Introduction: The Transformations project is an individual activity that
stresses problem solving and critical thinking as applied to translations,
reflections, and rotations of geometric shapes.
Timing: This activity requires 90 minutes of class time to
complete. Break it up over two,
maybe three periods. Some of the
project can be assigned for homework. Getting the math component done in class will allow students to focus on
the creative component at home and will reduce the chance that students will
get too far off base with the mathematical side of the project.
Group Size: Individual
Learning Objectives: The objective of this activity is to:
Review transformations (translation, reflection, and rotation) of geometric
shapes and the various components of each (shift factor, line of symmetry,
rotation factors, and vertices)
Develop problem solving and critical thinking skills
Integrate a creative component into a traditional math lesson
Guiding Questions: What are transformations and how can they be used to create
a geometric cartoon?
Materials: Markers, scissors, and other random art supplies. Photocopy
enough activity sheets and transformation sheets (on cardstock) for each
through the opening sections as a class. This is an individual activity, so
students may have varying levels of competence with geometric shapes and
transformations (translations, reflections, and rotations). Students may need different amounts of
support. Students must create a geometric
shape cartoon that includes seven translations, seven reflections, and seven
rotations. As soon as students are
given their cartoon frames, have them number the back of each page from
1-12. They may not use all 12 of the
cartoon frames, but they are included if needed. The translations, reflections,
and rotations can occur on the same cartoon frame or more likely, between
different cartoon frames. Multiple
transformations can occur on a single cartoon frame. A different geometric shape must be used for each
translation, reflection and rotation. For example, if the circle is used for a translation, that same circle
cannot be used for another translation, but it could be used for a reflection
and/or a rotation. This means that
students will have to have multiple events taking place on a single cartoon
translations must include the translation notation and the new vertices.
reflections must include the line of symmetry and the new vertices.
rotations must include the direction (clockwise or counterclockwise), the angle
rotated, and the new vertices.
project will take some skill. Students
will struggle with creating a cartoon that will work with the all three of
transformations. Have students
plan out their cartoon before addressing the math component. Animals and humans can be drawn with a
variety of geometric shapes and can be moved between frames with relative ease. Have students highlight shapes if they
are difficult to find within the design
sure student understand the use of the rubric and know that they must score
themselves before the project is turned it. The extra point is given with the idea that if anyone
matches my score, they must of used the rubric properly. The same goes for taking the
point. If they over-scored
themselves by four points, they probably did not follow the rubric.
Assessment: Student’s Transformations project should be graded based on
the rubric included in the activity sheet
Answer Key: Each student’s Transformations project will be different, so
an answer key would be of no use.