Introduction
Welcome: Transform to the Left! Transform to the Right!!
Description: For this activity, the students will use different transformations to create a line dance. They have to use all 4 transformations at least once in their dances. This includes rotation, reflection, translations, and dilations.
Grade Level: 9-10th grade
Standards: MS-CCRS G-CO. 1-5
Author: LaShonda Montgomery
Task
For this WebQuest, you will create a line dance using transformations. You will type out the steps and you may perform for extra credit.
1. Include moves using rotation.
2. Include moves using translation.
3. Include moves using reflection.
4. Include moves using dilation.
Process
Phase 1: Refresh your knowledge of all the transformations. Go back to your notes and write all the definitions for translations, reflections, dilations, and rotations. Give an example for each 1.
Phase 2: You will need to brainstorm and get an idea of how you want your line dance to go. Write down these ideas and then make a decision.
Phase 3: Type out each step of your line dance. It needs to be at least 30 seconds long.
Phase 4: You may perform for extra credit.
Evaluation
This project will be graded based on the given instructions. The rubric is given below.
20-15 points 14-6 points 5-0 points
|
Definitions for each transformation is written with examples |
Only definitions or only examples are written | Neither definitions or correct examples |
|---|---|---|
| Brainstorming for line dance is written and appropriate | Very little details given and inappropriate brainstorming | Inappropriate or no brainstorming |
| All the steps for the line dance are written and the dance is at least 30 seconds | Some of the steps are missing. Dance is between 29 and 16 seconds. | No steps written or less than 15 seconds |
Conclusion
As you finish this assignment, I hope you will be able to remember all the transformations and how they work. I also hope you had fun creating your own line dance. Maybe you can teach it to your friends one day.
Teacher Page
Standards: Experiment with transformations in the plane
G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
G-CO.2 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).
G-CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. G-
CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
G-CO.5 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.