Michael Curley Professor Moroney

EDU 527 12/13/2017

Grade 8th Translations Mathematics

INSTRUCTIONAL OBJECTIVE

After direct instruction and guided practice, students will understand the geometrical

transformation translation. Students will be able to translate figures across an x-y axis grid and

engage in an activity answering at least 80% of the questions correctly to show that they

understand translations.

NYS-CCLS/ +NYS STANDARDS AND INDICATORS

Mathematics (NYS-CCLS): CCSS.MATH.CONTENT.8.G.A.2

Understand that a two-dimensional figure is congruent to another if the second can be obtained

from the first by a sequence of rotations, reflections, and translations; given two congruent

figures, describe a sequence that exhibits the congruence between them.

Indicator: This will be evident when the students are able to identify images that are

translated.

Mathematics (NYS-CCLS): CCSS.MATH.CONTENT.8.G.A.3

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional

figures across a coordinate grid.

 Indicator: This will be evident when students are able to translate figures across a

coordinate grid.

ISTE Standards

Computational Thinker: Students develop and employ strategies for understanding and solving

problems in ways that leverage the power of technological methods to develop and test solutions.

Indicator: This will be evident when the students are independently answering

translation questions after the lesson.

MOTIVATION

Students will watch a brief YouTube video entitled Math Shorts Episode 3- Translation to reflect

and review what translations are in geometry.

MATERIALS

SMART Board, SMART Notebook, Pencils, Graph Paper, Erasers, Worksheets, Ruler,

PowerPoint, Java Script

INSTRUCTIONAL STRATEGIES

Direct Instruction: This will be evident when the students are introduced to translations. There

will be a teacher-led instruction using the SMART Board on how to translate figures across a

coordinate grid

Interactive Activity: Students will be shown the video How Did They Make Ms. Pac-Man and

discuss in class how Ms. Pac-Mans movements are related to geometrical transformations.
Cooperative Learning: After shown the video, the students will be paired into groups by the

teacher and will have to plot the movements of Ms. Pac-Man in the video provided as well as

find out how many spaces Ms. Pac-Man ends up moving to throughout the video. The video will

be shown multiple times.

Technology: SMART Board will be used throughout the lesson. Students will be provided with

translation examples on SMART Notebook. The video How Did They Make Ms. Pac-Man will

be shown using computers provided.

ADAPTATIONS

The student who struggles with reading the assignments given on the SMART Board may use

text-to-speech (TTS) technology which reads aloud digital text.

The student who has ADHD will be able to push the clicker on the short teacher-led instruction

on translations.

The student who is hearing impaired will be provided with an FM system where the teacher

will be provided with the speaker and the student will be provided with the receiver so they can

hear the lesson better.

DIFFERENTIATION OF INSTRUCTION

Tier I (struggling) - Students will be given in addition to the worksheet given an example sheet

to show how to figure how many spaces the shape was translated.

Tier II (average) - After being done there worksheet, they will be able to walk over and help out

other students who are struggling, for extra points

Tier III (advanced) - Students will be able to take part of the game TRANSTAR where students

use transformations to guide the alien around space using reflection, rotation, and translation.

DEVELOPMENTAL PROCEDURES

Students will be introduced to translations. (What is translation in geometry? How is it

different from the other transformations performed?)

Teacher will lead class-wide discussion using SMART Board providing examples of how to

translate an object on a coordinate grid. (For example, If I wanted to move a figure from starting

at (0.0) to starting at (3,3) and the shape is not turned or sized differently, is this transformation

translation or not?)

Teacher will provide students with How Did They Make Ms. Pac-Man video and ask the

students what movements Ms. Pac-Man makes in this video.

The classroom will then be redesigned to be a coordinate grid, and the students will be paired

in groups to act out like they were Ms. Pac-Man and the four ghosts chasing her using the

transformation movements only.

The students will then collaboratively in their group plot on their provided graph paper the

movements each character made in the class while they were acting.

After this activity, students will then take part in a class wide discussion talking about their

results of the movements. (How far did Ms. Pac-Man translate in your groups presentation?

How far did the four ghosts chasing her translate?)

 ASSESSMENT

Students will be graded on a teacher constructed rubric. They will also be provided with 5

questions and they must answer at least 4 of them correctly.

INDEPENDENT PRACTICE

Following the lesson on translations, students will need to complete ten homework problems

consisting of translating images on an x-y axis provided by Pro Profs Quiz.

FOLLOW-UP ACTIVITIES

Direct Teacher Intervention: The teacher along with the student(s) struggling will watch the

video Math Made Easy on Transformations, in particular translations.

Academic Enrichment: The student will be able to write a computer program using JavaScript

that contains translations and one of the other four translations in geometry, either: rotation,

reflection, or dilation. They will then compare and contrast these two transformations, using

math vocabulary, in a document or a PowerPoint presentation, and present their finished project

to the class.
 REFERENCES

1) Congruence Transformations. (2014, January 28). Coding In Math Class. Retrieved from

http://codinginmathclass.wordpress.com/2014/01/28/congruence-transformations

2) Curley, M. (2017, November 29). Math Problem Solving: Translation. Retrieved from

http://rubistar.4teachers.org

3) Kaplinsky, R. (2013, April 10). How Did They Make Ms. Pac-Man? Retrieved from

http://robertkaplinsky.com/work/ms-pac-man

4) Mathgames. (n.d.) Transtar. Retrieved from http://www.mathgames.com/shape-

games_transtar.html

5) Math Is Fun. (n.d.). Retrieved from https://www,mathisfun.com/geometry/translation.html

6) Math Made Easy. (2014, May 31). Math Made Easy! Transformations #1: Translations. [You

Tube]. Retrieved from https://m.youtube.com/watch?v=216PtoDvu8o

7) Mathopolis. (n.d.). Retrieved from

http://www.mathopolis.com/questions/q.php?id=6720&site=1&ref=/geometry/translation

8) Math Shorts. (2013, November 5). Math Shorts Episode 3- Translation. [You Tube].

Retrieved from https://m.youtube.com/watch?v=gBGW7J6GcI8

9) Pro Profs Quiz. (n.d.) Translation Homework. Retrieved from https://www.proprofs.com/quiz-

school/story.php?title=translation-home-work
 Math - Problem Solving : Translation

Teacher Name: Mr. Curley

Student Name: ________________________________________

CATEGORY 4 3 2 1
Mathematical Explanation Explanation Explanation Explanation shows
Concepts shows complete shows substantial shows some very limited
understanding of understanding of understanding of understanding of the
the mathematical the mathematical the mathematical underlying concepts
concepts used to concepts used to concepts needed needed to solve the
solve the solve the to solve the problem(s) OR is
problem(s). problem(s). problem(s). not written.
Mathematical Uses complex Uses effective Some evidence Little evidence of
Reasoning and refined mathematical of mathematical mathematical
mathematical reasoning reasoning. reasoning.
reasoning.

Mathematical Correct Correct Correct There is little use, or

Terminology terminology and terminology and terminology and a lot of
and Notation notation are notation are notation are used, inappropriate use, of
always used, usually used, but it is terminology and
making it easy tomaking it fairly sometimes not notation.
understand what easy to easy to
was done. understand what understand what
was done. was done.
Completion All problems are All but one of the All but two of the Several of the
completed. problems are problems are problems are not
completed. completed. completed.

Neatness and The work is The work is The work is The work appears
Organization presented in a presented in a presented in an sloppy and
neat, clear, neat and organized fashion unorganized. It is
organized fashion organized fashion but may be hard hard to know what
that is easy to that is usually to read at times. information goes
read. easy to read. together.
 Translation
In Geometry, "Translation" simply means Moving ...

... without rotating, resizing or anything else, just moving.

To translate a shape:

Every point of the shape must move:

the same distance

in the same direction.

Note: You can translate either by angle-and-distance, or by x-and-y.

Writing it Down
Sometimes we just want to write down the translation, without showing it on a graph.

Example: to say the shape gets moved 30 Units in the "X" direction, and 40 Units in the "Y"
direction, we can write:

Which says "all the x and y coordinates become x+30 and y+40"
 Question 1 Classwork

Rectangle ABCD is the image of rectangle ABCD after which of the following
translations?
A
4 units in the positive x direction and 6 units in the negative y direction
B
4 units in the negative x direction and 6 units in the positive y direction
C
6 units in the positive x direction and 4 units in the negative y direction
D
6 units in the negative x direction and 4 units in the positive y direction
 Question 2 Classwork

What is the image of the point (2, -3) after a translation of 5 units in the negative x
direction and 7 units in the positive y direction?

A
(-3, 4)
B
(7, 4)
C
(7, -10)
D
(-3, -10)

Question 3 Classwork
What is the image of the point (-2, -5) after a translation of 6 units in the positive x
direction and 2 units in the negative y direction?

A
(-8, -7)
B
(4, -7)
C
(4, -3)
D
(-8, -3)
 Question 4 Classwork
What is the image of the point (-4, 6) after a translation of 7 units in the positive x
direction and 3 units in the negative y direction?

A
(-7, 13)
B
(-1, -1)
C
(3, 3)
D
(3, 9)

Question 5 Classwork
What is the image of the point (-5, -1) after a translation of 8 units in the positive x
direction and 6 units in the positive y direction?

A
(1, 9)
B
(3, 5)
C
(3. -7)
D
(-13, -7)
 HOMEWORK

1.

The following figures represent:

o A. Translation
o B. Enlargement
o C. Rotation
o D. Reflection
o E. Reduction
2.

The following figures represent:

o A. Reflection
o B. Translation
o C. Enlargement
o D. Rotation
 3.

3. Describe translation in this figure if ABC is the original figure

o A. 4 right and 9 down

o B. 4 down and 9 right
o C. 4 left and 9 up
o D. 5 right and 9 down
4.

Describe translation in this figure if ATHM is the original figure

 o A. 4 down and 7 right
o B. 3 up and 7 left
o C. 4 up and 7 left
o D. 4 up and 7 right
5.

Which of the following lettered figures are translations of the shape of the purple
arrow? Check ALL that apply.

o A. A
o B. B
o C. C
o D. E
o E. G
6.

Which of the following represents translation by 8 down of the point B?

 o A. A
o B. C
7.

Describe the translation if ABC is the original shape

o A. 6 left and 2 down

o B. 6 right and 2 up
o C. 6 left and 2 up
o D. 6 right and 2 down
8. Which of following represents translation?

o A. From A to B
o B. From A to C
o C. From B to C
9.
Which of the points represent translation of A if it translates 5 down and 2 right?

o A. B
o B. C
o C. D
o D. E
10.

Which of the points represent translation of H if it translates 1down and 14 left?

o A. T
o B. A
o C. M