Basic Productivity Tools (BPT) Lesson Idea

Lesson Title Creating a Presentation on Translations

Content Area 7th Grade Advanced Algebra

Content Standards MGSE8.G.1: Verify experimentally the congruence properties of rotations,

reflections, and translations: lines are taken to lines and line segments to line
segments of the same length; angles are taken to angles of the same
measure; parallel lines are taken to parallel lines.

MGSE8.G.3: Describe the effect of dilations, translations, rotations, and

reflections on two-dimensional figures using coordinates.
Technology Standards 1c. Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

1d. Students understand the fundamental concepts of technology operations,

demonstrate the ability to choose, use and troubleshoot current technologies
and are able to transfer their knowledge to explore emerging technologies.

2c. Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.

3a. Students plan and employ effective research strategies to

locate information and other resources for their intellectual or creative
pursuits.

3c. Students curate information from digital resources using a variety of

tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.

6c. Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.

7c. Students contribute constructively to project teams, assuming various

roles and responsibilities to work effectively toward a common goal.

Integrated Technology Microsoft PowerPoint, Google Slides, Prezi

Reference or https://www.mathsisfun.com/geometry/translation.html - Students used this
Supporting Resources resource as well as class note to gather information on translations for their
presentation.

Bloom’s Taxonomy Understanding, Applying, and Creating

Levels
Integration Level Level 4: Integration

Universal Design The end goal of the lesson is to create a presentation using Microsoft
Rationale PowerPoint, Prezi, or Google Slides to teach someone about translations on
the coordinate plane. The instructional part of the lesson will be centered
around exploration with a manipulative (physical and online are both
provided) as students are introduced to translations. This manipulative
website presents key concepts in both expository text as well as in diagrams,
photographs, and virtual manipulatives. Additionally, the activity allows text-
to-speech as well as providing visuals and various text sizes. For the physical
 manipulative users, there are clear to read instructions that can be read aloud
or followed individually so students can progress at their own pace.

Once exploration and summarization have been completed and students are
working with the BPT, they will have access to multiple types of accessibility
options. Additionally, Prezi, Microsoft PowerPoint and Google Slides provide
multiple means of representations, so students can create and explain their
knowledge of the subject matter in any way they choose. These tools are
accessible to all students and contain features such as screen readers and
accessibility checkers to ensure that everyone will be able to access the
presentation in their desired way.
Lesson Idea At the beginning of class, I will review the standards and show students
examples of translations (in real life and on a coordinate plane) to introduce
translations and how they act. Next, I will introduce an Instructional Software
through a link on Schoology so that they can begin to visualize translations
and see what they work on a coordinate plane. Once the students can
visualize and explain verbally what happens in a translation (the object moves
left, right, up, down, etc.), I will explain to students that the goal for the rest of
the class is to take what they have learned about translations, research for
more information and examples, and create a presentation (in pairs) on what
they now know.

Before getting started on the activity, I will work out a few examples of
translations on the coordinate plane with ordered pairs. Students will then be
allowed to begin their activity. As students work through problems and
research, I will be asking questions and listening to student discussion to see
what observations are being made. The questions will encourage students to
look at the coordinates of the shape and describe their relation to the
translation, such as:
• Is the shape being translated up/down/left/right? How can you tell?
• By how much is the shape being translated?
• How do the coordinates for each point of the shape reflect what you
have stated?
• Can we look at the translation to see how the coordinates have been
affected?
• Can we look at the coordinates of a figure and the translated figure to
determine the translation?

Towards the end of class, I will facilitate a class discussion about the
generalizations made by the students on translations and ordered pairs.
Following discussion, I will give students time to return to their presentation
as they continue to research and work out problems for the remainder of
class pairs. Pairs will be allowed to share their presentations and examples in
the next class. The lesson will conclude by listing key points on translations
and working out another example problem.
Design Reflection After designing this lesson idea, I feel like the manipulative will be very helpful
for students to visualize and understand what is happening in each
translation. By working out a few problems after their exploration will also help
students to apply their newfound knowledge to these types of problems. To
extend the lesson further, I would spend more time on the manipulative by
bridging this tutorial with an interactive game where students solve more
problems.

I would also allow students the option to write a paper, create their own
manipulative, or design any other form of presentation to highlight their
learning experience and knowledge on the new topic. This type of lesson
would aim to increase the opportunity to create, so students learn more about
the topic as they are pushed to create more in-depth presentations. As
students finish, I would have them share their creations and let other students
interact and provide feedback.