Transformations - CPSB

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					                                                               CBT Math Mini-Lesson
                                                                 Activity Template
General/Contact Information:
Name:                      Trisha Reed                                    Email:                  patricia.reed@cpsb.org

School:                    Career Center                                  Grade Level:            8

Subject: Math              Geometry                                       Specific Skill:         Intro to Transformations
(Algebra, Geometry,
Trig, Calc, etc)
Activity Title:            Transformations                                                                 Lesson               2-3 class
                                                                                                           Duration:            sessions
GLEs                       Geometry
Addressed:                 24. Demonstrate conceptual and practical understanding of symmetry, similarity, and
                            congruence and identify similar and congruent figures (G-2-M)
                           25. Predict, draw and discuss resulting changes in lengths, orientation, angle measures, and
                            coordinates when figures are translated and/or reflected across horizontal or vertical lines, and rotated
                            on a grid (G-3-M) (G-6-M)
Mini-Lesson Procedure:
Objectives:                Objectives: Linear Equations
(list all that apply)          1. The learner will explore transformations and determine properties that remain fixed.

Procedures:                Type in the cell below.

Essential Questions:
   1. What is a transformation?
   2. How are their changes in length, angle measurement, and orientation different from the original figure?
   3. Where do we see them and use them in your everyday life?

Pre-Assessment for Linear Equations Activity
          a. Pre-Assessment: The teacher will pre-assess students’ knowledge of basic measurements in length,
             basic angle measurements, similar & proportional shapes, and other basic skills needed for coordinate
             system.


      2. PowerPoint as a teacher tool: The teacher will present the LEAP 21 warm up exercises to use as an
         introduction/teaching video from Unitedstreaming, Glencoe transparency, other lesson samples as needed and
         close with a 3-2-1 summarization.

      3. The teacher will break the students into groups, using the jigsaw puzzle concept for

      4. Students will watch the Unitedstreaming video clip-Translations and work through the activities as guided
         practice.

Jigsaw Group Activity: The students will work in groups to arrive with the following information to include:
Characteristics---The relationship of the lengths of the sides, angle measurements, orientation of the original figure, and
the quadrant of the new figure.
Examples---Create a list of at least 3 or more real world examples.

                        - Teacher will pause the video and students will complete each activity as needed throughout the ppt.

      5. After monitoring and determining student needs the teacher will provide more examples (if needed).
      6. As the lesson continues with the next video clip-Rotation-the students are allowed to choose a grouping strategy
      (this is a flexible grouping strategy- the teacher determines if activity allows for student selected groups or teacher
      selected)
      7. As the lesson continues with the next video clip-Reflection-the students will continue to use the same grouping
      strategy, as the teacher monitors and determines the students’ needs.
     8.     As the lesson continues with the next video clip-Dilation-the students continue a grouping strategy as the
           teacher determines if activity allows for student selected groups or teacher selected.
     9.    Come together as a class and allow each group 3-5 minutes to review their type of transformation to the class.
     10.   **Each student (in assigned group) receives a sheet of 1 inch grid paper. The group should cut off the edges of
           their grid and then tape the four sheets together to form a large coordinate grid. The origin is the center where all
           four sheets meet. Have the students label the x and y axes. Label the grid from -12 to 12 on both axes.
     11.   Distribute Student Activity T-1 and have the students cut the geometric shapes described on Student Activity 5.2 from 3 x 5
           index cards. It may be helpful to label angles on the original side and the angles on the reflected side. Make sure they know
           which is which.
     12.   Have students place the rectangle in the first quadrant with vertex A at (2,3) and B and (2,6). Tell the students to record the
           original position coordinates on Student Activity T-2 in the column one of the table.
     13.   Make sure there are no questions and complete the translation, rotation and reflection of the rectangle as a whole class
           discussion. Students may wish to use tracing paper to rotate the rectangle because this seems to be the most difficult
           transformation for them.
     14.   Have the students complete Student Activity T-2 using their trapezoid, right triangle, and isosceles triangle. Remind them to
           always return their shape to the original position before making a transformation. On the ¼” grid paper, have students
           graph the original position, rotation and translation and reflection for each polygon. (They may need more than one sheet of
           grid.)
     15.   After the class has had time to complete Student Activity T-2, have the groups make some conjectures about how they might
           be able to determine the positions of polygons after a transformation from the information in the chart. (Are your original
           conjectures similar to your new ones? Did you leave some out or get any wrong?)
     16.   Add vocabulary words to journal: transformation, translation, rotation, reflection, point of rotation, line of symmetry,
           vertices, congruence
     17.   Continue with the PPT for the informal assessment, “Did you grasp it?”
     18.   Distribute grid paper for the students to complete the constructive response question.

 Group Activity             Group 1          Small group will complete a information     Group 2       Students will complete the information on
      Tasks:                                 on Translations.                                          Rotations.
  (identify what each
                            Group 3          Small groups will collaborate to            Group 4       Small groups will collaborate to complete
group will do-at least 2
 groups are required)                        complete the on Reflections.                              activity on Dilation.




          Teacher’s Technology Tools                                                 Student’s Technology Tools
                for Instruction:                                                        for Task Completion:
This includes software that teachers will use to present                This includes software that students will use to
information to students in an effort to build a knowledge base.         create a final technology-based product.

Select all that applies to the teacher's use as an instructional tool   Select all that applies to the student's choice as a technology
      by typing the letter a to create a checkmark.                          product by typing the letter a to create a checkmark.

             Microsoft Word (pre-assessment)                                      Microsoft Word
             Microsoft PowerPoint (PPT as teacher tool)                          Microsoft PowerPoint (original scenario PPT)
              Microsoft Excel                                                      Microsoft Excel (used as graph for original scenario PPT)
              Microsoft Access                                                     Microsoft Access
              Microsoft Publisher                                                  Microsoft Publisher
              Windows Movie Maker                                                  Windows Movie Maker
              Photo Story for Windows                                              Photo Story for Windows
              Inspiration/Kidspiration                                            Inspiration/Kidspiration
             Unitedstreaming videos (PPT as teacher tool)                        United Streaming videos
              Handhelds                                                           Handhelds
              Sketchpad                                                            Sketchpad
              Graph Calc                                                           Graph Calc (used as graph for original scenario PPT)
              Promethean ActivBoard (pre-assessment)                               Promethean ActivBoard
              Other:                                                              Other: digital camera can be used to photograph hand drawn
                                                                                     map, then place in original scenario PPT


Create a list of teacher's technology resources                                      Create a list of student's technology resources
(websites) below:                                                                    (websites) below:
1.            http://www.lpb.org/education/cyberchannel.cfm          1.
              Unitedstreaming

2.            http://www.glencoe.com/                                2.
              McGraw Hill Glencoe

3.           http://blackboard.cpsb.org/webapps/cmsmain/webui/in     3.
             stitution/Departments/?action=frameset&subaction=vie
             w&uniq=8492s5
             Blackboard 8th grade lessons
4.            www.think.com/iste/bottling/docs/River_Excel_Spread    4.
             sheet_Graph_Rubric.pdf
             Rubric
5.           http://images.google.com/imgres?imgurl=http://w         5.
             ww.webdesign.org/img_articles/10132/adjust-
             position.gif&imgrefurl=http://www.webdesign.org/
             web/flash-%26-swish/flash-tutorials/butterfly-
             wings-
             animation.10132.html&h=300&w=400&sz=42&hl
             =en&start=20&tbnid=3iIjRMKq9U_JgM:&tbnh=9
             3&tbnw=124&prev=/images%3Fq%3Dbutterfly%
             2Banimation%26start%3D20%26gbv%3D2%26n
             dsp%3D20%26svnum%3D10%26hl%3Den%26s
             afe%3Dactive%26sa%3DN
             Butterfly animation
6.                                                                   6.


Identify Type of Assessment Strategy Used in this Lesson:
Formal Assessment with Rubric:                                       Informal Assessment Types:
Select all that applies by typing the letter a to create a           Select all that applies by typing the letter a to create a checkmark.
checkmark.
           Constructed Response Items                                            KWL Chart (pre and/or post assessment)
           PowerPoint                                                            Journal Writing
           Concept Mapping                                                      Q& A Session
           Graphs (grid paper.)                                                 Checklists
            Movie                                                   
            Commercial
            Flyer
            Advertisement
            Other: (list below)                                                    Other: (list below)
                                                                                       
Attach Reproducible Materials:                      Handouts, Rubrics, Checklists
1.           Pre-Assessment                                          5.             “Did you grasp it?”
2.           Transform flipchart (converted ppt)                     6.             constructive response question.
3.           Student Activity T-1                                    7.             Rubric      CR Rubric
4.           Student Activity T-2                                    8.             Exit Card (3 questions)
             Jigsaw Group Activity

				
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posted:3/9/2010
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