Professional Learning Podcast Treasury Lesson Plans Personal Workspace Site Search ALEXville Learning Assets Home Courses of Study
Home  |    Add Bookmark   |   Print Friendly   |   Rate This Lesson Plan   |   Suggest a Variation

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:
Author: Sara Little
System:Hoover City
School:Hoover High School
Lesson Plan ID: 26439
Title:

Transformations on the Graphing Calculator

Overview/Annotation:

Investigate transformations through use of a graphing calculator and then using graph paper.

This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.

Content Standard(s):
MA2013(9-12) Geometry5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. [G-CO5]
Local/National Standards:

 

NCTM Principles and Standards



In grades 9–12 all students should–

 

Use representations to model and interpret physical, social, and mathematical phenomena  
Communication

Instructional programs from prekindergarten through grade 12 should enable
all students to—

  • Organize and consolidate their mathematical thinking through communication 
  • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
  • Analyze and evaluate the mathematical thinking and strategies of others;
  • Use the language of mathematics to express mathematical ideas precisely.   

Representation

Instructional programs from prekindergarten through grade 12 should enable
all students to—

  • Create and use representations to organize, record, and communicate mathematical ideas
  • Select, apply, and translate among mathematical representations to solve problems
  • Use representations to model and interpret physical, social, and mathematical phenomena  


Understand patterns, relations, and functions and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions;

  • use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations;
  • investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates.
  • Apply transformations and use symmetry to analyze mathematical situations

 

Primary Learning Objective(s):

The students will be able to draw a figure on a graphing calculator, translate, reflect and rotate it, and then be able to identify the coordinates of the vertices of the original figure and the new figure.  Students will also be able to show the same transformations on graph paper.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

Graph paper, pencil, chart paper, markers and meter sticks.

Technology Resources Needed:

Graphing calculators for student use, graphing calculator with view screen and overhead projector or graphing calculator software for computer and LCD projector

Background/Preparation:

Teacher should practice the transformations activity on a graphing calculator.  Step-by-step instructions for Transformations on a graphing calculator are attached.  It is helpful for students to have prior knowledge and use of the graphing calculator but activity can still be successful if they have not.

Procedures/Activities:

Engage: Show photographs of reflections in nature from the following link for scenic views and reflections set.

Explore:  Have students work in pairs to assist each other with the graphing calculator or if you do not have enough calculators for each student they may share one.  Give students Transformations on a Graphing Calculator Activity Sheet (attached).  They should complete numbers 1-6 individually using their partner for help as needed, then work with partner to complete number 7.  They should complete the chart paper for their presentations.  Teacher should monitor groups and help with graphing calculators as needed.

Explain:  Partners make presentations and teacher leads the class to determine pattern/plan for translations and reflections. 

Extend:  With students still working with their partner complete number 8 on activity sheet.  Encourage them to work together on challenge question.

Evaluate:  Teacher is monitoring students throughout the lesson.  Activity sheets can be turned in for individual grades.  Partners can be evaluated using the attached transformation rubric.


Attachments:**Some files will display in a new window. Others will prompt you to download. TransformationsonaGraphingCalculatorActivitySheet.rtf
TransformationsonaGraphingCalculator.pdf
Tranformationrubric.pdf
Assessment Strategies:

Evaluate:  Teacher is monitoring students throughout the lesson.  Activity sheets can be turned in for individual grades.  Partners can be evaluated using the attached transformation rubric.

Extension:

The Transformation on Graphing Calculator Activity Sheet includes a problem for students that finish quickly.  Special needs students needing additional assistance can use the following like for a transformation tutorial

Remediation:

Use the following link for a tutorial for students that are absent or that are still having difficulty with transformations.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
Best of the Web

Web Design by: Digital Mason LLC