Part 1: Unit Planning Template
Teacher:
Joshua Bourgeois
Subject: 8th
Grade Math
Grade/Level: 8th
Unit Topic/Focus: Transformations: It’s a Movement Thing
Integration
with other content areas: Computer Science
Estimated time for implementation: 5
days
Connections to previous/future learning: Builds on prior knowledge of the xy-coordinate plane and geometric figures and will lead into future learning regarding dilation and transformation of geometric figures around points other than the origin.
Standards (see Combined Curriculum Documents and others):
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2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.9 Students understand space and dimensionality concepts and use them appropriately and accurately. |
MA-8-G-U-4 Students will understand that shape and area are conserved during mathematical transformations (flips, slides and turns). Scale conserves shape but changes size. M-8-G-S-TS2 Students will describe, provide examples of and apply to real-world and/or mathematical situations rotational symmetry (45°, 90º, 180º, 270º, 360º). M-8-G-S-TS3 Students will rotate (clockwise or counterclockwise) shapes in a coordinate plane about the origin. |
MA-08-3.2.2 Students
will transform (translations, reflections, and dilations with the center of dilation
at the origin) figures in a coordinate plane and determine the new
coordinates of the image after the transformation. DOK 2 MA-08-3.2.1 Students will describe, provide examples
of, and apply to real-world and mathematical problems rotational symmetry
(90º, 180º, 360º). MA-08-3.2.3 Students will identify rotations (clockwise
or counterclockwise) of figures about the origin in a coordinate plane. |
Other Standards (e.g., national, district, English language proficiency, Kentucky World Languages Framework, technology, Kentucky Occupation al Skill Standards, etc.):
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NCTM:
Students should be able to apply transformations and use symmetry to
analyze mathematical situations. Students should be able to describe sizes,
positions, and orientations of shapes under informal transformations such as
flips, turns, slides, and scaling. |
Unit Organizer:
A statement or question that:
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In pursuit of the above Academic Expectations and relevant Core Content, students will draw on
prior knowledge of the xy-coordinate grid along with
geometric figures in order to understand how figures can shift along the xy-coordinate grid without changing shape and area.
Students will use technology to assist them in learning these transformations
by engaging in creating their own graphic organizer, completing a virtual
field trip, and completing a project in which they design their own figure
and transform it throughout the various quadrants. This lesson also builds
students’ abilities to effectively work in groups as they build communication
and leadership skills in working with their peers. Students will also develop
skills in planning, designing, implementing, and reflecting on a project. |
Part 1: Unit Planning Template
Essential Questions (3-5 questions that guide lesson
planning/focus):
Each
question reflects
*
Selected content
standards
*
Connection
of learning with living
*
Thinking, Problem-Solving,
Application of Learning
*
Engaging,
Student-Centered Instruction
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1. What are three ways you can transform a figure in the xy-coordinate system? 2. What are the characteristics of these transformations? 3. As a figure transforms through the xy-coordinate system, why does it not lose shape and area? 4. Why is it important
for you to know how to move a geometric object through a given space in the
real world? |
Connections to Literacy:
Literacy includes, reading,
writing,
and the creative and analytical acts involved in producing and comprehending
text.
|
Students
will be required to write their own graphic organizer by reading various web
resources involving transformations. Students will also have to read web
pages and construct meaning during their virtual field trip. Students will
write a reflection with their project that includes information on what they
have learned, questions they still have, and why is it important to have this
knowledge for the real world. |
Connections to Career/Workplace:
These are the skills necessary for a
successful transition to postsecondary education or work and a desire for
life-long learning in a global society.
|
In order to be successful in the world, people should possess a spatial intelligence that enables them to be able to picture the movement of shapes in a given space. Additionally, students must be able to use technology effectively in order to make more complex skills simpler. |
Part 1: Unit Planning Template
Culminating Activity/Assessment:
A product or performance that
*
Allows learner to demonstrate their knowledge of
targeted content standards through a variety of formats (Universal
Design).
*
Offers choice to meet learners differentiated needs.
*
Directs
the development of instructional strategies and activities.
*
Includes scoring
guide/rubric to inform learners of expectations.
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Summative Assessment – Excel-lent Transformations Project – Students will design a figure and use Microsoft Excel to rotate the figure 90, 180, and 270 degrees, translate the figure into Quadrants II and III, and reflect the figure over the x- and y-axes. (see rubric) Daily Organizer Day 1: Objective: Students will learn three different types of transformations and be able to state their characteristics. Activity: Students will view the Transformations movie to get an overview of the topic. Students will use various Internet resources to create a graphic organizer that defines translation, reflection, and rotation. Students will complete their graphic organizer on Inspiration. Students will also find examples of each to place with their graphic organizer. Assessment: Formative - Completion of Graphic Organizer Day 2: Objective: Students will learn three different types of transformations and be able to state their characteristics along with recognizing that a shape’s area does not change with these transformations. Activity: Students will complete the Virtual Field Trip and the accompanying worksheet. Assessment: Formative – Completion of Brain Pop quiz Day 3 Objective: Students will learn three different types of transformations and be able to state their characteristics along with recognizing that a shape’s area does not change with these transformations. Activity: Students will break up into groups and compete in “Name that Transformation” using the LearnAlberta web site. Students will also complete an ORQ as a group. Assessment: Formative – Completion of Transformation ORQ Day 4 Objective: Students will learn how to use Microsoft Excel to reflect, rotate, and translate a figure. Activity: Students will participate in learning how to reflect, rotate, and translate a given shape in Microsoft Excel. Students will design their own figure to be transformed. Assessment: Formative – Participation in learning how to transform a figure using Microsoft Excel. Day 5 Objective: Students will use Microsoft Excel to reflect, rotate, and translate a figure. Activity: Students will complete the Excel-lent Transformation Project. Assessment: Summative – Completion of the Excel-lent Transformation Project. |
Resources/Technology:
Resources to be used
that support teaching and learning within the unit of study. Resources should
include multiple means to access curriculum (i.e., audio, visual, multi-media, technology).
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1) Student Laptops with Microsoft Excel, Inspiration, and Internet access 2) Transformations Open Response Question (class set) 3) Teacher Projector 4) Excel-lent Transformation Project Rubric (class set) 5) Virtual Field Trip Worksheet (class set) 6) Internet Resources http://www.harcourtschool.com/glossary/math2/index6.html http://www.mathsonline.co.uk/nonmembers/gamesroom/transform/golftrans.html |