[Slide 1] I have individual student whiteboards that have grids on the back. Scrap paper will serve the same purpose. Have students try to draw a 3d box. Show off different examples and discuss their strategy for creating it. Introduce the lesson as a new strategy for drawing 3d figures.
[Slide 2] name the objective. [Slide 3] Instruct students to draw a box anywhere on the grid [students will now need graph paper instead of scrap paper if you don’t have the whiteboards]. Click once. Then tell them to draw another square that does not intersect their original square. Click again. Now instruct students to connect the two figures. Some students will get it right away but some students will connect the wrong vertices. Ask students how they know which corners to connect. Label the four corners MATH. Ask what we could call the other corners so we would know which ones to connect. Students will probably volunteer other random letters. Lead them into M’A’T’H’ and explain the use of primes.
Advance to [slide 4]. Name the corners of the orange box PMKN. Then name the corners of the purple box P’M’K’N’. Ask students how we went from P to P’. Ask for each vertex. Most will tell you to just draw a straight line. Play dumb and keep asking. We’re trying to get them to say ‘go up 2 squares and to the right 5 squares’. Then we want to emphasize that it is the same movements for every vertex.
Now pass out the notes worksheet. Advance to [slide 5]. Ask students if we can do the same thing with a different shape, namely a triangle. Have students work on their own while you monitor the room to check and correct. Click through to show the example.
Advance to [slide 6]. Ask students what we need to do first. Once they figure out to plot the points, have students work on their own. Check and assess and have student work the problem on the board.
Advance to [slide 7]. Ask students to give the translation. Move from writing into words to coordinate notation. Move to [slide 8]. Ask students to tell you what the translation is. Then have them finish [slide 8] and [slide 9] on their own.
Advance through [slide 10] and [slide 11]. Guide students to realize they can do the translations by plugging in the x- and y-values and finding the new coordinates without graphing.
In closing, have the students complete the exit slip. We are hoping that students will realize translating is a slide and not a flip. Also, they might remember the name of a reflection or at least what it means. Students can cut off the exit slip and turn in or keep it.
This lesson worked really well building on the premise of drawing 3d figures. I think the lesson is scaffolded pretty well and covers the objective from a couple different perspectives.
What Didn’t Work
Since we started the lesson by connecting the vertices between the pre-image and image, students continued to do that when doing translations. Also, this would have been a perfect time to introduce the vocabulary terms pre-image and image but I never did. Although I mentioned coordinate notation briefly, I should have put more emphasis on it as a vocabulary term.
|Translation Notes Notes||