Teacher ppp on transformation

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Teacher ppp on transformation

  1. 1. Transformational Geometry Lesson Plan <br />By: Mahmood Sedaghatian<br />
  2. 2. Table of Contents<br />Anticipatory Set<br />Transformation Geometry<br />Project Description<br />Timeline<br />Resources<br />Grading<br />Technology Used<br />Learning Activities<br />Higher Order Thinking<br />
  3. 3. Computer animated images such as this dragon are created in a 3-dimentional coordinate plane, and then made to move by applying various transformations to the coordinates<br />
  4. 4. A time lapse photo captures translations<br /> of different points of the truck<br />
  5. 5.
  6. 6. Transformational Geometry <br />Grade Level: 7 th or 8 th <br />Subject Area: Geometry <br />Topics addressed: Dilations, Reflections, Rotations, and Transformations <br />Web 2.0 Tools: <br />National Library of Virtual Manipulatives (NLVM): Geometry 6-8 <br />Length of Lesson: 7 days <br />
  7. 7. Transformational Geometry <br />Aim: To discover transformational geometry <br />Objectives: <br />Determine what Dilations, Reflections, Rotations, and Transformations are <br />Demonstrate the ability to perform different transformations <br />Demonstrate the ability of using technology to present the assigned transformation project in power point presentation to the class<br />
  8. 8. Description of Project <br />Purpose <br />Provide students with a way of understanding what transformational geometry is <br />Understand the difference between Dilations, Reflections, Rotations, and Translations <br />Have students learn on their own using technology <br />Practice the different math concepts <br />
  9. 9. Description of Project <br />Task: <br />Students will be asked to use NVLM Geometry to learn and understand the difference between: <br />Dilatation <br />Reflection <br />Rotation <br />Translation <br />Students will practice using the rules given specific examples <br />
  10. 10. Description of Project <br />Procedures: <br />Day 1 (40 minutes) <br />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 <br />The instructor will begin the lesson by talking about what transformational geometry is (brief background) and introduce the first transformation: Dilatation <br />Students will be then given a worksheet to complete <br />HW – back of the worksheet has the HW assignment <br />
  11. 11. Description of Project <br />Procedures (Continued) <br />The worksheet will instruct them to do the following: <br />Go to the following website: http://nlvm.usu.edu and click on “ Transformations – Dilation ” <br />On the website, there is an activity the students will complete <br />Students will answer the activity questions, come up with a definition, properties, general rules, and a symbol for what a dilation is <br />Students will complete the back of the worksheet for HW <br />
  12. 12. Description of Project <br />Procedures: <br />Day 2 <br />The lesson will start off with collecting the worksheet from the previous day and introduce the new transformations: Reflection and Rotation <br />Students will be then given a worksheet & HW to complete (similar to day 1) to complete <br />Day 3 <br />The lesson will start off with collecting the worksheet from the previous day and introduce the new transformations: Translation <br />Students will be then given a worksheet & HW to complete (similar to day 1) to complete <br />Once finished with translation worksheet, students will either finish any worksheets they have not finished, or the Composition Activity (bonus points) <br />
  13. 13. Description of Project <br />Procedures: <br />Days 4 & 5 <br />Divide the class up into 4 groups. Each group will develop a power point presentation on 1 of the 4 assigned transformations featuring: <br />New vocabularies<br />The rules for the transformation <br />Properties of the transformation <br />Symbol of the transformation <br />Examples of the transformation in coordinate plane<br />Examples of the transformation in real life<br />Each group will get the worksheet for their transformation back graded.<br />These presentations should be very detailed and precise. They should feature organization, content, appearance, precision, and uniqueness. <br />
  14. 14. Description of Project <br />Procedures: <br />Day 6 <br /> Students will get back all the worksheets graded <br /> Students will take/edit notes on all the transformations<br /> Each group will practice rehearsal of the power point presentations <br />Day 7<br />Students will deliver their presentation to the class<br />Teacher will grade the presentations<br />Students will take notes and comment on other groups’ presentation<br />
  15. 15. Timeline <br />Day 1 <br />Introduction <br />Dilations <br />Day 2 <br />Reflections <br />Rotations <br />Day 3 <br />Translation <br />Online Activity <br />Day 4 & 5<br />Develop a power point presentation of the assigned transformations <br />Day 6<br />Finish the project and do rehearsal<br />Day 7<br />Perform the power point presentation to the class<br />
  16. 16. Resources<br />NVLM <br />Transformations <br />Dilations <br />Reflections <br />Rotations <br />Translations <br />Compositions <br />Smart board <br />Power Point Presentation Website <br />Geometry Text Book<br />www.youtube.com<br />Doc Stock<br />
  17. 17. Grading<br />Students will be graded on the following: <br />Individual:<br />The completion of each worksheet (10 points)<br />The daily HW assignments (10 points) <br />Daily Check-up (10 points)<br />Group:<br />Team collaboration (10 points)<br />Power point presentation (60 points) based on the rubric:<br />Rubric<br />Grade Scales: <br />A+=97-100 A=94-96 A-=90-93 <br />B+=87-89 B=84-86 B-= 80-83 <br />C+=77-79 C=74-76 C-= 70-73 <br />D+=67-69 D=64-66 D-=60-63 <br />F= 59-0 <br />
  18. 18. Technologies Used <br />National Library of Virtual Manipulatives (NLVM) <br />Web 2.0 Tool<br />Smart board <br />Power Point Presentation Software<br />
  19. 19. Learning Activities <br />Teacher Preparation <br />Reserve the computer lab for 7 days <br />Reserve the Smart board / projector <br />Copies of the worksheets <br />Grades: <br />Have each groups worksheet graded by day 4 <br />Have all the worksheets graded by day 6<br />Have all the presentations evaluated by day 7 <br />Student-centered Learning Activities <br />Students will learn each of the transformation (how they work) from the NVLM website <br />Students will apply the knowledge from the NVLM website to complete the Homework assignment each night. <br />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) <br />
  20. 20. Higher Order Thinking <br />Knowledge <br />Students will have to master transformational geometry and recall the information when making the power point presentation to the class. <br />Comprehension <br />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. <br />Application <br />Students will have to demonstrate the different transformations and show how to apply each transformation. <br />
  21. 21. Higher Order Thinking<br />Analysis <br />Students will compare the different transformations to find the difference between them. They will also explain the different properties for each transformation. <br />Synthesis <br />Students will need to draw conclusions to find the different rules on the different transformations. <br />Evaluation <br />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. <br />

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