__Uses in your Classroom__

__Possible Questions to Accompany Task Cards__:

__Make Sense of Transformations__:

__Reflections__:

__Rotations__:

__Translation__:

__Dilations__:

These 36 transformation task cards are perfect to make
sense of and reinforce transformations and coordinate rules. There are 12 matching sets covering
rotations, reflections, dilations and translations. Each set includes a visual of the
transformation, the corresponding coordinate rule, and a written explanation of
the transformation. These are perfect to
make sense of transformations as well as to reinforce the concepts.

• Games: Matching, Go Fish, Spoons, etc, …

• Exit slips

• Openers

• Math Stations

• Quick formative
assessments

• Putting groups
together

• Pair work or
individual work

• Given the visual
transformation write a coordinate rule

• Given the visual
transformation explain in words what is happening in the transformation

• Given a coordinate
rule draw a visual transformation that follows the rule

• Given a coordinate
rule explain whether the new figure will be congruent and/or similar to the
original figure

• Given a coordinate
rule explain in words what is happening with the transformation

• Given the written
description write a coordinate rule

• Given the written
description draw a graph that follow the rules

*Higher-order thinking ideas to help students
make sense of transformations.

Laminate cards (or place in plastic sleeves)
so that students can write on the cards with a dry erase marker.

Have students connect corresponding points and
notice that the lines are parallel but not the same length. Ask them if this will always be the case.
Have them justify their reasoning. They
can draw additional reflections and continue to analyze. Have them practice reflecting over lines that
are not the axes. Challenge them to
write a coordinate rule for their new reflection. Again, have them analyze lines connecting
corresponding points, are they still parallel?
How do the lines compare to the line of reflection? They should notice that the lines are
perpendicular.

Have students connect only one set of
corresponding points to the center of rotation and measure the created angle
with a protractor. Students should be
able to verify that this is the degree of rotation. Also, guide the students to notice that the
length of their lines are also the same length.
You can move deeper into this idea by using compasses. Ask the students
if corresponding points will always be the same distance from the center of
rotation. Have students justify their
reasoning. Students can practice
rotating the figure varying amount of degrees.

Have students connect corresponding points and
notice that the lines are parallel, and the same magnitude (length) Will this always be the case? Will the lines
always be parallel and the same length?
Have them justify their reasoning.
Have them draw more translations and continue to analyze and justify
their reasoning.

Have students connect corresponding points and
extend the lines until they intersect.
Students should notice that these lines intersect at the center of
dilation. Challenge them to draw a new
dilation with a different center of dilation and check their thinking.

Hi, my name is Michelle, and I love mathematics. I hope that my enthusiasm for the subject shows in my writing and through my products.

I received a B.S. in Mathematics from the University of Utah. I then continued my education to become a certified teacher. I also have taken various masters classes about math pedagogy including topics such as developing a growth mindset in the math classroom, the common core and connecting topics throughout the grade levels, team-teaching with a special-education teacher, and modeling with mathematics.

I taught middle school mathematics for six years. In addition to my regular classes, I also taught remediation math and honors math. I set up my classroom curriculum for students to use higher-order thinking skills on a daily basis I currently am a math curriculum designer, creating materials to help students make sense of math.

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