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# Roger Perez

RPerez01@gmail.com
SEYS 561 : Methods of Teaching Secondary School Mathematics
Tuesday 4:30 - 7:10

Grade Level: 8th

## New York State Learning Standards for Mathematics:

Transformational Geometry
8.G.7 Describe and identify transformations in the plane, using proper function notation
(rotations, reflections, translations, and dilations)

## 8.G.10 Draw the image of a figure under a translation

8.G.12 Identify the properties preserved and not preserved under a reflection, rotation,
translation, and dilation

## 1. Define transformations - translations.

2. Classify the figure resulting from the transformation of a given figure as a
translation.
3. Estimate/predict images of transformations - translations over the x and y-axis.
4. Recognize instances of real world transformation application concepts of
translation.

PRIOR KNOWLEDGE:
- 5.A.4 Solve simple one-step equations using basic whole-number facts

## - 6.G.10 Identify and plot points in all four quadrants

- 7.N.13 Add and subtract two integers (with and without the use of a number line)

- 8.A.16 Find a set of ordered pairs to satisfy a given linear numerical pattern

(expressed algebraically); then plot the ordered pairs and draw the line

MATERIALS/EQUIPMENT:
• Graph paper
• Calculator
• Video Projection
• Overhead Projector

VOCABULARY:
Translation - (notation T a,b) is a transformation of the plane that slides every point of a
figure the same distance in the same direction. Ta,b (x, y) = (x + a, y + b)
Roger Perez
RPerez01@gmail.com
SEYS 561 : Methods of Teaching Secondary School Mathematics
Tuesday 4:30 - 7:10

DO NOW/START-UP TASK:

MOTIVATION: Open the class with video of MATH WARS as this would lead into the
theme of the group activity and highlight what the lesson will discuss. Translations.

## DEVELOPMENT AND INSTRUCTIONAL ACTIVITIES:

1. What is translation?
A translation "slides" an object a fixed distance in a given direction. The original object
and its translation have the same shape and size, and they face in the same direction. A
translation creates a figure that is congruent with the original figure and preserves
distance (length) and orientation (lettering order). A translation is a direct isometry.

## 2. Properties preserved (invariant) under a translation:

1. Distance (lengths of segments are the same)
2. Angle measures (remain the same)
3. Parallelism (parallel lines remain parallel)
4. Colinearity (points stay on the same lines)
5. Midpoint (midpoints remain the same in each figure)
6. Orientation (lettering order remains the same)

In the example, notice how each vertex moves the same distance in the same direction.
Roger Perez
RPerez01@gmail.com
SEYS 561 : Methods of Teaching Secondary School Mathematics
Tuesday 4:30 - 7:10

In this next example, the "slide" (translation) moves the figure 7 units to the left and 3
units down.

Translations use notation that is similar to ordered pairs, in which the first number
provides information on the direction and amount of movement of the original geometric
figure on the x-axis, and the second number provides information on the direction and
movement of the original geometric figure on the y-axis.
Example: T ( 3, −2 ) moves the original geometric figure:
 3 places to the right (the positive direction) on the x-axis, and
 2 places down (the negative direction) on the y-axis.

## 3. Have class work individually on Sample Regents Problem:

The image of the origin under a certain translation is the point (2,-6).
The image of point (-3,-2) under the same translation is the point
 3 1
(1) (-6,12) (3)  − , 
 2 3
(2) (-5,4) (4) (-1,-8)
One Possible Solution
Roger Perez
RPerez01@gmail.com
SEYS 561 : Methods of Teaching Secondary School Mathematics
Tuesday 4:30 - 7:10

The original position of the origin was (0,0). Its translated image is at (2,-6). To get
from the origin to the point (2,-6) we have to add +2 on the x-axis and we have to add -6
on the y-axis. Thus, the translation is (x+2,y-6). If we do the same for the point (-3,-2),
we get (-3+2,-2-6). We do the math and we get (-1,-8).

## 4. Pair Share Class work

Have the class work in groups of two to work on Math Wars Worksheet.

ASSESSMENT:

SUMMARY: (Key questions that are parallel to the objectives to determine the degree to
which the objectives have been accomplished.)
1.
2.
3.
4.

HOMEWORK: