1. Topic-
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| Symmetry and Transformations |
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2. Content-
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Symmetry
Congruent
Similar
Rotation
Translation
Dilation
Reflection |
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3. Goals: Aims/Outcomes-
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1. SWBAT: Make symmetrical shapes
2. SWBAT: Make similar and congruent shapes
3. SWBAT: Perform translations and rotations on given figures.
4. SWBAT: Use a Mira to create reflections of given figures.
5. SWBAT: Construct a dilation of a figure when given the proportions. |
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4. Materials and Aids-
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- Virtual Geoboard (on SMARTboard)
- Dot Paper
- Mira
- Pencils
- Rulers |
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5. Procedures/Methods-
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A. Introduction-
| To assess students' prior knowledge, ask students to fold a piece
of colored paper in half and cut a heart shape, leaving the fold attached
as they would do to make Valentines to share with classmates. When
they are finished, direct students to open their folded piece of paper
to see that both sides are equal and are a reflection of the other.
It may be helpful to have mirrors available so that students can see
how dividing a figure with a line of symmetry creates a mirror image
of the opposite side. |
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B. Development-
| After assessing prior knowledge begin to introduce the methods of
reflection, translation, dilation, and rotation. |
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C. Practice-
| Distribute sheets of dot paper to each student and ask them to draw
a figure that can have only one line of symmetry. Then, ask them to
draw figures that can have only two lines of symmetry and those that
have multiples lines of symmetry. Once students have drawn the figures,
have them draw the line or lines of symmetry. |
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D. Independent Practice-
1.Line of Symmetry Worksheet
2.Use Mira to complete a reflection, rotation, and translations of
given figures.
3.Begin to work out how to correctly dilate a figure. |
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F. Checking for understanding-
| Next, have students compare their figure with those of a partner
and discuss how the figures are the same and how they are different.
They should be alike because they are equally divided and one side
is the reflection of the other. |
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G. Closure-
1. How would you define symmetry to someone who did not know what
it was?
[Student responses may vary, but students may say a shape has symmetry
"if you can fold it on top of itself" or something similar.]
2. In what ways is symmetry used in everyday life?
[Student responses may vary but could include butterflies, snowflakes,
and other examples in nature.]
3. Which figures were the most challenging to find and draw lines
of symmetry for? What properties do these figures have in common?
[Student responses may vary.]
4. Describe a line of symmetry. Draw a figure that has more than one
line of symmetry.
[Student responses may vary, but a student may describe a line of
symmetry as a mirror.]
5. What does congruent mean? What does similar mean?
[Congruent means same size and same shape; similar means same shape
but proportional side lengths.]
6. Are all similar figures congruent? Are all congruent figures similar?
[No; yes.] |
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7. Evaluation-
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