Reflection: Diverse Entry Points Translations (Day 2 of 2) - Section 2: New Info / Application

 

I've had different experiences with different groups of students when teaching to write the translation rule for a translated figure. It may be better off to begin with doing just horizontal shifts until students get acquainted, followed by vertical shifts only, before actually giving learners translations that involve both, simultaneously. It may be a good idea to introduce one at a time to students that struggle. What should definitely not be done, even with the more advanced learners is teaching that when the value added is positive, the figure will move right for x and up for y....or  left for x and down for y, if the value is negative. This almost always creates confusion. The "positive right/ up, and negative left/down method, is a No No".  In this lesson, having the students figure out the rule for the school building translation, themselves, after they shifted it graphically, worked ok for me. 

  About teaching horizontal and vertical shifts
  Diverse Entry Points: About teaching horizontal and vertical shifts
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Translations (Day 2 of 2)

Unit 5: Congruence and Similarity
Lesson 4 of 16

Objective: SWBAT translate figures on the coordinate graph

Big Idea: Adding  fixed numbers to each of the coordinates of a  figure has the effect of sliding or translating the  figure.

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4 teachers like this lesson
Subject(s):
Math, Graphing (Algebra), horizontal shifts, Geometry, Similarity and Congruence, slides, 8th grade math, translations, transformation, vertical shifts, gamification
  55 minutes
lesson image day 2
 
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