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Introduction: The Transformations project is an individual activity that stresses problem solving and critical thinking as applied to translations,

reflections, and rotations of geometric shapes.

Timing: This activity requires 90 minutes of class time to complete. Break it up over two, maybe three periods. Some of the project can be assigned for homework. Getting the math component done in class will allow students to focus on the creative component at home and will reduce the chance that students will get too far off base with the mathematical side of the project.

Group Size: Individual

Learning Objectives: The objective of this activity is to:

a) Review transformations (translation, reflection, and rotation) of geometric shapes and the various components of each (shift factor, line of symmetry, rotation factors, and vertices)

b) Develop problem solving and critical thinking skills

c) Integrate a creative component into a traditional math lesson

Guiding Questions: What are transformations and how can they be used to create a geometric cartoon?

Materials: Markers, scissors, and other random art supplies. Photocopy enough activity sheets and transformation sheets (on cardstock) for each student.

Procedures:

Read through the opening sections as a class. This is an individual activity, so students may have varying levels of competence with geometric shapes and transformations (translations, reflections, and rotations). Students may need different amounts of support. Students must create a geometric shape cartoon that includes seven translations, seven reflections, and seven rotations. As soon as students are given their cartoon frames, have them number the back of each page from 1-12. They may not use all 12 of the cartoon frames, but they are included if needed. The translations, reflections, and rotations can occur on the same cartoon frame or more likely, between different cartoon frames. Multiple transformations can occur on a single cartoon frame. A different geometric shape must be used for each translation, reflection and rotation. For example, if the circle is used for a translation, that same circle cannot be used for another translation, but it could be used for a reflection and/or a rotation. This means that students will have to have multiple events taking place on a single cartoon frame.

Students’ translations must include the translation notation and the new vertices.

Students’ reflections must include the line of symmetry and the new vertices.

Students’ rotations must include the direction (clockwise or counterclockwise), the angle rotated, and the new vertices.

This project will take some skill. Students will struggle with creating a cartoon that will work with the all three of transformations. Have students plan out their cartoon before addressing the math component. Animals and humans can be drawn with a variety of geometric shapes and can be moved between frames with relative ease. Have students highlight shapes if they are difficult to find within the design

Make sure student understand the use of the rubric and know that they must score themselves before the project is turned it. The extra point is given with the idea that if anyone matches my score, they must of used the rubric properly. The same goes for taking the point. If they over-scored themselves by four points, they probably did not follow the rubric.

Assessment: Student’s Transformations project should be graded based on the rubric included in the activity sheet

Answer Key: Each student’s Transformations project will be different, so

an answer key would be of no use.

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