html5-img
1 / 10

What are we going to do?

Learning Objective. Monday, February 3, 2014 Name: __________________________. We will rotate 1 geometric figures on a coordinate plane. What are we going to do?. What is a LINE of REFLECTION?. CFU. CFU 2.

chinue
Télécharger la présentation

What are we going to do?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Objective Monday, February 3, 2014 Name: __________________________ We will rotate1 geometric figures on a coordinate plane. What are we going to do? What is a LINE of REFLECTION? CFU CFU 2 Standard 7.G.1Verify experimentally the properties of Transformations2. Our focus today will be ROTATIONS. Activate Prior Knowledge Reflections on the Coordinate Plane 1 to turn figure in a different orientation (synonym) 2 making changes to original figure. Vocabulary **Reflects over the Y-AXIS

  2. Activate Prior Knowledge Determine where the line of reflection is. The line of reflection will be horizontal (if line is the x-axis) and it will be vertical (if line is the y-axis) Plot your new points and label accordingly. Sketch your new figure. Directions: REFLECT EACH FIGURE ACROSS THE Y-AXIS. H’ M’ D’ W’ K’ J’ V’

  3. Activate Prior Knowledge Determine where the line of reflection is. The line of reflection will be horizontal (if line is the x-axis) and it will be vertical (if line is the y-axis) Plot your new points and label accordingly. Sketch your new figure. Directions: REFLECT EACH FIGURE ACROSS THE X-AXIS. V’ P’ D’ V’ K’ F’ H’

  4. Concept Development We can rotate1 geometric figures in different directions. They can turn clockwise2 or counter-clockwise3 in direction. CFU In your own words, what does it mean to rotate a figure? What does clockwise mean? Counter-clockwise means? Rotation: 1 to turn figure in a different orientation (synonym) 2 turning right in a circular motion. 3 turning left in a circular motion. Vocabulary

  5. Concept Development We can rotate1 geometric figures in different directions. They can turn clockwise2 or counter-clockwise3 in direction. CFU Which direction are the gears spinning? GEAR A is ______________ GEAR B is ______________ GEAR C is ______________ GEAR D is ______________ 1 to turn figure in a different orientation (synonym) 2 turning right in a circular motion. 3 turning left in a circular motion. Vocabulary

  6. Skill Development / Guided Practice Describe each rotation shown below: GIVEN: CFU How is a rotation different than the previous transformations (i.e. translation, reflection, and dilation) we have looked at? Which direction does clockwise turn? Which direction does counter-clockwise turn?

  7. Skill Development / Guided Practice Rotation of figures focuses on a single point, usually the origin – (0,0). Rotation is calculated by a clockwise or counter-clockwise turn. How did I/you rewrite the expressions? How did I/you identify like terms? How did I/you combine like terms? CFU ROTATING FIGURES: 1 Locate your original figure. Identify whether your rotation is clockwise or counter-clockwise. Calculate the number of¼turns that will be made. Hint: each ¼ turn equals 90 o . Turn your paper specified number of turns in correct direction. Record where the new points are, then turn paper back to original position. Plot new points, graph and label. 1 2 2 3 3 5 4 6 (rotated figure)

  8. Guided Practice Rotation of figures focuses on a single point, usually the origin – (0,0). Rotation is calculated by a clockwise or counter-clockwise turn. How did I/you rewrite the expressions? How did I/you identify like terms? How did I/you combine like terms? CFU ROTATING FIGURES: 1 Locate your original figure. Identify whether your rotation is clockwise or counter-clockwise. Calculate the number of¼turns that will be made. Hint: each ¼ turn equals 90 o . Turn your paper specified number of turns in correct direction. Record where the new points are, then turn paper back to original position. Plot new points, graph and label. 1 2 2 3 3 5 4 6

  9. Guided Practice Rotation of figures focuses on a single point, usually the origin – (0,0). Rotation is calculated by a clockwise or counter-clockwise turn. How did I/you rewrite the expressions? How did I/you identify like terms? How did I/you combine like terms? CFU ROTATING FIGURES: 1 Locate your original figure. Identify whether your rotation is clockwise or counter-clockwise. Calculate the number of¼turns that will be made. Hint: each ¼ turn equals 90 o . Turn your paper specified number of turns in correct direction. Record where the new points are, then turn paper back to original position. Plot new points, graph and label. 1 2 2 3 3 5 4 6

  10. Skill Closure Rotation of figures focuses on a single point, usually the origin – (0,0). Rotation is calculated by a clockwise or counter-clockwise turn. Which direction do you need to turn your graph? Does your new figure change in size? What are some key differences that you can identify between rotations and other transformations (reflections, translations or dilations)? CFU ROTATING FIGURES: 1 Locate your original figure. Identify whether your rotation is clockwise or counter-clockwise. Calculate the number of¼turns that will be made. Hint: each ¼ turn equals 90 o . Turn your paper specified number of turns in correct direction. Record where the new points are, then turn paper back to original position. Plot new points, graph and label. 1 2 2 3 3 5 4 6

More Related