Lesson Planning Sheet Title: Translating Objects Learning Objectives: By the end of the lesson: All students should

d be able to translate an object when given a horizontal or vertical description. Most students should be able to translate an object when given a horizontal and vertical description. Some students should be able to describe and perform a translation. Keywords: Translate, Object, Image, Vertical, Horizontal Learning Activities Starter/Introduction Students begin to use vertical and horizontal directions in the form of simple bearings by following the directions provided in order to find a shorter route. To differentiate this for the most able a different scale could be provided. Development Define a translation as moving on object from one location to another using a horizontal and vertical description. The translated image is congruent to the initial object. To translate an object it is much easier to use a vertex rather than an edge or face. The translation can be checked by performing the same translation on a different vertex. The two translated vertices should correspond to the image. Work through the translations on the second slide clearly showing the horizontal and vertical movements. The interactive Geogebra file in additional resources can be used for a quicker illustration. Students should be able to progress through the problems on the third slide independently. Again, use the interactive Geogebra file for assessment and feedback. Plenary The plenary is intended to consolidate and extend the learning by having the class describe translations as well as perform them. Translations could be provided on mini-whiteboards for assessment and feedback. Differentiation More able: The use of vector notation could be introduced. Translations could be evaluated by addition of x and y values to coordinate pairs rather than illustrative means on a grid. Less Able Students may benefit from having a copy of the object to translate. Resources: Mini-Whiteboards Interactive Geogebra Files Worksheet