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Transformational Geometry Lesson Plan
 

Transformational Geometry Lesson Plan

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    Transformational Geometry Lesson Plan Transformational Geometry Lesson Plan Presentation Transcript

    • Transformational Geometry Lesson Plan Jeff Shocket
    • Transformational Geometry
      • Grade Level: 7 th or 8 th
      • Subject Area: Geometry
      • Topics addressed: Dilations, Reflections, Rotations, and Transformations
      • Web 2.0 Tools:
        • National Library of Virtual Manipulatives (NLVM): Geometry 6-8
        • Glogster
      • Length of Lesson: 6 days
    • Transformational Geometry
      • Aim: To discover transformational geometry
      • Objectives:
        • Determine what Dilations, Reflections, Rotations, and Transformations are
        • Demonstrate the ability to perform different transformations
    • Description of Project
      • Purpose
        • Provide students with a way of understanding what transformational geometry is
        • Understand the difference between Dilations, Reflections, Rotations, and Translations
        • Have students learn on their own using technology
        • Practice the different math concepts
    • Description of Project
      • Task:
        • Students will be asked to use NVLM Geometry to learn and understand the difference between:
          • Dilatation
          • Reflection
          • Rotation
          • Transformation
        • Students will practice using the rules given specific examples
    • Description of Project
      • Procedures:
        • Day 1 (40 minutes)
          • Students will be instructed to go to the computer lab. The computer lab needs to be equipped with either a blackboard or a Smartboard
          • The instructor will begin the lesson by talking about what transformational geometry is (brief background) and introduce the first transformation: Dilatation
          • Students will be then given a worksheet to complete
          • HW – back of the worksheet has the HW assignment
    • Description of Project
      • Procedures (Continued)
          • The worksheet will instruct them to do the following:
            • Go to the following website: http://nlvm.usu.edu/en/nav/category_g_3_t_3.html and click on “ Transformations – Dilation ”
            • On the website, there is an activity the students will complete
            • Students will answer the activity questions, come up with a definition, properties, general rules, and a symbol for what a dilation is
            • Students will complete the back of the worksheet for HW
    • Description of Project
      • Procedures:
        • Day 2
          • The lesson will start off with collecting the worksheet from the previous day and introduce the new transformations: Reflection and Rotation
          • Students will be then given a worksheet & HW to complete (similar to day 1) to complete
        • Day 3
          • The lesson will start off with collecting the worksheet from the previous day and introduce the new transformations: Translation
          • Students will be then given a worksheet & HW to complete (similar to day 1) to complete
          • Once finished with translation worksheet, students will either finish any worksheets they have not finished, or the Composition Activity (bonus points)
    • Description of Project
      • Procedures:
        • Days 4 & 5
          • Divide the class up into 4 groups. Each group (assigned or not) will create a poster on 1 of the 4 (assigned) transformations featuring:
            • The rules for the transformation
            • Properties of the transformation
            • Symbol of the transformation
            • Examples of the transformation
          • Each group will get the worksheet for their transformation back graded
          • They will use the following website:
            • http://www.glogster.com/ (The teacher will sign up for an account and the students will all use the same user)
            • These posters should be very detailed and precise. They should feature organization, color, precision, and uniqueness.
        • Day 6
          • Students will get back all the worksheets graded
          • Presentations of the posters on the Smartboard
          • Students will take/edit notes on all the transformations
          • Teacher will grade the posters & the presentations
    • Timeline
      • Day 1
        • Introduction
        • Dilations
      • Day 2
        • Reflections
        • Rotations
      • Day 3
        • Translation
        • Online Activity
      • Day 4
        • Create a Poster featuring one of the transformations (assigned)
      • Day 5
        • Finish posters
      • Day 6
        • Presentations
    • Resources
      • NVLM
        • Transformations –
          • Dilations
          • Reflections
          • Rotations
          • Translations
          • Compositions
      • Smartboard
      • Poster Website
    • Description of Project
      • Daily Worksheets for Students to Complete
              • Dilations
              • Reflections
              • Rotations
              • Translations
              • Compositions
      • Evaluation: Rubric
        • Students will be evaluated on:
          • The completion of each worksheet
          • The daily HW assignments
          • Daily Check-up
          • Team collaboration
          • Poster Critique
    • NYS Standards – Problem Solving
      • 8.PS.4 - Observe patterns and formulate generalizations
      • 8.PS.5 - Make conjectures from generalizations
      • 8.PS.6 - Represent problem situations verbally, numerically, algebraically, and graphically
      • 8.PS.9 - Work backwards from a solution
      • 8.PS.11 - Work in collaboration with others to solve problems
    • NYS Standards – Representation
      • 8.R.1 - Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations
      • 8.R.2 - Explain, describe, and defend mathematical ideas using representations
    • NYS Standards – Geometry
      • 8.G.7 - Describe and identify transformations in the plane, using proper function notation (rotations, reflections, translations, and dilations)
      • 8.G.8 - Draw the image of a figure under rotations of 90 and 180 degrees
      • 8.G.9 - Draw the image of a figure under a reflection over a given line
      • 8.G.10 - Draw the image of a figure under a translation
      • 8.G.11 - Draw the image of a figure under a dilation
      • 8.G.12 - Identify the properties preserved and not preserved under a reflection, rotation, translation, and dilation
    • Technology Standards (ISTE)
      • 1. Creativity and Innovation : Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
        • create original works as a means of personal or group expression.
        • identify trends and forecast possibilities. (Days 1, 2, 3)
      • 2. Communication and Collaboration : Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. (Days 4,5)
        • interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
        • communicate information and ideas effectively to multiple audiences using a variety of media and formats.
        • contribute to project teams to produce original works or solve problems.
    • Technology Standards (ISTE)
      • 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. (Days 4, 5)
        • locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
        • evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
      • 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. (Days 1, 2, 3, 4, 5)
        • identify and define authentic problems and significant questions for investigation.
        • plan and manage activities to develop a solution or complete a project.
        • collect and analyze data to identify solutions and/or make informed decisions.
    • Technology Standards (ISTE)
      • 5. Digital Citizenship : Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. (Days 1, 2, 3, 4, 5, and 6)
        • exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
      • 6. Technology Operations and Concepts : Students demonstrate a sound understanding of technology concepts, systems, and operations. (Days 1, 2, 3)
        • understand and use technology systems.
        • select and use applications effectively and productively.
        • transfer current knowledge to learning of new technologies.
    • Technologies Used
      • Student:
        • National Library of Virtual Manipulatives (NLVM)
        • Web 2.0 Tool: Glogster
        • Smartboard
      • Teacher:
        • Smartboard
        • Glogster
    • Learning Activities
      • Teacher Preparation
        • Reserve the computer lab for 5 days
        • Reserve the Smartboard / projector
        • Make sure that Glogster is not blocked by the schools firewall
        • Copies of the worksheets
        • Grades:
          • Have all the worksheets graded by day 6
          • Have each groups worksheet graded by day 4
      • Student-centered Learning Activities
        • Students will learn each of the transformation (how they work) from the NVLM website
        • Students will apply the knowledge from the NVLM website to complete the Homework assignment each night.
        • Students will collaborate with each other to create a poster and present to the class about each transformation (definitions, properties, general rules, symbols and examples)
    • Higher Order Thinking – Bloom’s Taxonomy
      • Knowledge
        • Students will have to master transformational geometry and recall the information when making the poster and presenting to the class.
      • Comprehension
        • Students will have to understand what the different types of transformations are. They will also have to predict what will happen given a specific example.
      • Application
        • Students will have to demonstrate the different transformations and show how to apply each transformation.
    • Higher Order Thinking – Bloom’s Taxonomy
      • Analysis
        • Students will compare the different transformations to find the difference between them. They will also explain the different properties for each transformation.
      • Synthesis
        • Students will need to draw conclusions to find the different rules on the different transformations.
      • Evaluation
        • Students will assess and explain different examples to determine different transformations. Students will have to explain which transformation(s) was used that transformed the image.