Polygraph Transformations

Learning Resource Type

Classroom Resource

Subject Area

Mathematics

Grade(s)

7, 8, 9, 10, 11, 12

Overview

This Custom Polygraph is designed to spark vocabulary-rich conversations about transformation. Key vocabulary that may appear in student questions includes translation, rotation, reflection, dilation, scale factor, pre-image, and image. In the early rounds of the game, students may notice graph features from the list above, even though they may not use those words to describe them. After most students have played 2-3 games, consider taking a short break to discuss strategy, highlight effective questions, and encourage students in their use of increasingly precise academic language. This activity should be used to help teach a lesson on transformations. This Desmos activity offers sample student responses and a teacher guide.

Mathematics (2019) Grade(s): 7 - Grade 7 Accelerated

MA19.7A.43

Use coordinates to describe the effect of transformations (dilations, translations, rotations, and reflections) on two- dimensional figures. [Grade 8, 23]

UP:MA19.7A.43

Vocabulary

  • Coordinates
  • Congruent
  • Rotation
  • Reflection
  • Translation
  • Dilation
  • Scale factor

Knowledge

Students know:
  • what it means to translate, reflect, rotate, and dilate a figure.
  • how to perform a translation, reflection, rotation, and dilation of a figure.
  • how to apply (x, y) notation to describe the effects of a transformation.

Skills

Students are able to:
  • select and apply the proper coordinate notation/rule when given a specific transformation for a figure.
  • Graph a pre-image/image for a figure on a coordinate plane when given a specific transformation or sequence of transformations.

Understanding

Students understand that:
  • the use of coordinates is also helpful in proving the congruency/proportionality between figures.
  • The relationships between coordinates of a preimage and its image for dilations represent scale factors learned in previous grade levels.
Mathematics (2019) Grade(s): 8

MA19.8.23

Use coordinates to describe the effect of transformations (dilations, translations, rotations, and reflections) on two- dimensional figures.

UP:MA19.8.23

Vocabulary

  • Coordinates
  • Congruent
  • Rotation
  • Reflection
  • Translation
  • Dilation
  • Scale factor

Knowledge

Students know:
  • What it means to translate, reflect, rotate, and dilate a figure.
  • How to perform a translation, reflection, rotation, and dilation of a figure.
  • How to apply (x, y) notation to describe the effects of a transformation.

Skills

Students are able to:
  • Select and apply the proper coordinate notation/rule when given a specific transformation for a figure.
  • Graph a pre-image/image for a figure on a coordinate plane when given a specific transformation or sequence of transformations.

Understanding

Students understand that:
  • the use of coordinates is also helpful in proving the congruence/proportionality between figures.
  • The relationships between coordinates of a preimage and its image for dilations represent scale factors learned in previous grade levels.
Mathematics (2019) Grade(s): 09-12 - Geometry with Data Analysis

MA19.GDA.21

Represent transformations and compositions of transformations in the plane (coordinate and otherwise) using tools such as tracing paper and geometry software.

UP:MA19.GDA.21

Vocabulary

  • Transformation
  • Reflection
  • Translation
  • Rotation
  • Dilation
  • Isometry
  • Composition
  • Horizontal stretch
  • Vertical stretch
  • Horizontal shrink
  • Vertical shrink
  • Clockwise
  • Counterclockwise
  • Symmetry
  • Preimage
  • Image

Knowledge

Students know:
  • Characteristics of transformations (translations, rotations, reflections, and dilations).
  • Methods for representing transformations.
  • Characteristics of functions.
  • Conventions of functions with mapping notation.

Skills

Students are able to:
  • Accurately perform dilations, rotations, reflections, and translations on objects in the coordinate plane with and without technology.
  • Communicate the results of performing transformations on objects and their corresponding coordinates in the coordinate plane, including when the transformation preserves distance and angle.
  • Use the language and notation of functions as mappings to describe transformations.

Understanding

Students understand that:
  • Mapping one point to another through a series of transformations can be recorded as a function.
  • Some transformations (translations, rotations, and reflections) preserve distance and angle measure, and the image is then congruent to the pre-image, while dilations preserve angle but not distance, and the pre-image is similar to the image.
  • Distortions, such as only a horizontal stretch, preserve neither.

CR Resource Type

Interactive/Game

Resource Provider

Desmos.com

License Type

Custom
https://teacher.desmos.com/polygraph/custom/560c53f5441172070b26220a

Custom License Type (URL)

https://www.desmos.com/terms

Comments or Notes

Desmos's mission is to help every student learn math and love learning math. Teachers can explore and enjoy Desmos collections of free digital math activities that include:

  • Meaningful feedback by showing students what their answers mean, then give them the opportunity to improve their thinking and revise their work.
  • Collaboration by using devices to connect students, not to isolate them. Students see their classmates' thinking. They ask each other questions and create challenges for each other.
  • Invites students to solve challenging problems using the tools they already have.

If the teacher does not have an account, he/she will need to create a FREE account. (More information on how Desmos works can be found at Getting Started.)

Once the teacher has selected an activity to run, he/she will need to click on the "Create Class Code" button. This will generate a unique class code and a link to view the dashboard. (More information can be found at Creating a Class Code.) Every new activity will need a new class code in order to start a session. Students cannot start the activity until they have the class code - so sessions can be started days, hours, or mere minutes before you plan to run the activity. When the teacher is ready to have students start, have the students go to student.desmos.com and enter the class code. Although it is not required, Desmos strongly encourages students to sign in with their Desmos Student Account. Signing in allows students to resume and view their past activity work. 

Approved Date

Owner (Author)

yvetteakridge
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