
I would manipulate the concrete model for the students.

Non Pre AP Students:

I would provide the students with the rotation prompt already rotated and traced.
I would focus on only y axis Reflection and its algebraic representation.
I would walk students through how to rotate the figure about its origin 90 with the use
of an overhead projector so the students can see what I am doing.

Gifted and Talented:

This lesson was written specifically for GT students, therefore I would teach the lesson
the way it is written.

Procedures in Place: How will you set and maintain behavioral expectations?

I will be there with the group of students to ensure they stay on task.
PART II Teaching Strategies

CHAMPION Techniques Engagement Activities

The Hook:
The Hook will involve me using the projector to reflect and reflect (or flip) a horizontal
picture using the photo app on the schools laptop. I will first reflect the picture and ask the
students what they notice about the picture. I would ask them how the picture changed. I will
mention that while the picture is the same its orientation has changed. I will relate this to their
use of social media such as Instagram and Facebook to emphasize the reflection.
I will then use the projector to rotate the original picture by 90 counter-clockwise and ask the
students what they notice about how the picture has changed. I will not use the terms reflection
or rotation while I am initializing this hook.
What is interesting and engaging about this lesson is that it will be with a small group of four
students. Instead of the students watching me work out the problem on the board as they take
notes, the students will be in charge of their own learning and explaining how rotations and
reflections function by using a hands on manipulative.
Instructional Delivery:
I Do:
I will mark the Cardstock Quadrilateral Model with perpendicular lines to designate
the alignment with the x and y axes.
I will separate the students into small groups of four to work on the worksheet
questions/guidelines.
I will explain the instructions and provide the concrete model, worksheet
questions/guidelines, and two coordinate planes with the original quadrilateral figure
printed on the sheet.
We Do:
We will work in small groups to go through the worksheet questions/guidelines to
solve the problem and explain how rotations and reflections work.
You Do:
Students will split into 4 person group and work together to discover and explain how
reflections and rotations function by using the concrete model, tracing the pictorial
figure, and using that model to facilitate their further explanations with the algebraic
(symbolic/abstract) representations.

Frequent, Small-Group Purposeful talk about the learning:

Students will be continuously working on these two problems in their small group so that they
can collaborate and use their brains in conjunction to explain how the reflection and rotation of
this figure function.
Materials:
1. Cardstock Quadrilateral Model (1 per group of 4 students)
2. Coordinate Plane worksheets ( 2 per group of 4 students)
3. Pencils
Procedures Chronologically:
Steps 1- 20 should take no more than 25-30 minutes.
Steps 21 30 should 18 23 minutes.
1. I will provide the class with hook involving the reflection and rotation of the pictures
with the use of the projector.
2. After the hook I will separate the class into groups of four.
3. I will pass out the materials.
4. I will pass out the Student Worksheet Questions/Guidelines. (1 per group of 4 students)
5. I will tell the students to write down the coordinates from the given quadrilateral figure
on coordinate plane worksheet I have passed out to each group.
6. I will walk around the class to make sure every group found the correct answers.
D (8, 0)
E (-7, -4)
F (-4, 7)
G (5, 9)
7. I will ask the students to grab their cardstock quadrilateral model.
8. I will tell my class to Flip the following cardstock quadrilateral figure (like they
witnessed in the hook) over the y axis so that the perpendicular lines intersect with
the x and y axes.
9. I will check for accuracy and understanding.
10. I will have the class trace the position of the concrete model.
11. I will have my students plot and write the reflected figures coordinates.
D (-8, 0)
E (7, -4)
F (4, 7)
G (-5, 9)
12. I will walk around the room and continually check for understanding.
13. I will help any group that is stuck.

14. I will instruct students to raise their hands if they have any questions.
15. I will have the students compare and contrast the position and coordinates of the
original and flipped figure.
16. I will ask the students what comparisons they noticed.
17. I will ask for an (symbolic/abstract) algebraic representation to be created.
18. Answers I would look for:
N1 The coordinates of the reflected figure.
N0 The coordinates of the original figure.
X1 = -X0
Y1 = Y0
19. I would explain that (-) before a variable denotes opposite not negative.
20. I would elaborate on the definition of refection, in particular across the y- axis.
21. I would explain that flipping is reflecting.
22. I will then ask the students to pull out there other coordinate plane worksheet that
hadnt already been written or traced on.
23. I would ask the class to turn the following cardstock quadrilateral figure counterclockwise one time until the perpendicular lines intersect again with the x and y axes.
24. I would ask the groups to trace the placement of the new figure like they did with the
previous figure.
25. I would instruct the class to write down the new coordinates for the rotated figure.
D (0, 8)
E (4, -7)
F (-7, -4)
G (-9, 5)
26. I would instruct the groups to compare and contrast the coordinates of the original
figure with the coordinates of the rotated figure.
27. I would ask the groups to discuss the comparisons and differences they noticed.
28. I would then ask for a (symbolic/abstract) algebraic representation to be created using
the information from the comparisons and differences.
29. These are the answers I would look for.
N2 The coordinates of the rotated figure.
N0 The coordinates of the original figure.
X1 = -X0
Y1 = Y0
30. I would ask them how to denote the opposite of a variable. (-)
31. I would elaborate on the definition of rotation, in particular 90 about the origin.
32. I would explain that turning is rotating.
33. Ask if any students need reinforcement, check for understanding.
34. Have students turn in the coordinates of the Original, Reflected, and Rotated figure.

Levels of Rigor for seed question or task

Remembering:

Define Find List Match

Select

Understanding: Calculate Describe Locate

Outline Review

Application: Apply Build Model Plan

Utilize

Analyzing: Analyze Compare Diagram Edit

Transform

Evaluating: Compose Create Improve

Revise Summarize

Creating Appraise Debate Judge Support

Verify
Closure:
As the students complete this lesson I will answer and present questions that guide their
understanding. I will be sure not to move on until all members of the group can explain how
and why rotations and reflections work.
I will have students discuss in their small groups any concerns or questions they have. A few
may be:

Will these formulas work with any shapes? Answer Yes

Can you rotate a figure more or less than 90? Answer Yes, 180, 270 and 360 are
the most common.
Are there more transformations beyond translations, reflections, and rotations? Answer
Yes.
Can you reflect a figure over the x-axis? Answer Yes

Questions Ill pose:

What does flip denote? Students - Reflection

What does turn denote? Students - Rotation
What is counter-clockwise? Students Opposite of Clockwise, to the left
Does the figure change size while translating, reflecting, or rotating? Students

Sometimes, No (hopefully)
I will put that same picture up again from the hook and reflect it over the x-axis and
ask the students if this was a rotation or reflection. Students Reflection
Is this reflection over the x or y axis? Students X, Y

What CHAMPION techniques are you targeting:

I will utilizing Think-Pair-Share.
Collaborative work.

Part III Assessment Plans

How will you monitor student learning to help you improve your teaching and insure all
students are learning?
I will be with the students throughout instruction and be there to answer questions if they
feel lost or confused about the subject. I will take note of how much time it will take
students to explain the concepts Im expecting them to understand. And provide more or
less time for such instruction the next time I teach it, so that the students have little to no
time wasted.
What will you do if they dont?
If they are not able to explain the concepts, I will ask for their point-of-confusion and walk
them through any processes they feel stumped at. If the students get stuck or lost with a
concept or instruction I will allow the groups that understand to continue, and I would set
my focus on working one-on-one with the students that need further instruction.

Part IV Reflection

Was your learning goal met?

My learning goal was met. The students were able to explain what a figure reflected over the yaxis looks like and why.

What went well?

The implementation of the manipulative went well. They understood how to flip and turn it
accurately with the use of the line down the middle of the manipulative to show that it should
still be aligned with the corresponding x or y axis.

What will you change next time around?

Next time around I will focus on just reflection for one class period and rotation for another class
period instead of trying to fit both into one lesson. The students would have had a deeper
understanding of both if I didnt try to squeeze both into such a short amount of time.

What students will need additional support? What and How will they get it?
All students will likely need additional support. They will receive it when they come back to
school on the following Monday and their teacher teaches them in a full class the properties of
reflection and rotation.

5. Reflection:
I planned on teaching the lesson to the entire class, but I decided after speaking with you that
a small group would be better if the teacher wasnt going to allow me to teach the lesson for the
class. The group of four 8th grade students that I addressed this prompt with were in Pre-Ap and
had been introduced to transforming figures through translation during their previous math
lesson taught by their teacher. After I teach my lesson on Friday they will be returning to school
that Monday where the actual math teacher will be giving them instruction on reflections,
dilations, and rotations. Since I followed the learning trajectory by using concrete models
followed by pictorial models to explain how to reflect figures over the y- axis and how to rotate
figures 90 counter-clockwise. I thought it would be a good idea to use the same quadrilateral for
both types of transformations because I believe that quadrilaterals are one of the most difficult
shapes to transform. I also chose the same shape because I wanted the students to realize that all
shapes can be affected by all of the different types of transformation.
I taught my lesson to a group of 4 Eighth graders. I wasnt able to teach the lesson to the full
class because Im not in a math placement. The lesson went surprisingly well, most of the
students in the group were also in the Pre-Ap math class so that made it a little bit easier. The
strategy I used stemmed from me wanting to incorporate a concrete, pictorial, and finally a
symbolic/abstract understanding of the problems addressed. Instead of focusing on one problem I
thought it would be a good idea to tackle reflection over the y-axis as well as rotating a figure
about the origin 90 counter-clockwise. I began by giving the students a blown up sheet with the
initial figure on it as well as a cardstock cut out of the quadrilateral figure to use as the concrete
model.
I asked the students first to place the concrete figure on the page to show them that it was the
exact same size as the figure on the paper. I then asked them if they knew what this shape was
called. They replied with trapezoid, although I would have preferred quadrilateral. I asked
them if they could write down the coordinates of all 4 points I then explained that first I wanted
them to flip the concrete model over the y-axis and I asked if they knew what that meant. The
students flipped the model with their hands. At first the students were concerned because they
werent sure how to do that since the figure existed in all four quadrants instead of just one
quadrant which is usually much easier. I chose this shape because I figured that if students
understood one of the hardest shapes to transform and the formula needed to do so they would be
able to transform any other shape much easier. Also, since they were Pre-AP students I wanted to
give them a challenge. I was there to work with then one-on-one so I wasnt too concerned with
them not understanding how to do it. However, before giving this lesson I didnt know that this
would be the first time these students were asked to do transformations, being that the TEK
doesnt happen until 8th grade.
First I showed them what the flipped figure would look like on the paper. I drew a straight
line down the middle of the figure on both sides and explained that when they flip the figure
the straight line should still be on the y-axis. I also drew a line perpendicular to that one to act as
the x and y axes. I also explained that the figure wouldnt be shifting up, down, left, or right.
That it would simply be flipped. Once they flipped it correctly I told them that they could

mark the new coordinates and trace the flipped model so they they would have a concrete and
pictorial representation of reflection. I asked them to write the new coordinates of the figure after
they flipped it. After they found these coordinates I asked them if they noticed any similarities
between the original coordinates and the new reflected coordinates. I gave them a few minutes to
discuss, they found that the numbers in each coordinate were the same but that the x-coordinates
either lost a negative or gained a negative. I asked them why they think so and they couldnt
really tell me why. I asked them to look again at the figure and how it changed. Eventually I
asked them if since they flipped it over the y-axis if they noticed that the y coordinates didnt
chang when it was reflected. I asked them what they think would happen if they flipped it over
he x-axis instead, without actually flipping the figure. One student asked if both of the
coordinates would be made negative or positive, while another asked if the x-coordinates
would stay the same since it was reflected over the x-axis. I replied yes. I would have had them
explore this, but I was already running out of time and I wanted them to move on to rotation. I
explained that what they just did was called reflection. And that all reflections over the y-axis
followed the formula that they discovered. I realized early on that I should have focused on just
reflection instead of trying to teach rotation and reflection in the same lesson.
I asked the students if they knew what counter-clockwise meant. When they responded to
the left I asked them to get the concrete model out again. I also gave them a brand new
coordinate sheet. I then asked them to turn the figure counter-clockwise lining the
perpendicular lines on the model with the perpendicular lines on the coordinate plane. After they
did this I told them to trace the figure, and write down the new coordinates. I asked them how the
coordinates were similar to the original coordinates before they turned it. First one of them
answered by saying The coordinates just switched. Another student then jumped in and said,
well kind of, one of the numbers has negatives now. I asked them which numbers appeared to
have become opposite of what they were before. After a few moments one of the students said
it looks like the new x became negative or opposite. They were still not exactly sure because
the previous D was (8,0) and after rotating became (0,8) I asked them if they thought that point
followed a different rule. Then one of the students said no, because 0 doesnt have an opposite.
0 is just 0. I explained that that was correct. I also explained that what they just did was rotate
the figure 90 counter-clockwise. I admit I forgot to mention that they were rotating the model
about the origin. I planned on asking them how they thought it would have changed if they
rotated it again 90 but I could tell we were almost out of time. This group was also in the last
period of the day and I could tell they were a little overwhelmed with what we just went through.
I asked them if they understood the importance of seeing it, and actually being able to move the
shape themselves, and they replied in a more confusing tone than declarative tone so we can see
it actually move. I asked them if it was easier to them to move the shape or just find the new
coordinates, and they said they wish I would have just told them how the coordinates would have
changed instead of making them do all of the extra work.
I thought it was interesting that the students sounded like the students in our class. The fact
that they prefer to work in the symbolic and abstract instead of the starting with the concrete and
pictorial methodology. I wonder if this is because it seems easier to students to just get an
answer, instead of understanding why it was the answer. I feel like the students really understood

how reflections and rotations 90 counter-clockwise really worked. I believe when they return to
class on Monday and their teacher explains rotations and reflections the students will have a
pretty good mastery over it already after our lesson together. Thats if they didnt forget it over
the thanksgiving holiday. I will admit I thought I would have a lot more discussion time left over
after the lesson, but it took the students longer than I thought it would have to even find the
coordinates in the first place. I believe that they will be able to apply what they have learned to
their future math endeavors with a deeper understanding of why the answers are the answers,
instead of just how to get the answer. The fact that students were able to work together and come
to me with questions I imagine will be really beneficial to their learning. If it had been individual
work or a full class I feel as if the students would have taken much longer to solve and would not
have understood the concepts as well as they did after our small group lesson.

6. Handout: Pre-Ap 8th Grade Math. Transformations by reflecting over the y-axis and
rotating a figure 90 degrees counter-clockwise.

Original Figure:
Reflected over y-axis:

D0 (8, 0)
E0 (-7, -4)
F0 (-4, 7)
G0 (5, 9)
Rotated counterclockwise 90
Figure:

D2 (-8, 0)
E2 (7, -4)
F2 (4, 7)
G2 (-5, 9)
___________________________________

Original Figure0: Original Coordinates

Rotated Figure2: Both coordinates swap (x
became y, y became x) and the new xcoordinate was made opposite (4 became -4,
or -4 became 4)
Reflected Figure1: The x-coordinate was
made opposite (4 became -4, or -4 became
4)
D1 (0, 8)
E1 (4, -7)
F1 (-7, -4)
G1 (-9, 5)

Grey designates numbers that changed in the

transformation.

Materials Needed:
1.
2.
3.

Cardstock Quadrilateral Model (1 per group of 4

students)
Coordinate Plane worksheets ( 2 per group of 4
students)
Pencils

24.
25.
26.

Procedures Chronologically:
Steps 1- 20 should take no more than 25-30 minutes.
Steps 21 34 should 18 23 minutes.
1.

2.
3.
4.
5.

6.
7.
8.

9.
10.
11.
12.
13.
14.
15.

16.
17.
18.

I will provide the class with hook involving the

reflection and rotation of the pictures with the use of the
projector.
After the hook I will separate the class into groups of
four.
I will pass out the materials.
I will pass out the Student Worksheet
Questions/Guidelines. (1 per group of 4 students)
I will tell the students to write down the coordinates
from the given quadrilateral figure on coordinate plane
worksheet I have passed out to each group.
I will walk around the class to make sure every group
found the correct answers.
I will ask the students to grab their cardstock
quadrilateral model.
I will tell my class to Flip the following cardstock
quadrilateral figure (like they witnessed in the hook)
over the y axis so that the perpendicular lines intersect
with the x and y axes.
I will check for accuracy and understanding.
I will have the class trace the position of the concrete
model.
I will have my students plot and write the reflected
figures coordinates.
I will walk around the room and continually check for
understanding.
I will help any group that is stuck.
I will instruct students to raise their hands if they have
any questions.
I will have the students compare and contrast the
position and coordinates of the original and flipped
figure.
I will ask the students what comparisons they noticed.
I will ask for an (symbolic/abstract) algebraic
representation to be created.
Answers I would look for:
N1 The coordinates of the reflected figure.
N0 The coordinates of the original figure.
X1 = -X0
Y1 = Y0

19.
20.
21.
22.

23.

I would explain that (-) before a variable denotes

opposite not negative.
I would elaborate on the definition of refection, in
particular across the y- axis.
I would explain that flipping is reflecting.
I will then ask the students to pull out there other
coordinate plane worksheet that hadnt already been
written or traced on.
I would ask the class to turn the following cardstock
quadrilateral figure counter-clockwise one time until

27.
28.

29.

the perpendicular lines intersect again with the x and y

axes.
I would ask the groups to trace the placement of the
new figure like they did with the previous figure.
I would instruct the class to write down the new
coordinates for the rotated figure.
I would instruct the groups to compare and contrast the
coordinates of the original figure with the coordinates
of the rotated figure.
I would ask the groups to discuss the comparisons and
differences they noticed.
I would then ask for a (symbolic/abstract) algebraic
representation to be created using the information from
the comparisons and differences.
These are the answers I would look for.
N2 The coordinates of the rotated figure.
N0 The coordinates of the original figure.
X1 = -X0
Y1 = Y0

30.
31.
32.
33.

I would ask them how to denote the opposite of a

variable. (-)
I would elaborate on the definition of rotation, in
particular 90 about the origin.
I would explain that turning is rotating.
Have students turn in the coordinates of the Original,
Reflected, and Rotated figure.

Difficult Parts:
Explaining that the rotation happened about the origin (0,0)
Explaining how to denote the switching or positive and negative
numbers (-) Opposite
Students will resist not being given the exact answer.
Students will resist not being able to skip straight to the abstract.
Perpendicular Two lines create a right angle. Cross.
Make sure that when the students flip or turn their concrete
model that they dont trace or mark the new coordinates until they
line up the perpendicular lines.
TEK(s) this objective supports:
8.10 Two-dimensional shapes. The student applies
mathematical process standards to develop
transformational geometry concepts. The student is
expected to:
(A) generalize the properties of orientation and
congruence of rotations, reflections, translations, and
dilations of two-dimensional shapes on a coordinate
plane;
(C) explain the effect of translations, reflections over
the x- or y-axis, and rotations limited to 90, 180, 270,
and 360 as applied to two-dimensional shapes on a
coordinate plane using an algebraic representation;