Instructional Software

Lesson Idea Name: Translations, Reflections, and Rotations

Content Area: Math-Geometry
Grade Level(s): 9-10

Content Standard Addressed:

MGSE9-12.G.CO.5 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.

Technology Standard Addressed:

5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis,
abstract models and algorithmic thinking in exploring and finding solutions.
Selected Technology Tool: Interactivate Transmographer (by Shodor)

URL(s) to support the lesson (if applicable):

http://www.shodor.org/interactivate/activities/Transmographer/

Type of Instructional Software:

Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

Ask students to think about the words for this lesson: where they have seen a reflection in everyday life,
what it means to rotate an object, and what it might mean to translate an object. Explain that in todays
lesson we will be learning what translations, reflections, and rotations are to a mathematician.

Introduce the geometry concepts of reflection, rotation, and translation (in that order) by drawing a triangle
on the board and discussing each transformation as a class. Use an x on one side of the triangle to illustrate

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the movement of the shape. In order for students with different learning needs to understand the concepts,
also use a large piece of paper to physically act out each transformation on a rectangle.

Open the Transmographer tool (see url above). Demonstrate how to use the tool to translate, rotate, or
reflect a shape. Answer questions about the tool.

Ask students to open the tool on computers or iPads. Give the students a few minutes to experiment with the
three different types of transformations on triangles, squares, and parallelograms.

Pass out a worksheet on translations, reflections, and rotations. The worksheet should include (1) questions
asking students to describe, label, and sketch the shapes and the transformations, (2) questions providing
specific points or lines about which to transform the shapes, and (3) questions giving students opportunities
to create their own transformations and define them. Walk students through the first 1-2 problems. Instruct
students to complete the worksheet. Move around the room to check understanding and provide feedback.

To wrap up, ask students to explain the concepts of translation, reflection, and rotation. Ask them what they
thought was difficult with this activity.

Duration/Assessments:
This lesson is an introduction to these three types of transformation, and will take about one hour. Students
will continue to explore these concepts in the next few lessons, and will be assessed in future lessons.

Source: www.shodor.org

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