Transform me through the maze…. Transformations Transform me through the maze….

Transformation warm up

Transformation warm up key

Standards MAFS.912.G-CO1.5 Given a geometric figure and a rotation, reflection, or translation draw the transformed figure using tracing paper. Specify a sequence of transformations that will carry a given figure onto another. Math Practice 2 – Reason abstractly and quantitatively. Math Practice 5 – Use appropriate tools strategically. Math Practice 6 – Attend to precision.

“transform me through the maze” You can hand out the maze and directions to all students, or just to students with special needs.

Transform me through the maze You can use the promethean or similar equipment to have a student trace through the maze. Notice there is more than one solution. You can talk about how this is similar to the real world and the pros and cons of the two different paths.

Directions in your own Words Construct this list with your class. If you don’t have a promethean board or similar equipment, write it out on the white board, or have students write it for you.

Mathematical Function Ask for volunteers on how to start this and if after appropriate wait time students need help guide them with the first few steps. After 4-5 steps have students work alone. When students finish they should raise their hands to have you check their work before they move on to creating their own maze.

One possible solution

Written Steps S1= translate <x+1,y> S2= rotate 270 degrees, translate <x, y-1> S3= rotate 90 degrees, translate <x+2.5, y> S4= rotate 315 degrees, translate <x+1, y-1> S5= rotate 45 degrees, translate <x+4, y> S6= rotate 90 degrees, translate <x, y+3> S7= rotate 270 degrees, translate < x+2, y>

Create your own maze Now create your own maze! Make sure it is neat and well-designed with at least 10 steps to complete the maze. You are going to switch with a partner, so make an answer key to easily check his or her work. Be creative and make it colorful! If you do not complete your maze in class, come prepared to switch with a partner first thing tomorrow. Make sure you tell students to not over complicate their maze. Suggest they don’t use angles other than the basic 90*, 180*, 270* for rotations. They can use others multiple of 45 if they need to.

Rubric If you don’t want to include working with others and neatness and organization, you can double click on the rubric to edit it. Give students a copy of the rubric to refer to as they work on the activity

Homework In paragraph form, describe how you solved the first maze and any complications that occurred. Then in your second paragraph, explain your experience with the second maze. Include: Conclusions that you were able to draw as you solved the mazes. Were the solutions you and your partner came up with the same? If not, did they both work? How did you come up a common solution, or did you agree to disagree on the best solution? Depending on the length of your class this homework is for when students are finished with the activity.

How would you change your path if you could use reflection? This could be an extension question for students who finish early