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Mathematics Grade 6
Strand: THE NUMBER SYSTEM (6.NS) Standard 6.NS.8
Students will graph translations (slides) and reflections (flips) on a coordinate plane.
Students should understand the following vocabulary for this activity:
rotation (turn)The image of a figure that has been turned as if on a wheel.
translation (slide)The image of a figure that has been slid to a new position without flipping or turning.
reflection (flip)The mirror image of a figure that has been flipped over a line.
transformationThe act of changing the form or appearance of an object.
clockwiseIn the same direction as a clocks hands move.
counterclockwiseIn the opposite direction as a clocks hands move.
In Websters Dictionary, the word transform is defined as to change or convert. Students should understand that rotations, translations, and reflections are all types of transformations.
Maurits Cornelis (M.C.) Escher (1898-1972) was an architect and graphic artist. He continually invented new visual constructions to challenge the conventional perception of spatial relationships. Eschers fascination with drawing figures that tile together perfectly led to numerous tessellation drawings that involve the repetition of one or more shapes that connect together in asymmetrical relationship.
2. Become mathematical problem solvers.
6. Represent mathematical situations.
Invitation to Learn
(This activity requires adequate physical space.) Have students stand where they can spread their arms out and not touch anyone. Give them the following directions:
|Evaluate students using the following rubric:|
|Student accurately graphs translations and reflections on the coordinate plane.|
|Student graphs translations and reflections on the coordinate plane, but not always accurately.|
|Student has difficulty graphing translations and reflections on the coordinate plane.|
|Student does not accurately graph translations and reflections on the coordinate plane.|
Dickinson, D. (1996). Learning Through Many Kinds of Intelligence. Seattle: New Horizons for Learning.
It is important to encourage children to explore and exercise all of their intelligences. Bodily/Kinesthetic Intelligence involves physical coordination and dexterity, expressing oneself or learning through physical activities. Logical/Mathematical Intelligence involves number and computing skills, recognizing patterns and order, and the ability to solve different kinds of problems through classifying and sequencing activities, and solving various kinds of puzzles.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: Association for Supervision and Curriculum Development.
It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain. When students elaborate on knowledge, they not only understand it in greater depth, but they can recall it much more easily.
Wahl, M. (1999). Math for Humans: Teaching Math Through 8 Intelligences. Seattle: New Horizons for Learning.
With new pressures on teachers and students to meet higher standards, this book offers tools that make concepts concrete and understandable. It has many practical and creative methods that take into consideration different learning styles and kinds of intelligences. Wahl has developed strategies that all teachers can use to help their students become successful in math.