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SEYS 561 : Methods of Teaching Secondary School Mathematics
Tuesday 4:30 - 7:10
8.G.12 Identify the properties preserved and not preserved under a reflection, rotation,
translation, and dilation
PRIOR KNOWLEDGE:
- 5.A.4 Solve simple one-step equations using basic whole-number facts
- 7.N.13 Add and subtract two integers (with and without the use of a number line)
- 8.A.16 Find a set of ordered pairs to satisfy a given linear numerical pattern
(expressed algebraically); then plot the ordered pairs and draw the line
MATERIALS/EQUIPMENT:
• Graph paper
• Calculator
• Video Projection
• Overhead Projector
VOCABULARY:
Translation - (notation T a,b) is a transformation of the plane that slides every point of a
figure the same distance in the same direction. Ta,b (x, y) = (x + a, y + b)
Roger Perez
RPerez01@gmail.com
SEYS 561 : Methods of Teaching Secondary School Mathematics
Tuesday 4:30 - 7:10
DO NOW/START-UP TASK:
MOTIVATION: Open the class with video of MATH WARS as this would lead into the
theme of the group activity and highlight what the lesson will discuss. Translations.
In the example, notice how each vertex moves the same distance in the same direction.
Roger Perez
RPerez01@gmail.com
SEYS 561 : Methods of Teaching Secondary School Mathematics
Tuesday 4:30 - 7:10
In this next example, the "slide" (translation) moves the figure 7 units to the left and 3
units down.
Translations use notation that is similar to ordered pairs, in which the first number
provides information on the direction and amount of movement of the original geometric
figure on the x-axis, and the second number provides information on the direction and
movement of the original geometric figure on the y-axis.
Example: T ( 3, −2 ) moves the original geometric figure:
3 places to the right (the positive direction) on the x-axis, and
2 places down (the negative direction) on the y-axis.
The original position of the origin was (0,0). Its translated image is at (2,-6). To get
from the origin to the point (2,-6) we have to add +2 on the x-axis and we have to add -6
on the y-axis. Thus, the translation is (x+2,y-6). If we do the same for the point (-3,-2),
we get (-3+2,-2-6). We do the math and we get (-1,-8).
ASSESSMENT:
SUMMARY: (Key questions that are parallel to the objectives to determine the degree to
which the objectives have been accomplished.)
1.
2.
3.
4.
HOMEWORK: