Instruction Model

Students will engage in:

_X_independent activities _X_hands-on
_X_cooperative learning
_X_whole group inst.
___peer tutoring
_X_technology integration
_X_visuals
_X_project work
_X_simulations
____centers
_X_Pairing/Groups
____ other:

Teacher: Taylor Eppler

Subject:
Geometry
10th Grade
58 Minute Period

Standard / Benchmark
CCSS.MATH.CONTENT.HSG.CO.A.2
CCSS.MATH.CONTENT.HSG.CO.A.5
CCSS.MATH.CONTENT.HSG.CO.B.6

(Listed at end of lesson plan in greater detail)

Objective Met:
I Can- Represent a transformation using functions, taking points from a preimage as inputs and giving out
outputs on an image.
I Can- Define an isometry and give examples such as translations, reflections, and rotations.
Time

Procedures Followed:

Materials/ Text or
Ref.

Class Starter (Anticipatory Set):

To begin class students will start answering the following warm-up
question on the board. They will write their answer on a warm-up sheet
they receive every Monday with a space for a response each day.
5 minutes

Define the following in 1-2 sentences:

(If you do not know take an educated guess)
1) Function
2) Image and Preimage
3) Transformation

Students should not yet know the exact definitions of these terms as to
how they relate to geometry, but they may recognize them from algebra
or be able to hypothesize as to what they mean based on prior
knowledge.
After five minutes we will go over the warm up and discuss what the
students wrote down. I will ask questions prompting students to think of
how these terms are used in every day language and how that might

Warm-Up Sheet

relate to geometry. I will help lead them to make connections such as

something having a function has purpose, images relate to photos,
preimage probably comes before the image, and a transformation is
something changing.
Objectives (what will the students know at the end of the lesson):
I Can- Represent a transformation using functions taking points from a
preimage as inputs and giving outputs on an image.
I Can- Define an isometry and give examples such as translations,
reflections, and rotations.
Presentation of new materials (Lesson):
After the discussion on the warm up questions I will ask students to take
out their notebooks and get ready to take a few notes. The notes will be
displayed on the smart board. Students will copy the definition of
preimage and image and see how functions relate. Before continuing
with the notes we will pause for an activity demonstrating the
importance and convenience of functions.

25
minutes

In this activity students will be asked to work with their table partner.
One partner will be player A and the other Player B. Player A will get a
card with a preimage and image on it while Player B will get a card with
only that same preimage. It is Player As job to then describe using only
verbal instructions how to transform the preimage to the image while
Player B attempts to draw the new image on their card. Player A is not
to ever show Player B their card and students must sit back to back so
that only verbal instruction can be used. When Player B is finished they
can look at what the image should look like and discuss how good their
partners transformation instructions were.
To wrap up this activity we will have a short discussion about how the
students did and what they thought about it. I will ask questions such as,
Player A, what words did you use to describe how to transform your
figure? Were there any markings on your pictures to help you describe to
your partner how to draw the image? Player B, how well was your
partner at giving you instructions? Did they give enough detail? Did they
make it more complicated than it needed to be?
Students should come up with responses indicating they used words such
as turn, slide over, flip it backwards, keep it exactly the same just move
it. Students should also realize the number line, tick marks, points, and
letters on the drawings were helpful with explaining how to move the
preimage. Overall students should also realize they could have done
better with giving instructions and I will lead them into how functions
are instructions for our transformations that do a much better job than we

Interactive
Notebooks:
Game Cards

can.
To finish up the notes students will copy down the definition of
functions and an example of what one might look like.
*The pictures used during the partner activity are included at the end of
this lesson plan
Guided practice with corrective feedback (check for understanding):
Continuing in their notebooks students will copy down an example of a
function and together we will work through how to solve it for an output
given an input.
The example will be h(x) = 2x 3 and will ask to find the image of 8.
We will discuss what 8 is (the input from a preimage) and where to plug
it into the function. Once 8 is plugged into the function for x students
will walk through the simple algebra for solving for the output on their
own. They will discover for this function f(x) the image of 8 is 13.
20 minutes
Next we will use the same function to work backwards and find the
input on the preimage given an output from the image. They will be
asked to find the preimage of 11 and shown how to set the function f(x)
equal to 2x 3. We will then work together to solve for x finding that
the preimage of 11 is 7

Interactive
Notebooks:

Students will then try two examples on their own, f(x) = 9x2 3x finding
f(2) and f(b). After a couple minutes we will walk through the examples
together.
To finish up this guided instruction student will get the formal definition
of a transformation and the three basic rigid transformations, translation,
reflection, and rotation. They will get a small cut out showing a visual
of these three transformations to add to their notebook and also be
introduced to the word isometry and the words distance and angle
preserving. These definitions will be reviewed further the following
lesson.
Independent practice with corrective feedback (check for
understanding):
There will be an assignment to go with this lesson in the module book
giving students more practice with functions and solving for an output
given an input. This assignment will also have students practice
identifying the three basic rigid motions learned towards the end of the
lesson.

Module Book 1C
P. 92 (all)
P. 93 (3,5)

Lesson review or reteach (Closure):

5 minutes

To end class students will have a short exit ticket to complete and turn in
before they leave. The exit ticket is found in their module book and they
can tear out the page and turn it in on their way out the door.

Module Book 1C
P. 94 Exit Ticket

*How are transformation and functions related? Provide a specific

example to support your reasoning.
*Assessment/evaluation:
Quick formative assessments will be used throughout the hour when
asking questions during notes and discussions as well as when I am
walking around the room while the students are doing the activity.
The exit ticket is also a great assessment to see what students took away
from this lesson and what might need to be recovered at the beginning of
the next lesson.

Module Book 1C
P. 92 (all)
P. 93 (3,5)
P. 94 Exit Ticket

The assignment will also be used as an assessment the next day to see
what the students have questions on and how well they understand
evaluating functions.
*Homework/notes:
Module Book 1C
The homework is the assignment in the module book practicing with
functions and identifying transformations. Students will need to
complete P. 92 (all problems) and P. 93 (problems 3(a-c) and 5(a-c)).

P. 92 (all)
P. 93 (3,5)

Standards in greater detail:

CCSS.MATH.CONTENT.HSG.CO.A.2

Represent transformations in the plane using, e.g., transparencies and geometry

software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance and
angle to those that do not (e.g., translation versus horizontal stretch).
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.
CCSS.MATH.CONTENT.HSG.CO.B.6

Use geometric descriptions of rigid motions to transform figures and to predict the effect

of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.
Partner Activity Resources