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 Length of Lesson: 7 days
Transformational Geometry Aim: To discover transformational geometry Objectives: Determine what Dilations, Reflections, Rotations, and Transformations are Demonstrate the ability to perform different transformations Demonstrate the ability of using technology to present the assigned transformation project in power point presentation to the class
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 Translation 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 Smart board 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 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 will develop a power point presentation on 1 of the 4 assigned transformations featuring: New vocabularies The rules for the transformation Properties of the transformation Symbol of the transformation Examples of the transformation in coordinate plane Examples of the transformation in real life Each group will get the worksheet for their transformation back graded. These presentations should be very detailed and precise. They should feature organization, content, appearance, precision, and uniqueness.
Description of Project Procedures: Day 6 Students will get back all the worksheets graded Students will take/edit notes on all the transformations Each group will practice rehearsal of the power point presentations Day 7 Students will deliver their presentation to the class Teacher will grade the presentations Students will take notes and comment on other groups’ presentation
Timeline Day 1 Introduction Dilations Day 2 Reflections Rotations Day 3 Translation Online Activity Day 4 & 5 Develop a power point presentation of the assigned transformations Day 6 Finish the project and do rehearsal Day 7 Perform the power point presentation to the class
Resources NVLM Transformations Dilations Reflections Rotations Translations Compositions Smart board Power Point Presentation Website Geometry Text Book www.youtube.com Doc Stock
Grading Students will be graded on the following: Individual: The completion of each worksheet (10 points) The daily HW assignments (10 points) Daily Check-up (10 points) Group: Team collaboration (10 points) Power point presentation (60 points) based on the rubric: Rubric Grade Scales: A+=97-100 A=94-96 A-=90-93 B+=87-89 B=84-86 B-= 80-83 C+=77-79 C=74-76 C-= 70-73 D+=67-69 D=64-66 D-=60-63 F= 59-0
Technologies Used National Library of Virtual Manipulatives (NLVM) Web 2.0 Tool Smart board Power Point Presentation Software
Learning Activities Teacher Preparation Reserve the computer lab for 7 days Reserve the Smart board / projector Copies of the worksheets Grades: Have each groups worksheet graded by day 4 Have all the worksheets graded by day 6 Have all the presentations evaluated by day 7 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 power point presentation and present to the class about each transformation (definitions, properties, general rules, symbols and examples)
Higher Order Thinking Knowledge Students will have to master transformational geometry and recall the information when making the power point presentation 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 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.