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Materials

Use the following worksheet:

• Transformations practice (reflections)

Duration

40 minutes

Description

In this lesson, students will explore transformations using virtual manipulatives and a SMART Board (when available).

Students will also complete a worksheet on transformations

Step by step procedure

1. The instructor will use virtual manipulatives to illustrate transformations.
2. This website is interactive. The instructor should elicit student participation at the SMART Board. If a SMART Board is not available, students could work interactively in a computer lab, or at a computer center in the classroom if one is available.
3. Students will begin working on the attached worksheet to practice reflections. The last part of the worksheet requires students to create their own transformations problem. This problem can be completed for homework, reviewed by the instructor the following day, and then shared with a classmate for completion.

Assessment

Instructor can use the worksheet to assess student progress and understanding.

Interactive Website

Transformations - Virtual Manipulatives

Credits

CECA CCI program of the University of Tennessee at Chattanooga, interactive website host

C. P. Mawata, interactive website author

Related Academic Standards

New York State

8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

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