Submitted by:

    Maggie O’Connell 

Date:

     4/15/10

Edited by:

     Lowell Sayers

Date:

     4/28/10

Unit Name:  Geo-Fashion: What are you wearing?

Unit Length:       6 weeks

Overview:      Week 3- Transformations

DESIRED RESULTS

TEKS and SEs

4th grade Mathematics

(9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:

(A) demonstrate translations, reflections, and rotations using concrete models

Critical Vocabulary

•   transformations 

•   translation (slide)

•   reflection (flip)

•   rotation (turn)

•   congruent

•   point

•   line

•   quarter turn

•   half turn

•   three quarter turn

Enduring Understandings (Big Ideas)

•  The students will recognize different transformations of congruent figures.

Essential Questions

•   In what ways can we transform shapes while keeping them congruent?   

Learning Goals and Objectives

Students will use a total of six centers to explore the translations, reflections, and rotations. 

Materials Needed

•   Tessellations: The History and Making of Symmetrical Designs written by Pam Stephens, artwork by Jim McNeil  ISBN 1-56290-243-1

•   Transformation Center Tracker Sheet

•   patty paper

•   student clocks (4)

•   geo boards and rubberbands

•   at least 3 different die cut shapes (one for each student)

•   5 inch strips of paper (at least 3 for each student)

ASSESSMENT PLAN

Performance Tasks

Students will use a total of six centers to explore the translations, reflections, and rotations. 

Students will demonstrate their understanding of transformations by creating reflections, rotations, and translations of shapes of their choosing.

• http://www.ixl.com/math/practice/grade-5-reflection-rotation-and-translation

Other Evidence

  The students will also demonstrate their understanding of units of measure on a geoboard as well as awareness of time and clock terms.    

LEARNING PLAN

Engage: 

Begin by reading Tessellations: The History and Making of Symmetrical Designs written by Pam Stephens, artwork by Jim McNeil.

 ISBN 1-56290-243-1 Read through page 8, showing pictures on the Elmo screen so students can see images. Skim information and pictures on pages 9-17 (tessellations in history). Tell students that these amazing pictures and patterns are made from transformations. They will explore the three types of transformations at their centers.

Explore:

In groups of 3-4, the students will work at 6 tables.  Each table will be a transformation center. The students will explore the three

transformations using different materials and keeping track of their explorations on their Transformation Center Tracker. 

Center 1: Students will draw a line down the middle of a piece of patty paper. They will then draw a shape on one side, crease the paper  and trace their drawing on the other side. Open it up and they will report their observations on their tracker with words and a sketch. They should continue to explore this concept by sketching other images closer and further from the line, touching the line, horizontal and diagonally.

Center 2: Students will divide a circle into fourths. After they do this, the students will determine what 1/4 (one quarter), 1/2, and 3/4 (three quarter) looks like on the student clocks. Using the hands on the clock, the students will begin and 12:00 and move the minute hand 1/4 turn, 1/2 turn, and 3/4 turns. On their observation sheet they will write down what time it was at each of those turns. They will also make observations about the shape of the minute hand before and after these moves.  If they have extra time they should try moving the minute hand to another location and determining the 1/4, 1/2, and 3/4 turn from this point (15 minutes).

Center 3: Students will create a 3x3 unit square on the top left corner of their geo boards. They will then count 5 units right and create a congruent square in this space. Then, move 4 units down and do the same.  Finally, move 6 units left and 2 units down and create the same  square again. They should sketch what their geo board looks like on their tracker sheet. If they have extra time, they should explore with other shapes of their choosing.

Center 4-6: The students will cut out the circle with the quadrants in it. They will label them 1, 2, 3, and 4 going clockwise according to the example. The students will follow the written directions on paper on each table.

Center 4: Students will choose a die cut shape and tape it into a quadrant of their choosing. They will then tape a congruent die cut shape onto the end of the strip of paper.  They will lay the die cut shape on top of the one they taped down.  This will lay on top of the shape exactly.  Then, the student will tape the other end of the strip down in the opposite quadrant.  They will fold the strip on the line that separates the quadrants and once they do so they will have an original and a reflection of the shape.

Explain: After completing the centers, discuss with the students that they are creating three different transformations: translations, reflections, and rotations.  Ask the students in their groups to decide which centers they think would be reflections, rotations, or translations. After students make their predictions, show them this interactive website at:

http://www.bbc.co.uk/schools/ks3bitesize/maths/shape_space/transformations1/activity.shtml

Elaborate: The students will now demonstrate their understanding of the concepts by folding a piece of paper into quadrants, writing "original", "translation", "reflection" and "rotation" in each of the quadrants. They will cut a shape or letter of their choosing and demonstrate each transformation.

Evaluate:

 The students will demonstrate understanding of transformations using their initials or their entire first name to clearly show a translation, a reflection, and a rotation.

 Time 

Extension:

The teacher will refer back to the Tessellation book. The three examples from the tessellation book were named after translations, reflections, and rotations.  The students will create a tessellation using one of the transformations.

Modifications:

ELL: vocabulary sheet with pictures, grouping with English proficient students

LD: Mixed ability grouping, lots of pair/share opportunities, the students will be assessed on one of their transformation products (not 3), also modifications based on individual abilities.