Description
What is included in this product?
There are 24 task cards in this set. They are divided into 6 different sets of questions. The sets of cards are color coded for easy separation. Each set focuses on different types of translations:
Set 1: Cards 1-4: Students must complete the translations of triangles using a given mapping rule such as (x,y) => (x+2, y-3).
Set 2: Cards 5-8: Students must complete the translation of quadrilaterals using a given mapping rule such as (x,y) => (x-4, y+1).
Set 3: Cards 9-12: A translation is illustrated on a coordinate grid and they must complete the mapping rule that is illustrated.
Set 4: Cards 13-16: Students are given an original figure and are asked to translate the figure using two mapping rules. After completing the two translations they must describe one single mapping rule that would translate the original figure to its final position.
Set 5: Cards 17-20: Students are given an original figure. They must perform a translations that will move one of the vertices to a given locations. There is more that one answer to this question. perform a single translation that will relocate a shape to a particular location
Set 6: Cards 21-24: Students must describe a double translations that will relocate vertex A to a given position.
There are several ways these cards can be used in a classroom setting.
• Cards can be set up in stations and students visit each station and complete between 1-4 of the cards at the station.
• Four groups can be formed in the class and each group does one of the four questions in each set. If you are in group 1 you only answer the first question in each group, if you are in group 2 you only answer the second question in each group, etc. (If your class is smaller you could have the students complete less problems in each group.) When students are done you will form six new groups. If you worked on Set 1 (cards 1-4) you explain your answers to each other and check each others solutions. Set 2 (cards 5-8) group together, etc. until all the students are regrouped. This would mean that all 24 questions would be discussed.
• Students can be assigned different sets of cards based upon their needs and to differentiate the lesson.
• Depending on how you assign problems, students might only complete 6 problems or they may complete up to 24 questions. So you can control how long students spend working on these tasks.
A student recording sheet is included. Each page contains six blank grids, that match the grids on the cards. Students can record the number of the card they are completing in the box and then show their solution.
A complete set of solutions included.
A Spanish Version of the identical cards.
Highlights
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Description
What is included in this product?
There are 24 task cards in this set. They are divided into 6 different sets of questions. The sets of cards are color coded for easy separation. Each set focuses on different types of translations:
Set 1: Cards 1-4: Students must complete the translations of triangles using a given mapping rule such as (x,y) => (x+2, y-3).
Set 2: Cards 5-8: Students must complete the translation of quadrilaterals using a given mapping rule such as (x,y) => (x-4, y+1).
Set 3: Cards 9-12: A translation is illustrated on a coordinate grid and they must complete the mapping rule that is illustrated.
Set 4: Cards 13-16: Students are given an original figure and are asked to translate the figure using two mapping rules. After completing the two translations they must describe one single mapping rule that would translate the original figure to its final position.
Set 5: Cards 17-20: Students are given an original figure. They must perform a translations that will move one of the vertices to a given locations. There is more that one answer to this question. perform a single translation that will relocate a shape to a particular location
Set 6: Cards 21-24: Students must describe a double translations that will relocate vertex A to a given position.
There are several ways these cards can be used in a classroom setting.
• Cards can be set up in stations and students visit each station and complete between 1-4 of the cards at the station.
• Four groups can be formed in the class and each group does one of the four questions in each set. If you are in group 1 you only answer the first question in each group, if you are in group 2 you only answer the second question in each group, etc. (If your class is smaller you could have the students complete less problems in each group.) When students are done you will form six new groups. If you worked on Set 1 (cards 1-4) you explain your answers to each other and check each others solutions. Set 2 (cards 5-8) group together, etc. until all the students are regrouped. This would mean that all 24 questions would be discussed.
• Students can be assigned different sets of cards based upon their needs and to differentiate the lesson.
• Depending on how you assign problems, students might only complete 6 problems or they may complete up to 24 questions. So you can control how long students spend working on these tasks.
A student recording sheet is included. Each page contains six blank grids, that match the grids on the cards. Students can record the number of the card they are completing in the box and then show their solution.
A complete set of solutions included.
A Spanish Version of the identical cards.
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