Question to Student: Imagine that you are in your kitchen. The teacher will need to place the spice jars in one quadrant as in image above or however they might fit into one quadrant. Student will use their understanding of rotations to move the spice jars to another quadrant on the graph paper. If the student is confident, have them continue rotating the figure around the axis, identifying the counterclockwise position at each rotation. With the student, identify how many degrees counterclockwise the figure is. With the student, connect the points to complete the figure. With the student, draw the first rotation (90 degrees clockwise) using the coordinates identifed earlier to plot the points on the grid. When beginning the rotation the student should turn the paper (clockwise/counterclockwise) the appropriate number of degrees in order to draw the figure in each of the quadrants. Record the points (using the student’s media of choice) for use when rotating.
With the student, turn the graph paper clockwise then counterclockwise 90, 180, 270, and 360 degrees.īefore beginning the rotation, student should identify the points on the grid which will be rotated. With the student, review the quadrants on the graph paper moving clockwise and counterclockwise. Student will be using The Rotation Worksheet to rotate a figure around the x,y axis. Once the student is confident, continue on to Part 2. 90 degrees on way is 270 degrees in the opposite direction. While the student is rotating, at each turn ask the student how many degrees they are turning in the opposite direction. Have the student move clockwise then counterclockwise 90, 180, 270 and 360 degrees into each of the quadrants made by the grid on the floor.
Review the quadrants reinforcing how quadrants are numbered in counter clockwise order beginning with the top right quadrant (1). Whatever direction the student is turning in (clockwise or counterclockwise) the student should describe the degree of rotation in the opposite direction needed to get to the same point.Īfter reviewing the rotations in place move to the grid on the floor. At the most abstract the student should be able to move into a stated quadrant and know the direction to orient their body before moving first.īefore beginning exercise on the grid you have made on the floor review with the student turning 90, 180, 270 and 360 degrees while standing in place. Initially the student will move to a stated quadrant and then turn the degrees related to that quadrant. This exercise will ask the student to replicate with their body what will later be done on graph paper. To prep for this part of the lesson, using the masking tape, mark the floor with a large + sign which will represent the four quadrants of the graph paper. Vocabulary: counterclockwise, clockwise, rotation,ĭepending on the time the teacher has with the student, Parts 1, 2 and 3 can be done in separate sessions. Markers, dots, tape to connect points on graph Understanding the concept of movement in space 90, 180, 270, 360 degrees – both clockwise and counter clockwiseĤ Quadrant Graph Paper – either bold or raise lined Orientation clockwise and counter clockwise The student will recognize the rotation of shapes.įind objects in the environment that are rotations.