The purpose of this lesson is to introduce students to translations and rotations of plane figures and to have them describe these movements in everyday language. Expect students to use words like “slide” and “turn.” In the next lesson, they will be introduced to the mathematical terms. The term “transformation” is not yet used and will be introduced later in a later lesson.
In all of the lessons in this unit, students should have access to their geometry toolkits, which should contain tracing paper, graph paper, colored pencils, scissors, ruler, protractor, and an index card. For this unit, access to tracing paper and a straight edge are particularly important. Students may not need all (or even any) of these tools to solve a particular problem. However, to make strategic choices about when to use which tools (MP5), students need to have opportunities to make those choices. Apps and simulations should supplement rather than replace physical tools.
- Describe (orally and in writing) a translation or rotation of a shape using informal language, e.g., “slide,” “turn left,” etc.
- Identify angles and rays that do not belong in a group and justify (orally) why the object does not belong.
Let’s describe ways figures can move in the plane.
You will need the Triangle Square Dance blackline master for this lesson. Make 1 copy of all 3 pages for every 2 students.
Assemble geometry toolkits. It would be best if students had access to these toolkits at all times throughout the unit. Toolkits include tracing paper, graph paper, colored pencils, scissors, ruler, protractor, and an index card to use as a straightedge or to mark right angles. Access to tracing paper is particularly important in this unit. Tracing paper cut to a small-ish size (roughly 5" by 5") is best—commercially available “patty paper” is ideal for this. If using larger sheets of tracing paper, such as 8.5" by 11", cut each sheet into fourths.
- I can describe how a figure moves and turns to get from one position to another.
A vertex is a point where two or more edges meet. When we have more than one vertex, we call them vertices.
The vertices in this polygon are labeled \(A\), \(B\), \(C\), \(D\), and \(E\).
Print Formatted Materials
Teachers with a valid work email address can click here to register or sign in for free access to Cool Down, Teacher Guide, and PowerPoint materials.
|Student Task Statements||docx|
|Cumulative Practice Problem Set||docx|
|Cool Down||(log in)'|
|Teacher Guide||(log in)'|
|Teacher Presentation Materials||docx|
|Google Slides||(log in)'|
|PowerPoint Slides||(log in)'|