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
Make Sense of Transformations
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 while doing the following activities.

Reflections:
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.

Rotations:
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.

Translation:
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.

Dilations:
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. 