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Topic: Transformations and Translations Content Objectives: Students will be able to correctly identify types of transformatio ns.

Class: Math 3

Date: May 13, 2013

Language Objectives: Students will be able to define the four different types of transformation. Students will be able to describe the four different types of transformation. Students will be able to compare the common English usage and the math usage for the four types of transformation: o Translation o Rotation o Reflection o Dilation

Key Vocabulary: Materials: Transformati SMARTBoard on YouTube clips Translation Graph Paper Rotation Common Core Additional Investigation books Reflection Dilation Line of Reflection Center of Rotation Center of Dilation Scale Factor Higher Order Questions: Why do you think it is good idea to name the translated triangle with A, B, and C instead of using other letters? What applications could this have in your future? Why does a reflection need a line of reflection? Time: Activities 10 minute s Throug hout the lesson Warm-up 5 minutes to complete three questions 5 minutes to review the questions Building Background Links to Experience: The words transformation, translation, reflection, rotation, and dilation will be on the board. Starting with transformation, we will click to a separate slide with a link to a clip from Transformers (

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v=y0elZQy4LLw) beginning at about 3:00 to the end. Before we watch the clip, students will fill in one side of a t-chart with what they think transformation means in normal English use. After we watch the clip, then the students and I will construct the mathematical definition of transformation. We will then do the same for translation using a clip from Star Trek ( beginning at about 1:10. For reflection it is easier to use a picture than a clip so I will use this image of mountains reflected in water. ( sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=klvp iR1f8laV2M&tbnid=Y8RnsvlTdfqJ3M:&ved=0CAUQjRw&url=http%3A 6340616,d.cGE&psig=AFQjCNGjmFg-JX8FTTyPdUdiEGeCCgNRA&ust=1368503181277593) Rotation will be a clip from the Pixar short Geris Game ( beginning at about 2:45. Dilation will be a clip from Iron Man 2 ( from 1:30 through about 2:15.

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Links to Learning: The mathematical definitions that we are creating while linking to the experience are our links to the learning. Later as we do the other work for the day, we will create new learning links with drawing pictures and writing answers to questions. Key Vocabulary: Vertex: the point where two sides of a polygon meet. Scale Factor: the amount by which an object is enlarged or shrunk. All the vocab in the box above. Student Activities Scaffolding: Grouping: Processes: Strategies: 7 Guided Independent Whole Class Partners Reading Writing Listening Independent Hands-on Meaningful Links to Objectives

Between the segments of Building Background Knowledge above,

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the students will work in partners from the Common Core Additional Investigations Book. After the transformations and translations explorations, students will complete problem 3.1 A-C in the book. The answers will be written in complete sentences using the vocabulary and skills that they just learned. After the discussion on reflection students will complete problem 3.2. After the rotation, students will complete problems 3.3 A-E and 3.4 A-B. After the dilation, students will complete problems 3.5 and 3.6. After each problem or problems is done, we will take the time to group together and talk about our answers. After we make it through all of the transformations, likely on Wednesday, we will do problem 3.7 as a wrap-up question.

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Review and Assessment Individual Group



Review Key Vocabulary and Content Concepts: Before we take an exit quiz, we will review what we have learned in a question and answer session. During this mini-unit, students will do quick-writes each day on what they learned the day before. Assessment: Then as an exit quiz, students will be given a shape and a transformation to perform. Additionally, they must describe the translation in complete sentences.