Student Name: Radhika Patil

Grade Level: 4th Grade

School and CI Name: George Mason Elementary, Cristen Shopay
Date of Lesson Enactment: Wednesday, December 9th
Topic: Geometric Transformations (Whole Group)
Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)

Why are geometric transformations congruent?

Primary Content Objectives:

Students will know: (facts/information)

What a translation, reflection, and rotation looks like and how to identify figures that
have been transformed

What it means for figures to be congruent.

Students will understand: (big ideas)

Geometric transformations are congruent.

Students will be able to do: (skills and behaviors)

Identify if a figure is a translation, rotation, or reflection of the first figure.

Prove that two figures are congruent.

Related state or national standards: (Examples include State Standards of Learning, Common
Core State Standards, Next Generation Science Standards or National Curriculum Standards for
Social Studies)
Geometry
4.11 The student will

a) investigate congruence of plane figures after geometric transformations, such as

reflection, translation, and rotation, using mirrors, paper folding and tracing; and
b) recognize the images of figures resulting from geometric transformations, such as
translation, reflection, and rotation

Assessment: (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?)

Students will be assessed throughout the lesson based on discussion and feedback
(formative), in addition to at the end of the lesson (summative).
As the students are playing the matching game and talking to their shoulder partners
throughout the lesson I will be walking around and listening and providing feedback.
(formative).
I will provide positive praise during whole class instruction to encourage participation

Materials and Resources: (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.)

Pencils

Congruence Figures Worksheet

Scissors

Plastic Tracing Squares

Dry Erase Markers

Whiteboards

Geometry Template

Math Notebook

Index Cards

Key Vocabulary and Definitions:

Congruent: same shape and size

Translation: moving a shape in the same distance and direction (slide)

Reflection: transformation in which the figures are mirror images of each other (flip)
Rotation: turning a shape around a center (turn)
Lesson Procedures:
1. Introduction and goal orientation
Today we are going to continue to work on our geometric transformations. Turn and talk to
your partner and list the three geometric transformations we have learned. Pull popsicle sticks
with names to have students share back and write on whiteboard.
2. Connecting to prior knowledge and experiences: (Questions or activities that help students make
links
The three geometric transformations we have learned are reflection, rotation, and
translation. Take out a whiteboard and a marker and face your shoulder partner. We are going to
continue to play Match Mine. You can add the transformation vocabulary to the words that you
give your partner. Remember, you are giving your partners clues about geometric vocabulary
words that they will write on their whiteboard at the same time that you write on yours. After you
have given them clues for four words, turn your boards towards each other and check to see if
they are matching. Then it will be the other persons turn to give the clues. If your back is facing
the whiteboard then you will give the clues first.
3. Tasks and activities: (What challenging tasks and activities will students engage in as they
construct knowledge, learn new skills or behaviors and develop understandings?
Put your whiteboards and markers away and take our a geometry template and your math
notebook. Turn to a blank page in your notebook. Select a rectangle on your template and trace it
on your paper. Now, move the template to another location on your sheet and turn it a different
way. Trace another rectangle. Now, choose a smaller or larger rectangle from the template and
draw a third rectangle on your page. Turn to your shoulder partner and describe the rectangles
that you drew. Use the words shape, size, congruent, and noncongruent when describing the
rectangles.
Now on a new sheet of paper, trace the a rectangle at the top. Trace another congruent rectangle
below it, after you turn or flip the template so someone looking at it might not be able to tell if
the two rectangles are congruent or not. Trace five more congruent and noncongruent rectangles
on your page, and trade papers with your shoulder partner. How could we check which
rectangles on the page are congruent with the rectangle on the top, talk to your table and well
share back.

We are going to use this plastic square and a marker to trace over the original rectangle at the
top. Identify other rectangles on the page that are congruent by turning or flipping the sheet when
you need to. Circle the rectangles that are congruent to the one at top.
4. How will you wrap up the lesson and reinforce key ideas? Closure may include some form of
assessment or exit slip
Turn to a new page in your notebook. We are going to make a page of geometric
transformations that will have the same shape. Take an index card and cut a triangle from
the side. Trace this shape on your paper and label it original. Put the index card back in
the first position and slide it in any direction. What is this called? How do you know?
Trace this shape and label it Translation. Next, turn the index card at one point, and trace
it in another location. What is this called? How do you know? Label it Rotation. Flip the
template over and trace it in the last location. What is this called? How do you know?
Label this Reflection. Now we have examples of geometric transformations on one
sheet.
So far we have worked on proving how shapes are congruent to each other by tracing
the original shape on our plastic square and matching it to other shapes on the page. On
this worksheet, you will trace the first shape on the plastic sheet in the first column. Then
circle the figures in the row that are congruent ot the first figure. If they are congruent,
you will write translation, rotation, or reflection next to it. Lets do the first one together.
When you are done check your sheet with a partner and we will go over it together. If
you finish early look around the classroom for congruent objects and describe how you
could prove they are congruent. Write these down in your notebook.

Accommodations for individual differences: How will you modify the content (what is
learned), the process (how the content is mastered) or product (how the learning is observed and
evaluated) to support diverse learners? Describe additional supports that can be used for reteaching if needed, and a challenging extension for students for demonstrate mastery quickly or
show evidence of a lot of prior knowledge.

For students who are having difficulty participating in the discussions, I will give them
yes or no questions so that they may participate and share what they know without having
to speak up.
Students will be able to speak to a shoulder partner so that they do not have to speak in
front of the group.
ELL students will be able to participate in the discussion using nonverbal gestures

Students will be able to utilize their math notebooks to look at notes and have a visual
cue for geometric transformations.
I will pair ELL students with a student that speaks the same language as them that is at a
higher WIDA level.
For students with IEP and ELLs, I will check for student understanding by having
students repeat directions, allow additional wait time for student responses, and give short
and concise directions

Behavioral and organizational strategies: What behaviors will you model or discuss with
students? What do you want to remember about organizing the lesson and materials? Use this
section for reminders to yourself about behavioral and organizational strategies. For example, do
you want to explicitly model how to work with partners in this lesson? Or demonstrate how to
use mathematical tools?

I will remind students throughout the discussions that when another person is speaking, it
is polite and respectful to listen.
I will encourage students to share their thoughts and remind students that they are in a
positive and safe space where we are all learning together.
I will explicitly model how to trace the shape and check for congruency and categorize a
geometric transformation.