LESSON PLAN: Chapter 6, Lesson 1: Reflections (Day 1)

Student Teacher: Nicole Huber

College Supervisor: Mr. Hipple

Date 2/26/2015
Grade Level: 8

Pennsylvania Academic Standards and Common Core Standards

CC.2.3.8.A.2: Understand and apply congruence, similarity, and geometric transformations using
various tools.
M08.C-G.1.1.1: Identify and apply properties of rotations, reflections, and translations. Example: Angle measures
are preserved in rotations, reflections, and translations.
M08.C-G.1.1.2: Given two congruent figures, describe a sequence of transformations that exhibits the
congruence between them.
M08.C-G.1.1.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional
figures using coordinates.
M08.C-G.1.1.4: Given two similar two-dimensional figures, describe a sequence of transformations that exhibits
the similarity between them.

Objectives
Students will:
Students will be able to graph reflections on the coordinate plane. (Day 1)
Student-Friendly Learning Targets
I can:
I can graph reflections on the coordinate plane.
Vocabulary
Tier 1:
Algebra
Geometry

Tier 2:
Coordinate Plane
Functions
Polygons
Congruent
Translation

Essential Question(s)
How can we best show or describe the change in position of a figure?
Materials and Resources
SMARTboard
Student Textbooks
Graph paper
Crayons/markers

Tier 3:
Transformation
Preimage
Image
Reflection
Line of Reflection

Instructional Procedure/Activities
Introduction:
Students will begin the class with a DO NOW activity. The activity will be a review of translations.
Students will have to describe the given translation using translation notation.
I will introduce the content by showing the class a picture of a reflection. I will then ask students if they
can think of other examples in real life that are considered reflections.
I will then introduce the vocabulary of the lesson.
*A reflection is a mirror image of an original figure.
*A line of reflection is the line over which a figure is reflected.
Teacher Model & Explanation (I Do):
I will begin teaching the content by showing examples of images that are symmetric by lines of
symmetry. (Pie, football field, butterfly, dog, etc).
Guided Practice (We Do):
We will then look at polygons to draw lines of reflection/symmetry. Students will come up to the board
and draw the line of reflection in a triangle, square, and hexagon.
Students will then see a line of reflection on a coordinate plane, to show how images are reflected along
the x and y axis.
Example: Reflect the image along the x-axis.
Example: Reflect the image along the y-axis.
Example: Triangle ABC has vertices A(1, 2), B(2, 1), and C(1, -2). Graph the figure and then graph its
reflected image over the y-axis. Then find the coordinates of the vertices of the reflected image.
All Students (They Do):
Students will work with a partner to complete a symmetry activity. The image must be symmetric and
then reflected along the x and y axis. The image must be colorful. The coordinates must be shown on
the image. The activity will be worth 100 points.
Differentiation
Students will be provided notes to follow along in class.
I will be walking around the classroom while students are completing the partner activity to help
students who are struggling.
Higher-Order Thinking
Remembering & Applying

Assessment(s)
Formative:
Homework/Ticket out the door
Symmetry Project
Closure/Follow-up/Homework
Ticket out the door: Page 464, #1-2 (Guided Practice)
Homework: Page 465; 1-5, 13-17

Summative:
Chapter 6 Test
Performance Assessment