##
* *Reflection: Students with Disabilities
Project and Assessment for Transformation Unit - Section 2: Projects for Transformations

I found that this project, on the Code of Arms, required differentiation for my students. My students with organizational issues struggled with keeping track of so many points and the changes that they made; hence, I modified the assignment. Some students were required to use 4 points and completed the transformations while other students were asked to use 6 points.

This Code of Arms Student Work shows a student who completed a more complicated project, one with 6 points.

*Students with Disabilities: Differentiation for Code of Arms Project*

# Project and Assessment for Transformation Unit

Lesson 7 of 7

## Objective: Students will be assessed on topics in transformations unit.

#### Do Now and Review

*15 min*

Do Now: In this Do Now, students will review key vocabulary like image, pre-image, transformation, rotation, reflection and translation. The first Do Now question requires students to have an understanding of how to work backwards when describing translations. The second question reinforces the idea of an isometry and also ask students to review visualizing how transformations appear on the coordinate plane.

Teachers can also review the agenda and objective for this lesson.

*expand content*

#### Exit Ticket

*10 min*

The Exit Ticket for this lesson asks students to reflect on their learning. Teachers may also want to ask students to write a journal entry using these questions as possible journal entries.

*expand content*

I usually pick one assignment as a project and we work both in and out of class. Then, I give a formal summative assessment, however, I think that you should do what's best for your students. Good luck and thank you!

| 2 years ago | Reply

I have really enjoyed using your lessons. My students have become much more engaged in their learning. Your project assessments look really intriguing and I am excited to use them in my class. Do you give the students a choice of which project to attempt? Do you assign the project to be completed outside of class time or do you give them the formal exam and then have them begin the project to be completed in class?

| 2 years ago | Reply

I have really enjoyed using your lessonYour project assessments look really intriguing and I am excited to use them in my class. Do you give the students a choice of which project to attempt? Do you assign the project to be completed outside of class time or do you give them the formal exam and then have them begin the project?

| 2 years ago | Reply*expand comments*

##### Similar Lessons

###### Re-Discovering Symmetry

*Favorites(1)*

*Resources(31)*

Environment: Rural

###### Introduction to Transformations

*Favorites(45)*

*Resources(20)*

Environment: Urban

###### Translations

*Favorites(7)*

*Resources(16)*

Environment: Urban

- UNIT 1: Introduction to Geometry: Points, Lines, Planes, and Angles
- UNIT 2: Line-sanity!
- UNIT 3: Transformers and Transformations
- UNIT 4: Tremendous Triangles
- UNIT 5: Three Triangle Topics
- UNIT 6: Pretty Polygons
- UNIT 7: MidTerm Materials
- UNIT 8: Circles
- UNIT 9: 3-D Shapes and Volume
- UNIT 10: Sweet Similar Shapes
- UNIT 11: Trig Trickery
- UNIT 12: Finally Finals

- LESSON 1: Introduction to Transformations and Reflections
- LESSON 2: Rocking Rotations
- LESSON 3: Translations are Terrific
- LESSON 4: Compositions, Not Just a Notebook
- LESSON 5: Dilation Nation
- LESSON 6: Isometry, Survival of the Fittest and Review
- LESSON 7: Project and Assessment for Transformation Unit