##
* *Reflection: Intrinsic Motivation
Transformations Review - Section 3: Review of Compositions - Matching Card Activity

When we finished this activity, I asked the students to look at their answer sheets to see if there were any patterns in their numerical answers. It is always amazing to me to see how intrigued they are by patterns, and they came up with a lot of ways of looking at and relating the numbers. (The answers are 5-8-3-6-1-4-7-2.)

When the discussion seemed to be winding down, I asked them how the numbers on a clock work, and how this might relate to these answers. With this prompt, they were able to reason that I was counting by 3's and "reset back to 1" each time I counted beyond 8. I explained this is called "counting by 3 mod 8", and we worked out a few more examples in different mods. I know it doesn't relate specifically to a geometry standard however it is important to model that mathematics conversation should not be confined to a "course name" and above all it's fun to see my students get excited about math!

*A Supplemental Discussion*

*Intrinsic Motivation: A Supplemental Discussion*

# Transformations Review

Lesson 5 of 6

## Objective: SWBAT apply their knowledge of the concepts covered in this unit to a unit review problem set.

*90 minutes*

#### Lesson Opener

*5 min*

I begin this assessment day lesson with a quick Do Now to get students thinking about the equations of lines and their use in transformations in the plane.

#### Resources

*expand content*

#### Going Over the Homework

*10 min*

The homework assignment (Practice with Transformations) was a collection of multiple-choice questions from previous Statewide assessments. For review, I call on students to give their answer to each question. If everyone agrees, we move onto the next question; if anyone disagrees, we take the time to discuss that question.

The most difficult question on the assignment is typically Number 25. The answer choices include a reflection across y=-x **and** a rotation of -90 degrees. We have come across negative angles occasionally in this unit, especially when the students were making up their own compositions, but this is another chance to discuss this concept.

#### Resources

*expand content*

This is a simple matching activity to review and build confidence before the assessment. Students, working in pairs, match the preimage to the image, given a composition of transformations. I make both plain paper and graph paper available to the students for this activity, so they have choices with regard to how they find their solutions.

I run the Composition, Matching Cards materials off using different colored paper. I cut them out ahead of time, rather than using class time, and I mix the colors, so that every student-pair's cards contain the preimage and composition in one color and the image in a different color. (See the Photo of Composition Cards.) I also hand out an answer sheet, on which the students record their answers.

When all the pairs finish discussion (**MP3**), the matching of cards, and the recording of their answers, we go over the answers as a group.

*expand content*

#### Lesson Closing

*5 min*

I spend the last five minutes of this class tying up any loose ends. I let the students know when I am available for any extra help, and ask for suggestions from the students as to how they might go about preparing for the test.

*expand content*

##### Similar Lessons

###### Human Conics: Circles and Ellipses

*Favorites(1)*

*Resources(23)*

Environment: Urban

###### Re-Discovering Symmetry

*Favorites(1)*

*Resources(31)*

Environment: Rural

###### Introduction to Transformations and Reflections

*Favorites(16)*

*Resources(15)*

Environment: Suburban