This lesson is intended to help you assess how well students are able to recognize and
visualize transformations of 2D shapes. Also assess how well students can translate, reflect, and rotate shapes and combine these transformations.

Engaging, hands-on activity asking students to apply transformations to map one image to another, multiple correct answers.

20 minutes

Formative assessment lessons from the Shell Center website always begin with a lesson pre-assessment. This assessment is to be taken by all students as they work completely alone to complete as much as possible. I let my students know that the assessmentâ¨questions are meant to be unique so that I can see their thinking as they workâ¨to answer the questions. The assessmentâ¨is not a grade in the grade book but instead a piece that lets me see what theyâ¨understand before completing an activity that will help them to perform betterâ¨on the assessment piece when it is taken again in a few days. This working alone to solve unique problemsâ¨ties to math practice standard MP1 – make sense of problems and persevere inâ¨solving them. Give students about 15-20 minutes to workâ¨without asking you or other students for help. â¨I do allow students, however, to use tracing paper, rulers, orâ¨protractors as they have need. I put allâ¨the supplies in the front of the room and allowed them to take what they neededâ¨as they worked through the pre-assessment. â¨**Allowing students to use supplies directly connects to math practice**â¨**standard MP5 – use appropriate tools strategically.**

All the details of theâ¨ pre-assessment are located within the lesson plan, pages T1 – T3, T8, and S1-S2â¨at the following link: **http://map.mathshell.org/materials/download.php?fileid=1368**** ** The Shell Center is always revising andâ¨improving the lessons, so it is recommended that you always pull lesson materialsâ¨from the website and resist the urge to download them all to the flash driveâ¨for use year after year. The main lessonâ¨homepage is located at **http://map.mathshell.org/materials/lessons.php**â¨.

**Environment - creating cooperative groups **

â¨I like to give the pre-assessment atâ¨least a day in advance of beginning the activity because I use theâ¨pre-assessments to look for common misconceptions among my students and Iâ¨develop guiding questions to ask throughout the activity that will addressâ¨these common problems. The lesson planâ¨has some suggested questions on page T3 of the lesson guide. I also use the pre-assessments to groupâ¨students for the collaborative activity. â¨I use partnerships for the activity and I group students homogeneouslyâ¨meaning, if two students struggled with the same content on the pre-assessment,â¨then I put them together as partners. â¨Sometimes, I group students who answered the same questions correctlyâ¨through using two different processes and I want them to share their uniqueâ¨thinking with their partner. My goalâ¨with strategically grouping students is to put together groups who will work atâ¨the same speed, and work together to grapple with the same math content so theyâ¨will learn together. I do not want toâ¨group students where one student knows everything and the second is extremelyâ¨dependent or lazy.