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Activities to improve students' understanding of transformations such as translations and reflections.
Slide, Flip, Turn Game
Third grade students struggle with developing the spatial sense of transformations such as translations or reflections. Teachers need to give students ample opportunities to help them visualize transformations on shapes.
Slide (translation) a transformation that slides a figure a given distance in a given direction. A slide is also called a translation.
Congruent having exactly the same size and shape
Flip (reflection) a transformation creating a mirror image of a figure on the opposite side of a line. A flip is also called a reflection.
Turn (rotation) the transformation that occurs when a figure is turned a certain angle and direction around a point. A turn is also called a rotation.
1. Demonstrate a positive learning attitude toward mathematics.
2. Become mathematical problem solvers.
Invitation to Learn
Ask the students, How many of you have ever gone down a slippery slide? Who has ever seen anyone do a back flip? Who would like to show the class how you can turn around?
Tell the students that as detectives, they will learn what slides, flips and turns are. Using a large stuffed animal, slide it across the floor and ask what it was doing? Have the students describe it. The animal was sliding across the floor. With your bodies, how would you show a slide?
Slide, Flip, Turn Game
Players: two to four
Goal: Be the first player to fit their shape into the final finish space or be the closest in fine minutes.
Curriculum Extensions/Adaptations/ Integration
Integrating mapping skills for directional skills
Play the Follow Directions game:
Cain-Caston, M. (1996). Manipulative Queen [Electronic version]. Journal of Instructional Psychology, 23(4), 270-274.
This is a study which determined the differences in third grade student achievement between using manipulatives verses worksheets.
Fox, T. B. (2000). Implications of research on childrens understanding of geometry. Teaching Children Mathematics, 6(9), 572-576.
A study which reports research on childrens understanding of geometry in the United States.