Friday, 02/03/2012 6th grade math (geometric transformation) K.

Boone Concept: Transform figures in the coordinate plane and describe the transformation; solve problems involving geometric figures and the coordinate plane. NRMS AIG Program Standards Goal 2 a) Adapts the NC Standard Course of Study (SCOS) according to identified abilities, readiness, interests, and learning profiles, K-12. b) Enriches, extends, and accelerates the curriculum to address a range of ability levels in language arts, math, and other content areas as appropriate. c) Employs diverse and effective instructional practices to address a range of learning needs. d) Selects and uses a variety of research-based supplemental resources that augment curriculum and instruction. e) Fosters the development of 21st century content and skills by infusing the following at an advanced level: high-level content for global awareness, civic and economic literacys, and health awareness, critical thinking and problem solving, high-level communication and collaboration, applied information and media literacy, including concepts, systems, and operations in challenging research contexts, creativity and innovation, real-world learning in local, regional, and global contexts, applied life skills for leadership, ethics, accountability, adaptability, productivity, responsibility, people skills, self-direction, and social responsibility. f) Uses on-going assessment to differentiate classroom curriculum and instruction. g) Creates affective curricular and instructional practices which support the social and emotional needs of AIG students.

Globalization: Universiti Kebangsaan Malaysia http://pkukmweb.ukm.my/v3/ Using this website, we will explore the university traversing its links to compare/contrast university-based offerings found at this university and those from USA. Real World element: Geometric Transformation Technique for Total Hip Implant in Digital Medical Images
The use of geometric transformation is extremely crucial in the medical field because it can assist surgeons in carrying out pre-surgery process effectively and properly. This study aims to produce techniques and algorithms that can be used to implement the implant transformation process such as rotation and reflection on medical images. The main objective of this paper is to show the hip joint implant transformation algorithm used in x-ray images of hip joint patients. The computerised hip joint replacement process developed by a group of researchers from the Industrial Computing Research Group, Faculty of Technology and Information Science, Universiti Kebangsaan Malaysia shows how the implant transformation process being perform. The code of two transformation algorithms (rotation and reflection transformation) were shown in this paper. The example showed that by using the suggested transformation, the position of the hip joint implant can be manipulated to obtain the optimal position on the x-ray images of patients.

Building background knowledge: MathArt connections: http://www.k12.hi.us/~mathappl/MACch2sym.html Explanation of geometric transformations as well as real world examples from across the globe wherein geometric transformations are used in architecture, art pieces, writing, etc. Formative assessments throughout above link Reflection: The students enjoyed exploring their creativity traits for this assignment. Where they were concerned was their accuracy (encouraged them to start in the center of their square and work out on all sides equally to keep their pattern centered), and their ability to write about the transformations in as little as 30 words. The idea of simple summary is difficult to grasp when one is accustomed to providing elaborate explanations. I used four post-its to demonstrate my expectations. ABCD translated (slid) to ABCD. ABCD rotated to ABCD. etc. This brought up confusion about prime. Ms. Boone and I explained that the number of primes allows the reader to refer back to the original yet locate the new placement of the same shape. Kind of like adding jr. to someones name to indicate a generational difference of the same name. Some editing corrections included removing the comma some students placed between each letter of the name of the shape as if they were making a list of letters. I explained that we dont put commas between the letters of our

names and neither does the shape. Once explicit directions, modeling, and descriptive feedback were provided, the writing and tessellations created by the 6th grade students demonstrated a deeper understanding of transformations in geometry. A few things to remember for next time: Use blank coordinate grid on ActivBoard to demonstrate transformations. After students find the center of their 8inch square and draw the lines for their Axis, have them develop their pattern before working on transformations in their design. Whatever they do to the right of the center (Y-axis), they do to the left; whatever they do above the X-axis they do below. Dont cut square from full sheet until completed. Extend the shape/lines beyond the end of the measured square to demonstrate continuation of shape and pattern. Consider using an already created coordinate grid with larger units. Use shape-manipulatives (no more than 3) to allow students to trace their pattern during planning stage. They label their transforming shape to allow for a visual of movement and labeling. This lesson will be extended to Monday (2/6) so that students can work on their writing element of activity and color their quilt square. Students were asked to complete the drawing and design of their square this weekend so that on Monday we can write and color during DEAR.

Type III Project: (handout provided each student) Your assignment for this project is to create an artistic tessellation, using geometric shapes. First do some research on the Internet, and find some tessellations. Read some information about the tessellations, and explore any aspects that interest you. Then design and create a tessellation.

You must use only geometric shapes in your design (triangles, pentagons, hexagons, circles, half-circles etc.) Draw the graphic using compass and ruler, in pen on unlined white paper then color it using colored pens or pencils. Use pencil, paper and compass and protractor, lay out your design with light pencil lines, then complete the graphic using compass and ruler, using a black ink pen, then color it using colored pens Write at least 30 words about the transformations that you used, the kind of symmetry that your design has, and the names of the geometric figures in your design (for example: "I drew three connected lines on the left side of the rectangle and translated the lines to the right. Then I drew a half-circle and a triangle on the top of the rectangle ..." etc.)

Here are a couple of resources to use for ideas. Please do not copy these ideas. You are creative and expected to design your own 8 inch X 8 inch square http://mathforum.org/~sanders/geometry/GP07Tessellations.html http://mathforum.org/mathimages/index.php/Tessellations

http://www.cromp.com/pages/tess1.html Some of these examples involve shapes other than geometric shapes. Your design should use geometric shapes, only.

Challenge: (optional depending on confidence of learners and teacher) Geometric Transformations and Matrices http://www.jcoffman.com/Algebra2/ch4_4.htm Assessment: On-line quiz Pearson Prentice Hall code aga-0404 Students will work in pairs to formulate answers on handouts. To check answers: whole class will interact with On-line quiz.

Name: ____________________________________________ Date Assigned: _________________________ Date Due: ___________________ Project: A Class Quilt of 8 inch X 8 inch tessellations Your assignment for this project is to create an artistic tessellation, using geometric shapes. First do some research on the Internet, and find some tessellations. Read some information about the tessellations, and explore any aspects that interest you. Then design and create a tessellation.

You must use only geometric shapes in your design (triangles, pentagons, hexagons, circles, half-circles etc.) Use pencil, paper and compass and protractor, lay out your design with light pencil lines, then complete the graphic using compass and ruler, using a black ink pen, then color it using colored pens Write at least 30 words about the transformations that you used, the kind of symmetry that your design has, and the names of the geometric figures in your design (for example: "I drew three connected lines on the left side of the rectangle and translated the lines to the right. Then I drew a half-circle and a triangle on the top of the rectangle ..." etc.)

Here are a couple of resources to use for ideas. Please do not copy these ideas. You are creative and expected to design your own 8 inch X 8 inch square http://mathforum.org/~sanders/geometry/GP07Tessellations.html http://mathforum.org/mathimages/index.php/Tessellations

http://www.cromp.com/pages/tess1.html Some of these examples involve shapes other than geometric shapes. Your design should use geometric shapes, only.

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