Transformation Collaboration: Group Assessment
Lesson 3 of 4
Objective: Students will be able to apply the characteristics of translation, reflection, and rotation and make connections between the coordinates, graphs, written descriptions, and ordered pair rules of figures that have been transformed.
This is the time of year where we begin wrapping up the semester and thinking about the midterm exam. Today I pass out the Midterm Overview, which helps me to be explicit about what students should expect to know and be able to do on this assessment. (It also provides a nice summary of what we have covered so far in my course).
For this unit’s group assessment students must work together in their groups to make sure each of them understands the characteristics of:
I also want my students to be able to make connections between graphs, written descriptions, and ordered pair rules describing figures that have been transformed. Before students begin working on Transformation Collaboration, I remind students of the positive group work behaviors I expect to see in their work today.
In Part 1, groups work together to make sure every member of their group can explain every part of the task and can answer any and all questions I might ask to clarify and push their understanding further. When groups are ready to check in, they put their papers together in a neat pile at the center of their desks and raise their hands to call me over. I shuffle the papers behind my back and choose one paper at random, which belongs to the person who must explain their group’s thinking and answer my questions. If the chosen student does a sufficient job explaining and answering, the group may move on to Part 2; if not, the group must discuss, clarify their understanding, and prepare that student to re-explain on their behalf when ready.
In Part 2 (Pass the Paper) students work together in their groups to create and solve their own transformations problems by passing each of their papers around the group. They write in their own color throughout this group task, which increases each person’s individual accountability. The overarching goal of the task is for students to recognize transformations in figures’ coordinates, graphs, verbal descriptions, and ordered pair rules and make connections between these different representations. When groups are ready to check in with me, they raise their hands to call me over; I quickly look over all of the papers and, based on the colors I see, ask targeted questions that will require students to explain their thinking behind the way they represented the transformations given to them.
For groups of students who finish early, I make sure to have an extension task for Transformation Collaboration. I ask early finishers to determine the ordered pair rule for a rotation of 90 or 270 degrees and to prepare a small presentation for the class.
To prepare students for their individual quiz the homework assignment offers practice with translation, reflection, and rotation including asking students to explain their reasoning and justify how they know (MP1, MP3).