Transformational Geometry Lesson Plan

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

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

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

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

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)

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

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.

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.

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.

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Transformational Geometry Lesson Plan

by Jeff12982 on Apr 27, 2008

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