"Using Transformations as an Architect" is a project based learning lesson designed to get students engaged in a real world cooperative activity. Check out the wonderful things teachers are saying in the reviews for this activity!
This activity is designed for groups of 4 students (or 3 if needed). It will take about 2-3 class periods to complete. You will need large tracing paper and graph paper for this activity. Students will work as teams to design an apartment and then use transformations to create an entire floor of apartments. Before I was a teacher, I was a designer. I know first hand that transformations are an important part of design.
Included in download:
Powerpoint - 23 slides guiding the activity
PDF of instructions and handouts - 10 pages
The main objective is to use transformations successfully in a real world application. Students will also get valuable practice calculating areas, working cooperatively, and being creative.
Extras provided in download:
Higher Order Thinking Discussion Questions
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Common Core Standards
8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:
a: Lines are taken to lines, and line segments to line segments of the same length.
b: Angles are taken to angles of the same measure.
c: Parallel lines are taken to parallel lines.
8.G.A.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
8.G.A.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Verify experimentally the properties of dilations given by a center and a scale factor.
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