Reflection: Student Grouping Translations, Reflections, and Rotations - Section 1: Pair Practice: Translations and More Rotations


I was glad that I asked students to practice in pairs because this created a natural opportunity for me to informally assess students' understanding while holding them accountable to the work.  On this assignment, students needed to show their understanding of translations by describing them with words and with an ordered pair rule.  As students worked in pairs, they checked in with each other, attending to precision as they carefully considered the words and notation they would use.  Students, for the most part, were able to work through their confusion and catch their mistakes on their own, which helped foster the idea that they are mathematical authorities--this is a notion I try to impress on my students all year long.  For this reason, when pairs called me over when they  were genuinely stumped, I tried very hard not to answer their questions, but instead, to train them to utilize the resources around them so they could see how they could solve their own problems.

A change I made this year was to have students write an exit ticket reflection to their partner.  It is important to me that my students reflect on how they and others worked, especially because I want them to see the connection between how they work and what they learn.  Because this lesson occurred at the beginning of the year, I thought I might provide students with some structure by providing them with some sentence frames:

  1. "Something I learned from my partner was..."
  2. "My partner helped me understand..."
  3. "A question I asked my partner was..."
  4. "A goal I have for working with a partner in the future is..."

I was pleased to read these exit tickets and to see that students, overall, recognized that they could learn more when working with others.

  Increasing Accountability Through Pair Practice
  Student Grouping: Increasing Accountability Through Pair Practice
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Translations, Reflections, and Rotations

Unit 3: Transformations
Lesson 2 of 4

Objective: Students will discover and apply characteristics of translation, reflection, and rotation and will explain (using words and symbols) the position and orientation of 2-D shapes after transforming them.

Big Idea: Building conceptual understanding and fluency with transformations requires lots of practice.

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