## Classroom Video: Meet the Master Teacher - Section 1: Do Now

*Classroom Video: Meet the Master Teacher*

# Transformational Geometry Performance Task Day 1

Lesson 9 of 10

## Objective: SWBAT apply transformations to a real world setting.

#### Do Now

*7 min*

As students walk in the room, I give them the Transformational Geometry Performance Task Explanation. Students are instructed to read the explanation, look at the rubric and write a description of the expectations for the task in their notebook. After about 4 minutes, we go over the task. I ask a student to explain the task and then ask a second student to reiterate the task.

We look at the pictures on the bottom of the page and discuss how the picture depicts a tessellation. The chessboard is a tessellation of square tiles transformed about the garden. I ask the students which type of transformation can be used to tessellate the square. Because the tiles are equilateral and equiangular, they can be translated, rotated or reflected.

We then review the rubric and discuss the criteria for attaining a 4 in each row.

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#### Mini-Lesson

*13 min*

After the Do Now, I hand out a Tessellation Template to each student. In the previous lesson, students created a tile by translation. If students had difficulty translating their templates in the previous lesson, they can try to create a new template with a simpler design. Some students use their previous design, but create the template using rotations, instead of translations. Students who would like more of a challenge, can create a template using reflections. In order to create a tessellation template by reflection, students reflect their figures and rotate the piece to the side or the bottom.

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#### Activity

*20 min*

When the students finish their design, I hand out the Transformational Geometry Performance Task Day 1 papers. Students answer questions 1 and 2 based on the tiles shown in the question. They then write an explanation of how to replicate their tiles using precise mathematical vocabulary. I usually have the students write the explanation in their notebooks before writing on the task sheet.

As students are working, I circulate around the room and read over their answers and explanations. I help them articulate their thoughts and remind them to include the correct mathematical vocabulary.

If students finish parts 1, 2 and 3 of the task, they can begin their floor plan. Most of the students, however, will not be ready to begin their floor plan until the next lesson.

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#### Summary

*5 min*

At the end of the lesson, we review the task rubric again. I have the students look at their work and think about where they fall in the rubric. We discuss the task and I answer any further questions students have. Students will complete their task during the next lesson.

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Marisa,

I'll be honest. I am least experienced in the area of transformations and have never taught tessellations mathematically, per se.

It would be great for me, and teachers like me, to have an exemplar of a level 4 response. If I saw that, I could give better feedback.

Very interesting concept for the lesson.

| 4 years ago | Reply

Hi Marissa,

I am sorry if my comments are a little late. I love this project, it seems like fun and something that kids will be genuinely engaged in. I can't wait to see the project that students will complete. Have you thought about maybe using students' work next year to complete a task like the one in this lesson? I find that the day before I start a project, I like to "tease" an exemplar to give students a chance to think about how they will make the project their own - do you have time for something like that in this lesson?

Also, I like that you have students review their own work and see "where they fall on the rubric." However, have you thought about maybe asking students to grade each others' work? I find that this gives students a chance to analyze each others' work and also helps to foster a collaborative classroom.

Keep up the great work :)

| 4 years ago | Reply

Marissa, I love this activity!

I really like the reference to Through the Looking Glass, of course. But, I just think it will be interesting and engaging for kids. It seems like you have kept the complexity of tessellations to a manageable level, yet there is plenty of room for creativity. It is

A few specific comments/ questions:

- It doesn't really matter, but I couldn't help but think of it when I reviewed the rubric. Why do you start with a score of 1 on the left and 4 on the right? I usually see rubrics that start with a 4 on the left. That way, the first thing you read is a description of a product that will receive the maximum score. You only need to read the descriptions of 3, 2, and 1 if you do not achieve the maximum.

- I would love to access the previous lesson to see an explanation of how the tessellation template works. Sorry if it is obvious. I wasn't sure what sort of patterns students would create there.

- I was a little confused by question 2. Are the students to answer the question separately for Tile A and Tile B? I guess that is the only thing that makes sense. I was thinking at first that the Red Queen meant to create a tile pattern using both tiles.

- The hexagonal tile is very interesting.

Good luck with the lesson!

Tom

| 4 years ago | Reply*expand comments*

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- UNIT 1: Preparing for the Geometry Course
- UNIT 2: Geometric Constructions
- UNIT 3: Transformational Geometry
- UNIT 4: Rigid Motions
- UNIT 5: Fall Interim Assessment: Geometry Intro, Constructions and Rigid Motion
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- LESSON 1: Reflectional and Rotational Symmetry
- LESSON 2: Reflectional and Rotational Symmetry: Quadrilaterals and Regular Polygons
- LESSON 3: What are Transformations?
- LESSON 4: Reflections
- LESSON 5: Translations
- LESSON 6: Rotations
- LESSON 7: Composition of Transformations
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- LESSON 9: Transformational Geometry Performance Task Day 1
- LESSON 10: Transformational Geometry Performance Task Day 2