Title: Composition Transformations

Time: 60 min
Standards
1. Objectives:
SWBAT
1. Identify composition transformations
2. Graph and perform composition transformations

2. NJ Core Curriculum Content Standards (NJCCS)

CCSS.MATH.CONTENT.HSG.CO.A.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.
21st Century Themes: N/A
21st Century Skills:
Creativity and Innovation Critical Thinking and Problem Solving Media Literacy
ICT Literacy

Information Literacy Life and Career Skills Communication and Collaboration

Rationale: Critical thinking and problem solving will be accomplished during this lesson
because the students will be using their prior knowledge of translations, rotations, and
reflections to complete compositions. They will have to use describe the transformations
that have occurred, to do this they must think critically to consider the options as well as
the order of the options. This is a very challenging task for many students.

Interdisciplinary connections: N/A

Methodology:
Problem Solving
Group Discussion
Graduated Levels
Problem solving is used in this lesson because students are being asked to perform
transformations on different figures. They must understand how to work with previously
covered topics to solve the different problems presented to them.
Group discussion will be used in this lesson because when questions are posed to the class
they will have the opportunity to discuss the different ideas. This is important because
many students can learn through their peer’s ideas. Students can also think about certain
topics differently, and by hearing these alternate perspectives students can understand the
content at a deeper level.
Graduated difficulty will be used in this lesson, because it allows the students to increase
the difficulty as they master lower levels. This allows them to learn the content in pieces
and steps that are more manageable. This type of approach also allows for the teacher and
students to see their growth throughout the lesson.

Materials, Resources & Web Resources:

Make a list below of non-technology materials and resources you plan to use in your lesson.
Some examples are: Visuals, games, flat pictures, manipulatives, handouts, special reading
materials, maps, objects and artifacts, books experts, and other teaching professionals.
Please attach a sample of any materials you will use in lesson.

X Visuals Reading Materials

X Games Maps
Flat Pictures Objects/Artifacts
X Manipulatives Guest Speakers
X Handouts List Others:

Visuals, manipulatives, games, and handouts were used to show the students the
transformations that are occurring. Visuals are much more understandable in the learning
material as opposed to simply reading the transformation rules. The manipulatives were
cut outs of the shapes used so they could physically translate, reflect, and rotate to find the
composition. These manipulatives are used during the game that the students will get to
use during the stations. The handouts are used because it allows the students to follow
along with the transformations, and work through the problems in a step-by-step basis.
Technology Used:
Audio CD’s/Cassette Tapes PowerPoint/Prezi
Overhead Transparencies Commercial Software (e.g. Inspiration)
Tape Record/CD Player/MP3 Blog, Wiki, other Web-based
communication
VCR/TV/DVD Digital Storytelling
Assistive Technology Devices (Type) Podcast
X Smart Board Other not listed
X Computers/Printers Internet/Websites (type in URLs)
Basic software tools (Excel, Word, Access)

Technology Integration:
The SMART Board is used for the Do Now part of the lesson. The Do Now will be on the
board and by using this board the students will have the opportunity to share-out with the
class. Computers will also be used during the station work. Composition transformations
easily follow from the previous transformation lessons, and therefore students can explore
composition transformations through activities such as the BuzzMath activity on the
computers.

Procedure
Step 1: Introduction
5 minutes
Class will begin by having the students complete a Do Now. This will act as a review and
refresher on how to do translations, reflections, and rotations. It will also act as an
introduction to composition transformations, because they will be performing an
elementary composition transformation in the activity. They will work on this activity
independently, so the teacher can gauge their individual understanding. Once everyone or a
majority of the class has completed the Do Now, the class will discuss their answers by
students sharing out. We will discuss as a class any misconceptions on the elementary
transformations before the station work begins.
Step 2: Lesson Development
45 minutes
Step 2: Lesson Development
This lesson has been built off of the previous lessons on translations, reflections, and
rotations, because of this fact this lesson is designed to be student-led and discovery based.
To do this the students will be working through four work stations for them to explore
different composition transformations. The students will be grouped in tailored teams
based on ability. This will give the teacher the ability to differentiate stations for the
different groups to ensure that students are being given material that is on level for them.
Each station will be 10 minutes long and the students will be given 30 seconds to rotate to
the next station. The rotation will be initiated by the music and will stop when the students
should be at their next station. The stations are as followed:
Station Work:
 Computers
 Small Group Instruction
 Game/ Activity
 PARCC Practice
The computer activity will be a BuzzMath activity. This activity will allow the students to
explore composition transformations in which both of the elementary transformations are
defined. This activity will be done independently and progression can be recorded through
BuzzMath. The Small Group Instruction station will be run by the teacher. This station is
designed to reteach misconceptions on previous transformations from previous lessons, or
for the lower ability groups it will act as an instructional station. This will allow for the
students to receive the tailored instruction that allows them to be successful. The game or
activity are tangrams. These are ancient Chinese puzzles that through sliding, flipping,
rotating, or a combination of the shapes can create different composite shapes or images.
This is a critical thinking and problem solving activity that will allow the students to
manipulate the cutouts to form the different shapes while being creative in their ways of
forming the images. Finally, the last station is a PARCC Practice station. Stations like this
are important because not only is it very good independent practice for the students
because of the material, but also because the students become familiar with the format of
the PARCC test.

Step 3: Closure and Assessment(s)

10 minutes
As the stations conclude, students will be asked if they have any questions. The teacher will
ask a few questions to ensure main ideas were understood and remembered.
- Does the order matter?
- Can different combinations of different transformations produce the same
image?

They will then be asked to solve one last problem in small groups. This question will
encompass all of the objectives and ideas discussed in the class period. As they begin their
work, the teacher will circulate around the room and ask probing questions that will help
the students to think critically. It will require students to work together to complete and
will require them to show the process of their thinking in a clear step-by-step display.
When the students complete the problem they will be asked to turn in their work as a
group to be graded as an exit ticket.

Accommodations/ Differentiation Strategies and Techniques

Assistive Technology (Type, Purpose) Give clue

Additional Examples X Pair students

Cooperative Learning: Heterogeneous Groups X Reteach concept

Change size, format, requirements of assignment X Tutor

Enrichment Specialized reading material

Extend Time Other not listed

Rationale

As the students are, working on the different stations students will have the opportunity to pair or ask
neighboring group members for help. This allows them to reach out to peers they are comfortable with.
These students might also have a way of explaining that clicks for the struggling student. Additionally, in
every class there are math coaches, which are the higher achieving students based on the units.

Reteaching the concept as well as tutoring work together hand and hand. The small group instruction
station is a reteaching station that is specific to the group. The teacher has the opportunity to reteach
the information in a small setting where examples and questions can be asked more easily. As the higher
achieving groups approach this station they will be given the exploratory activity on the computer that
allows for the teacher to tutor individually throughout the room for that time period. Students are
always welcome to come in before or after school for individualized tutoring to help with reteaching a
topic or helping with specific questions.
 Tangram Activity

Rabbit Tangram Sketch:

Runner Tangram Sketch:

Giraffe Tangram Sketch:

Candle Tangram Sketch:

Pipe Tangram Sketch:

PARCC Practice Problems
 Buzz Math Hyperlink:
https://www.buzzmath.com/Docs#F6KME18901

This link should be set up on the computers before the students begin. The website will
automatically save the individuals progress through the activity. When there is 30 seconds
left in the station the teacher will go write their progression out of 10 down to ensure
students are diligently working throughout the station.

Exit Ticket
If the preimage is ∆ABC if A(0,3), S(1,6), (3,4) and the image is ∆A’’B’’C’’ if
A’’(2,-3), B’’(3,-6), C’’(5,-4)

• Identify the transformations that occur

• Write the transformations in simple

English

• Write the transformation rules