I.

Transformations


II.

Grade
Level:
Math
7
(Advanced
Math
6)





by
Kristi
Carvajal
 
 


III.

Length
of
Lesson:
5
days



IV.

Overview


V.

Context
of
the
Lesson


VI.

Connections
to
State
and
National
Standards







 In
this
inquiry
lesson,
students
will
be
investigating
and
analyzing
transformations
on
a
coordinate
plane.
 Students
are
required
to
know
four
types
of
transformations:
translation,
rotation,
reflection,
and
 dilation.
Students
will
use
polygon
shapes
(rectangles,
triangles,
squares,
etc)
on
a
coordinate
plane
and
 apply
transformations
to
those
shapes.
This
is
an
open
inquiry
lesson,
so
rather
than
giving
students
a
 question
to
investigate,
you
will
facilitate
them
creating
their
own
testable
questions
about
 transformations
and
planning
their
own
procedures
for
investigating
their
questions.
 
 
 Before
beginning
this
unit
on
transformations,
students
will
need
to
understand
coordinate
planes,
 quadrants
of
coordinate
planes,
x‐
and
y‐axes,
the
center
of
origin,
ordered
pairs,
and
how
to
graph
 ordered
pairs.
Students
should
already
know
(but
will
likely
need
help
with)
math
vocabulary
including
 horizontal,
vertical,
clockwise,
and
counterclockwise;
in
this
lesson
they
will
also
learn
new
terms
for
 transformations:
translations,
rotations,
dilations,
and
reflections.
Feel
free
to
use
more
familiar
 words,
including
left/right;
up/down;
turn;
flip;
rotate;
and
slide,
but
do
use
all
opportunities
to
 reinforce
the
more
precise
math
vocabulary
during
the
lesson.
 
 Group
students
according
to
which
question
they
are
most
interested
in
investigating,
to
encourage
 engagement
and
ownership
of
the
investigation.
This
lesson
also
uses
a
variety
of
adaptations
for
 diverse
learners
(differentiation
strategies):
kinesthetic
learners
can
use
polygon
objects
to
manipulate
 shapes
during
their
transformations;
more
artistic
learners
are
free
to
draw
their
own
shapes
rather
 than
use
given
objects;
visual
learners
can
learn
by
looking
at
the
transformation
examples
used
in
the
 sorting
activity;
and
finally,
auditory
learners
can
learn
by
what
they
hear
during
class
discussions,
 especially
during
the
sorting
activity
and
KWL
chart,
or
from
the
science
and
Transformers
videos
 shown
in
the
beginning
of
the
lesson.
During
the
lesson,
students
are
given
multiple
opportunities
to
 use
supplies,
including
rulers,
coordinate
plane
paper,
four
different
polygon
shapes,
MIRA
reflective
 tools,
patty
paper,
and
sorting
cards
with
dilations,
rotations,
reflections,
and
translations.
 



 National
Mathematics
Standards
for
Grades
6‐8
Geometry:
In
grades
6‐8
all
students
should
 
 • describe
sizes,
positions,
and
orientations
of
shapes
under
informal
transformations
such
as
flips,
 turns,
slides,
and
scaling;
 • examine
the
congruence,
similarity,
and
line
or
rotational
symmetry
of
objects
using
 transformations.
 
 Common
Core
State
Standards:
 
 • 7.RP.A.2a
Decide
whether
two
quantities
are
in
a
proportional
relationship,
e.g.,
by
testing
for
 equivalent
ratios
in
a
table
or
graphing
on
a
coordinate
plane
and
observing
whether
the
graph
is
a
 straight
line
through
the
origin.
 Transformations
 
 1












 Virginia
Standards
of
Learning
(SOLs)
for
Mathematics:
 
 • SOL
7.8
The
student,
given
a
polygon
in
the
coordinate
plane,
will
represent
transformations
 (reflections,
dilations,
rotations,
and
translations)
by
graphing
in
the
coordinate
plane
 
 • SOL
6.11
The
student
will

 a)
identify
the
coordinate
of
a
point
in
a
coordinate
plane;
and

 b)
graph
ordered
pairs
in
a
coordinate
plane.
 
 VII.

Unit
Goals
and
Lesson
Objectives
 





a. Know
(facts)
 o Transformation
 o Coordinate
grid/coordinate
 plane
 o Quadrants
 o X‐axis
and
y‐axis
 o Ordered
pairs
 o Image
and
pre‐image
(A’
=
A
 prime)
 o Center
of
origin
 o Polygons
 o Translations
(slides)
 o Rotations
(turns)


o o o o o o

o

Dilations
(enlarging/reducing)
 Reflections
(flips)
 Clockwise
and
 counterclockwise
 90°
and
180°
 Horizontal
and
vertical
 Polygons
(rectangle,
triangle,
 square,
rhombus,
 parallelogram)
 Scale
factors
(including
 fractions)


b. Understand
(big
idea)
 
 
 


Our
perspective
can
affect
our
perception.
 c. Do
(skills)



 o

Describe
a
transformation
and
accurately
transform
a
polygon
through
reflection,
dilation,
 rotation,
or
translation.


o

Use
mathematical
terminology/vocabulary
for
transformations:
reflections
(flips);
 translations
(slides);
rotations
(turns);
dilations
(enlarging/reducing);
horizontal
(left/right)
 and
vertical
(up/down).








VIII.

Pre‐assessment
of
students’
prior
knowledge
and/or
skills



 Students
need
to
be
familiar
with
the
coordinate
plane
before
they
can
begin
to
understand
 transformations.
The
coordinate
plane,
ordered
pairs,
quadrants,
x‐
and
y‐axes,
and
the
center
of
 origin
are
all
introduced
in
the
sixth
grade.
Before
implementing
this
open
inquiry
lesson
on
 transformations,
you
may
need
to
teach
an
introductory
lesson
on
the
coordinate
plane,
identifying
 the
four
quadrants,
and
graphing
and
identifying
ordered
pairs.
At
least
three
days
before
this
 introductory
lesson,
give
your
students
a
pre‐assessment
to
determine
their
background
knowledge
of
 the
coordinate
plane,
including
labeling
the
x‐
and
y‐axes,
identifying
ordered
pairs,
and
recognizing
 quadrants
of
a
coordinate
plane.
Your
pre‐assessment
should
include
five
questions,
including
 technology
enhanced
items
and
multiple
choice
items.
Possible
questions
may
include:
 


Transformations





2











• • • • •




Identify
the
four
quadrants
on
a
coordinate
plane.
 Graph
a
point
on
a
coordinate
plane.
 Given
a
point,
identify
an
ordered
pair
on
the
coordinate
plane.
 Given
an
ordered
pair,
identify
a
point
on
the
coordinate
plane.
 Label
the
x‐
and
y‐axes
on
a
coordinate
plane.


The
results
from
this
pre‐assessment
will
help
you
determine
how
much
instruction
about
coordinate
 planes,
ordered
pairs,
and
graphing
and
identifying
points
you
need
to
give
before
the
open‐inquiry
 lesson
on
transformations.

 
 Do
not
group
students
for
the
open‐inquiry
lesson
based
on
their
performance
on
the
pre‐assessment;
 instead,
group
them
by
which
question
they
are
most
interested
in
investigating.
 


IX.







Materials




 Pre‐assessment:
 • Pre‐assessment
paper/pencil
worksheet
 • Pencils
 • Colored
pencils/markers
 • Highlighters
 Open
Inquiry
Lesson:
 • Sorting
Activity
Cards
(cut
into
individual
cards
and
put
in
baggies,
one
baggie
per
group)
 • Sorting
Activity
Checklist
(for
you)
 • Sorting
Activity
Exit
Ticket
(one
per
student)
 • Four
Question
Strategy
worksheet
(as
needed)
 • Transformations
Experiment
Checklist
(for
you)
 • Transformations
Presentation
Exit
Ticket
(one
per
student)
 • Large
white
construction
paper
 • Pencils
 • Colored
pencils/markers
 • Rulers
 • Coordinate
graph
paper
 • Sorting
cards
(one
bag
per
group)
 • Polygon
figures
 • [Textbook
and/or
computer
for
research
purposes
only]
 Post‐assessment:
 • Post‐assessment
paper/pencil
worksheet
 • Pencils
 • Colored
pencils/markers
 • Highlighters
 


X.

Level
of
Inquiry:
Open



 This
is
an
open
inquiry
lesson.
Students
will
formulate
their
own
questions,
work
together
in
groups
to
 plan
and
carry
out
their
own
investigations,
choose
their
own
materials,
collect
and
analyze
data,
and
 present
data
to
the
class.
You
may
need
to
encourage
and
prompt
students
to
generate
their
own
 testable
questions,
especially
if
they
are
not
familiar
with
inquiry‐based
learning,
but
you
should
act
as
 a
facilitator
rather
than
an
instructor
and
ensure
that
your
students
are
actively
engaged.



 Transformations





3





XI.







Teaching
Strategies




 Pre‐assessment
 Give
this
at
least
3
days
before
teaching
your
introductory
lesson
on
coordinate
planes
(including
 quadrants,
axes,
and
graphing
ordered
pairs).
 
 If
your
students
are
not
familiar
with
the
coordinate
plane,
plan
a
2‐day
lesson
that
you
will
teach
 before
the
open‐inquiry
lesson
on
transformations.
On
the
first
day,
have
your
students
take
notes
on
 and
practice
graphing
and
identifying
ordered
pairs
on
the
coordinate
plane.
If
you
haven’t
already,
 introduce
how
to
draw
a
polygon
on
a
coordinate
plane:
have
students
draw
a
shape
on
the
 coordinate
plane,
label
each
point
with
a
letter,
and
name
the
ordered
pairs
for
each
letter.
This
will
 help
prepare
them
for
the
idea
that
the
ordered
pairs
change
when
the
polygon
is
transformed.
The
 second
day
will
include
more
practice
as
well
as
a
graded
classwork
assignment
to
show
you
that
they
 have
learned
the
parts
of
a
coordinate
plane
and
how
to
identify,
label,
and
graph
points
of
a
polygon
 on
it.
 
 Day
1
 Show
two
short
video
clips
on
animal
metamorphism
(see
Resources)
and
one
of
your
choice
from
the
 television
show
Transformers
as
a
“hook”
to
grab
students’
attention
and
ideally
to
encourage
them
to
 start
linking
the
scientific
concept
of
metamorphosis
to
the
mathematical
concept
of
transformation.
 During
the
videos,
ask
students
to
take
notes
and
to
jot
down
any
information
they
recognize
in
the
 videos,
including
both
science
and
math
words.
After
the
videos,
have
students
form
groups
and
 complete
a
Think‐Pair‐Share
activity
in
which
they
will
share
with
their
groups
what
they
have
written
 down.
Once
all
students
have
shared
their
notes,
have
them
share
their
responses
with
the
rest
of
the
 class
and
record
their
answers
on
the
board
in
informal
writing
style.
 
 After
the
discussing
the
videos,
give
students
a
Sorting
Activity.
Keeping
students
in
the
same
groups
 they
were
in
for
the
Think‐Pair‐Share
activity,
give
each
group
a
baggie
filled
with
different
types
of
 transformations
(see
“Sorting
Activity
Cards”
in
Resources)
and
invite
them
to
discuss
and
write
down
 anything
they
notice
in
the
baggie.
Do
not
tell
them
which
transformation
is
which!
The
point
of
this
 activity
is
partly
to
see
how
well
they
can
learn
from
each
other
and
how
well
they,
as
a
group,
can
 identify,
analyze,
and
differentiate
among
different
transformations.
During
this
activity,
complete
a
 formal
observation
assessment.
Use
the
“Sorting
Activity
Checklist”
(see
Resources)
and
jot
down
 students’
comments
as
you
walk
from
group
to
group.
Listen
for
three
specific
things
as
you
do
so:
1)
 Are
students
sorting
the
transformations
in
the
baggie
based
on
common
characteristics
(that
is,
are
 they
grouping
rotations,
dilations,
reflections,
and
translations
separately)?
2)
Are
they
discussing
or
 noting
features
of
the
coordinate
plane,
such
as
ordered
pairs,
letters,
and
prime
examples?
3)
Are
 they
using
mathematical
words
like
flip,
rotate,
turn,
enlarge,
reduce,
slide,
diagonal,
vertical,
 horizontal,
up/down,
right/left,
quadrant
numbers,
and
positive/negative?
 
 As
a
final
activity
for
the
day,
give
students
the
worksheet
“Sorting
Activity:
Exit
Ticket”
(see
 Resources).
This
worksheet
consists
of
two
questions:
“What
did
you
learn
during
the
class
activities
 today?”
and
“How
do
you
feel
completing
this
activity
without
direct
teacher
guidance?”
Encourage
 students
to
be
honest
about
their
experiences
and
reassure
them
that
this
is
not
a
graded
worksheet.
 
 Day
2
 At
the
beginning
of
class,
hand
back
the
baggies
from
the
Sorting
Activity
from
Day
1
in
case
students
 want
to
look
at
the
transformations
again.
Ask
students
to
look
back
at
their
notes
from
yesterday’s
 lesson
and
facilitate
a
class
discussion
in
which
you
will
complete
a
KWL
chart
documenting
what
 students
“Know”
and
“Want
to
Know”
after
yesterday’s
activity.
This
chart
should
help
students
begin
 to
develop
questions
for
investigation
into
transformations.
Discuss
with
the
class
what
makes
a


Transformations





4











question
testable.
Make
sure
they
understand
that
a
testable
question
is
one
that
can
be
answered
by
 designing
and
carrying
out
an
experiment
with
measurable
results,
and
one
that
involves
cause
and
 effect,
or
changing
one
thing
to
see
how
that
change
affects
another
thing
(“How
does
__________
 affect
___________?”;
“What
is
the
relationship
between
_________
and
_____________?”).
If
you
 feel
it
would
be
helpful,
hand
out
the
“Four
Question
Strategy”
worksheet
(see
Resources)
and
have
 students
quietly
fill
this
out,
then
discuss
their
thoughts
as
a
class.
Compile
their
thoughts
on
the
 SMART
board
using
the
same
“Four
Question
Strategy”
template:
this
will
give
students
who
may
have
 struggled
with
this
format
an
opportunity
to
organize
their
thoughts.
 
 Separate
the
class
into
groups
again,
and
have
them
reflect
on
their
learning
about
testable
questions
 and
about
transformations.
Give
them
5‐8
minutes
to
come
up
with
testable
questions
about
 transformations,
then
have
them
share
their
questions
with
the
class.
As
a
class,
read
over
the
 questions
and
discuss
how
the
questions
might
be
rewritten
to
be
more
specific;
this
is
an
opportunity
 to
facilitate
deeper
thinking
about
testable
questions,
as
well
as
to
make
sure
the
questions
the
 students
will
be
investigating
are
appropriate
to
the
lesson.
Allow
students
to
write
down
which
 question
they
would
like
to
investigate
and
re‐group
students
(4‐5
students
per
group)
by
question.
 Having
students
come
up
with
questions
and
then
choose
which
question
to
investigate
involves
them
 much
more
meaningfully
in
their
investigations
than
if
they
are
assigned
to
groups.
Have
students
take
 short
notes
on
other
groups’
testable
questions
as
well
as
their
own.
 
 Day
3
 This
is
the
investigation
day.
As
students
enter
the
room,
have
them
sit
with
their
groups
and
hand
 them
back
their
question
for
investigation.
Remind
students
that
they
will
be
writing
a
paper,
creating
 a
poster,
and
presenting
orally
on
their
investigations
tomorrow
(Day
4).
Have
the
materials
available
 but
do
not
describe
what
any
of
them
are
or
how
they
might
be
used
to
investigate
transformations.
 Invite
them
to
take
whatever
materials
they
think
will
be
useful
and
begin
to
investigate
their
 question.
When
students
struggle,
remember
to
use
open‐ended
questions
to
get
them
to
start
 thinking
for
themselves,
rather
than
simply
telling
them
what
to
do;
you
can
also
encourage
them
to
 use
the
Sorting
Activity
cards
from
Day
1
to
prompt
their
thinking.
Students
are
unlikely
to
be
familiar
 with
the
“prime”
terminology
for
the
transformed
shape,
and
they
may
also
have
difficulty
explaining
 how
to
distinguish
between
the
original
and
transformed
polygon.
Prompt
discussion
of
this
with
your
 students,
and
encourage
creative
solutions
(students
may
devise
a
color‐coding
scheme
or
add
a
 written
explanation
to
their
poster,
for
example).
If
students
are
unfamiliar
with
mathematical
 terminology,
feel
free
to
introduce
it:
once
a
student
describes
an
idea
that
has
an
associated
 vocabulary
word
that
the
student
doesn’t
know,
this
is
the
best
time
to
say
something
like,
“there’s
a
 word
for
the
idea
you
invented!”
 
 While
students
are
working
on
answering
their
questions,
walk
around
the
room
and
note
whether
 students
are
doing
the
four
key
things
listed
on
the
“Open
Inquiry:
Transformations
Experiment
 Checklist”
(see
Resources):
1)
using
one
of
the
four
transformations;
2)
explaining
what
happens
to
a
 shape
after
it
is
transformed;
3)
differentiating
from
the
original
shape
to
the
transformed
shape;
and
 4)
identifying
any
ordered
pairs,
letters,
or
quadrants.
If
they
are
neglecting
one
of
these,
ask
open‐ ended
questions
to
encourage
them
to
think
about
it.
 
 Day
4
 Before
students
get
back
into
their
groups,
ask
them
to
take
out
some
notebook
paper
and
encourage
 them
to
take
notes
on
their
classmates’
experiments
and
transformations.
Although
they
should
be
 absorbed
by
their
own
investigations,
they
should
also
be
interested
in
learning
about
their
 classmates’
work
in
order
to
learn
about
other
transformations.
Then
have
them
separate
into
their
 groups
and
present
on
their
investigations
from
Day
3.

 
 Transformations





5











After
all
the
groups
have
presented,
have
students
complete
“Open
Inquiry
Transformations
 Presentations
Exit
Ticket”
(see
Resources):
have
them
use
their
notes
to
write
down
three
things
they
 learned
from
the
group
presentations,
two
things
they
still
want
to
learn,
and
one
thing
they
are
still
 confused
about.
This
will
give
the
students
opportunities
to
reflect
on
what
they
have
learned
as
well
 as
how
they
have
learned.
 
 Day
5
 This
is
the
last
day
of
the
open
inquiry
lesson
on
transformations,
and
it
will
consist
of
a
post‐ assessment
(see
Resources).
Use
the
results
of
the
post‐assessment
to
determine
what
areas
to
focus
 on
when
you
revisit
transformations.
You
may
find
you
will
need
to
give
further
instruction
on
 dilations;
prime
points/letters;
90°
and
180°
rotations;
accurate
reflections
over
the
x‐
or
y‐axis;
or
how
 to
write
each
ordered
pair
that
describes
the
points
of
a
polygon.
 
 If
there
is
time,
hold
a
class
discussion
to
reflect
on
the
lesson
overall.
Were
there
any
similarities
 among
presentations?
Any
errors
that
they
can
identify,
suggest
possible
sources
for,
and
suggest
 ways
to
avoid
them
in
the
future?
Guide
them
to
consider
how
transformations
might
be
used
in
the
 real
world.
 


XII.

Assessment
Plan




 As
stated
in
section
VII,
the
goals
for
this
open
inquiry
lesson
include
knowledge
about
features
of
the
 coordinate
plane
and
polygon
transformations;
understanding
that
perspective
can
affect
perception;
 and
doing
a
transformation
of
a
polygon,
using
mathematical
terminology
appropriately.
Assessment
 of
these
learning
goals,
especially
the
final
two
(transforming
a
polygon
and
using
correct
 mathematical
terminology),
is
accomplished
through
multiple
measures.
 
 Summative
assessments
include
the
pre‐
and
post‐assessment.
The
pre‐assessment
will
help
you
 determine
your
students’
level
of
knowledge
about
features
of
the
coordinate
plane,
which
will
inform
 whether
and
how
you
teach
a
lesson
on
the
coordinate
plane
before
the
open‐inquiry
lesson
on
 transformations.
As
the
pre‐assessment
is
repeated
in
the
first
five
questions
of
the
post‐assessment,
 comparison
of
these
two
summative
assessments
will
determine
how
well
the
lesson
objectives,
 including
facility
with
features
of
the
coordinate
plane,
performing
a
transformation,
and
using
 appropriate
terminology,
were
met.
 
 Formative
assessments
include
the
two
exit
tickets
completed
by
the
students
on
days
1
and
4,
and
 two
yes/no
checklists
you
will
fill
out
based
on
your
observations
of
group
work
on
days
1
and
3.
The
 exit
ticket
for
day
1
assesses
student
understanding
of
transformation
shapes
and
vocabulary,
as
well
 as
their
feelings
about
student‐led
learning.
The
exit
ticket
for
day
4
assesses
their
growth
from
the
 week’s
lesson,
including
identification
and
explanation
of
each
type
of
transformation
as
well
as
what
 they’ve
learned
from
their
peers
and
group
presentations.
The
checklists
for
days
1
and
3
assess
 student
understanding
of
transformations
and
use
of
appropriate
terminology,
and
the
spacing
of
 these
two
formative
teacher‐observation
assessments
allows
for
comparison
that
should
show
 whether
students
are
learning
the
knowledge,
understanding,
and
skills
listed
in
the
goals.

 
 
 
 
 
 
 
 


Transformations





6





XIII.







Resources




 Books:
 Llewellyn,
D.
(2007).
Inquire
Within:
Implementing
Inquiry‐Based
Science
Standards
in
Grades
3‐8,
2nd
 Edition.
Corwin
Press.
 Websites:
 Grolier
Multimedia
Encyclopedia.
(1995).
Explanation
of
Animal
Metamorphosis.
Retrieved
August
1,
 2014
from
http://www.youtube.com/watch?v=dQk9G_r9fOw
 MeritNation.
(2012).
Metamorphosis
in
Frogs‐
Class
8
Science
Reproduction
in
Animals.
Retrieved
 August
1,
2014
from
http://www.youtube.com/watch?v=w1DVWqWEhhQ


Transformations





7














Sorting
Activity
Cards:
 Reflections

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Translations
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Transformations



 











8






 
 Sorting
Activity
Cards:
 Translations
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Transformations









 








9






 
 
 
 
 
 Sorting
Activity
Cards:
 Rotations
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Transformations









 





10





















 Sorting
Activity
Cards:
 Dilations





Transformations



 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 





11















 
 
 





Transformations





12












 
 Sorting
Activity
Checklist
 
 Group
Members:
 
 
 Category
1‐
Sorting
 Comments:
 Transformations
 (Sort
transformations
based
 on
common
characteristics‐
 dilations,
rotations,
 translations,
reflections)
 
 
 
 
 Category
2‐
Discussing
 Comments:
 Points
on
Transformations
 (Identify
points
on
 transformations,
ordered
 pairs,
letters,
prime
 examples)
 
 
 
 
 Category
3‐
Using
 Comments:
 Mathematical
Words
 (Flip,
rotate,
turn,
enlarge,
 reduce,
half,
small/large,
 slide,
diagonal,
vertical,
 horizontal,
up/down,
 left/right,
Quadrant
 Numbers,
positive/negative)
 
 
 


Transformations





Yes










 No



 Yes










 No








Yes










 No


13














Open
Inquiry
Sorting
Activity:
Exit
Ticket
 
 1. Write
at
least
one
thing
you
have
learned
from
any
activity
during
today’s
 lesson.

 ____________________________________________________________________
 ____________________________________________________________________
 ____________________________________________________________________
 ____________________________________________________________________
 ____________________________________________________________________
 ____________________________________________________________________
 
 
 2. Please
write
about
how
you
feel
when
you
complete
a
student‐lead
activity
 (activity
with
other
classmates)
rather
than
completing
a
teacher‐lead
activity.

 ____________________________________________________________________
 ____________________________________________________________________ ____________________________________________________________________
 ____________________________________________________________________
 ____________________________________________________________________
 ____________________________________________________________________
 


Transformations





14














Four
Question
Strategy:
Forming
a
Testable
Question
 


 

 1.

What
does
the
object
do?
 


2.

What
kind
of
materials
would
you
 need
to
do
an
experiment
on
the
object?


 


3.
What
could
I
change
to
affect
the
 action
on
object?




Transformations


4.
What
could
I
measure
or
how
could
I
 observe
what
is
happening
to

 the
object?







15











Open
Inquiry:
Transformations
Experiment
Checklist
 Group
Members:
 
 
 Category
1‐
Used
One
 Comments:
 Transformation
 (dilation,
rotation,
 translation,
reflection)
 
 
 
 Category
2‐
Explanation
of

 Comments:
 Transformation
or
Rule
 (Explained
what
happened
 to
the
polygon
during
 transformation)
 
 
 
 Category
3‐
Labeled
Points
 Comments:
 and
Prime
Points
 (Differentiated
first,
original
 point
from
moved
point;
 labeled
points
differently)
 
 
 
 Category
4‐
Identification
of
 Comments:
 Ordered
Pairs
and/or
 Quadrants
 (Identified
ordered
pairs,
 letters,
and/or
Quadrants)
 
 
 
 


Transformations

















Yes










 No


Yes










 No


Yes










 No


Yes










 No


16














Open
Inquiry
Transformations
Presentations
Exit
Ticket
 
 3. Write
down
three
things
you
learned
from
the
group
presentations.
 _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 
 2. List
two
things
you
still
want
to
know/learn
from
this
lesson.
 _______________________________________________________________________ _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 
 
 1. List
one
thing
you
are
still
confused
about
from
this
lesson.
 _______________________________________________________________________ _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________
 _______________________________________________________________________


Transformations





17














SOL
7.8‐
Open
Inquiry
Post
Assessment
 


1. Directions:
Using
the
coordinate
plane
below,
graph
point
A
(4,
‐3).



 
 
 
 
 
 
 
 
 
 









 
 






 2. Use
the
coordinate
plane
for
the
following
question.
 
 Which
ordered
pair
names
the
location
of
the
point
E?
 
 a)

(3,
4)
 b)

(‐3,
4)
 c)

(‐4,
‐3)
 d)

(‐4,
3)
 
 
 
 
 
 
 Transformations





18
 




















3. Use
the
coordinate
plane
for
the
following
question.
 
 Which
point
is
located
at

 (1,
4)?
 
 a)

K
 b)

N
 c)


I
 d)

H
 
 
 
 
 
 











4. Directions:
After
showing
your
thinking,
write
your
answer
in
the
boxes.
 
 Label
the
x‐axis
and
y‐axis
correctly
on
the
coordinate
grid.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Transformations





19














5. Which
coordinate
grid
has
the
quadrants
correctly
labeled?
 
 
 a) 
 
 
 
 
 
 
 b)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 





c)
























d)










 
 
 
 
 
 
 Transformations





20











6. Directions:
Write
the
type
of
transformation
in
the
box
for
each
example.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


A) 

















B)







 
 


C)









Transformations

















D)




 
 
 
 
 
 
 
 
 
 
 
 
 



 


21











Open
Inquiry
Post
Assessment
Part
II
 
 
 
 
 
 


1. Which
type
of
Transformation
will
you
choose?
 Big/Small


Translation


Rotation


Reflection


2. How
does
_______________________

a
figure
affect
the
size,
shape,
and
 position
of
that
figure?
(5
points)
 
 
 
 
 
 
 


3. Choose
a
figure
below:
 Rectangle



Triangle


Trapezoid


Square


4. What
are
the
coordinates
(ordered
pairs)
of
that
figure?
(10
points)
 
 
 
 
 



 


5. In
what
quadrant
is
the
figure
located?
(5
points)


6. Transform
the
figure.
 
 7. What
are
the
new
coordinates
(ordered
pairs)
of
the
transformed
figure?
(10
 points)


8. 
Explain
in
a
couple
of
sentences
what
happened
to
the
figure
(shape).




(10
 points)



 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 Transformations





22












 
 



 
 
 
 
 
 
 
 
 
 
 
 





Transformations





23