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Translations

Class Description: There are 18 students in this Gifted/Talented 6th grade mathematics class.

There are ten females and eight males, with ethnic backgrounds including Caucasian, Korean

and African American. There is one student with a 504 plan that uses visual cues, monitored

responses, extended time and frequent breaks.

Lesson Topic: Geometry: Translations

Prior Knowledge: The students have just learned how to create triangles from line segments and

are familiar with the use of compasses. The students are also familiar with graphing points on a

coordinate plane.

Alignment:

Standard Objective Assessment Activity(ies)


CCSS.MATH.CONTENT. The students will be The students will Introduction Activity: Drill
8.G.A.1 able to translate complete an exit ticket and Homework Quiz
figures on a where they must graph Main Activity: Translations
Verify experimentally the coordinate plane. the translation of a Exploration Packet and
properties of rotations, quadrilateral on a Graphing Calculator
reflections and translations. coordinate plane. Closing Activity: Exit Ticket

Materials Needed: prepared PowerPoint; projector/screen; document camera; Homework Quiz

#6-1 (18); Translation Exploration Packet (18); Exit Ticket 6-1 (18); graphing calculators; rulers;

compasses

Technology Integration/Needs: The teacher will use PowerPoint and the projector to show the

prepared PowerPoint to students throughout the lesson.


Lesson Procedure:

Introduction Activity:

Time Allotted: 15 minutes

Description: The teacher will have the drill from the PowerPoint displayed on the board

as the students walk in. The teacher will tell the students to “begin working on the drill

and have your homework out for me to check”. The teacher will walk around and mark

off the students that completed the homework before going over the drill. The teacher

will ask a student to share how they constructed their triangle using the compass. After

the drill, the teacher will have the students complete the homework quiz.

Adaptations: The teacher will provide extended time on the quiz as needed as well as

have the instructions written on the board in addition to verbally stating them.

Transition: The teacher will tell the students to “put your homework quiz in the ‘to be

graded’ side of your table folder” as the teacher passes out the “Translation Exploration”

packet to the students.

Main Activity:

Time Allotted: 65 minutes

Description: The teacher will briefly introduce with the students how people in Ghana

create quilts that involve repetitive patterns by sliding the same design along the cloth.

The teacher will then lead into how “we are now going to explore how we can slide

designs on a coordinate plane. I want you to work with the people at your table to

complete the packet I just handed out to you. I know that you have not learned how to do

this yet but I would like you to work with your group members to discover a way to do

so! Be prepared to explain how you and your group members translated the image and
why you know you are correct. I will be around to assist if you are extremely stuck!”.

The teacher will then give the students approximately 30 minutes to complete the packet,

monitoring and assisting students as needed. If the students are stuck, the teacher may ask

guiding questions such as: how can you move just one of the points? How do you know

how much to move it? What direction must you move the point? Do all the points need to

be moved in the same direction? After approximately 30 minutes, the teacher will have

the students share their ideas on how they translated various images, allowing students to

use the document camera as needed to demonstrate to the class. Then the students will

gain more practice as they complete an activity in their textbook (p. 361). This activity

has the students exploring how to translate images in a graphing calculator. Although this

will not be assessed, it will be an exploration introduction for the students’ future Algebra

and Geometry classes.

Adaptations: The teacher will monitor the student’s responses as they are working with

their table to discover how to translate a set of coordinates. The teacher will also have the

instructions written on the board (visual cues) as well as allow for frequent breaks.

Transition: The teacher will pass out the exit ticket to the students as the students return

their graphing calculators.

Closing Activity:

Time Allotted: 10 minutes

Description: The students will complete a short exit ticket that accesses their

understanding of how to use translations to move an image on a coordinate plane. The

teacher will walk around the classroom, monitoring students and answering any questions

as necessary.
Adaptations: The teacher will monitor the student’s responses and allow for frequent

breaks and extended time as necessary.

Safety Valve: If there is extra time after the exit ticket, the teacher may have the students create

their own set of data points that create a simple shape (triangle, rectangle, etc) and have a partner

translate the image on a coordinate plane. The teacher could also have the students create a shape

and translate it, and have their partner determine by how much the image was translated.

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