Lesson

Plan College of Saint Benedict/Saint Johns University

Title of Lesson: Transformation Animations with Flip Books
NCTM Standard: Geometry
Grade Level: 7
Process Standard(s): Communication, Connections

Minnesota Academic Standards: Objectives:
7.3.2.4 Students will be able to
Graph and describe translations and 1. Graph translations of geometric shapes
on a coordinate grid and record their
reflections of figures on a coordinate grid and
coordinates
determine the coordinates of the vertices of 2. Graph reflections of geometric shapes
the figure after the transformation. on a coordinate grid and record their
For example: The point (1, 2) moves to (-1, 2) coordinates
after reflection about the y-axis.

Rationale:
1. This lesson is important for a seventh grader because it allows you to practice doing
different transformations in geometry and connects to the prior knowledge you already
have about translations and reflections. It also helps you see how transformations are
used in the real world by animators who create some of our favorite movies.
2. This lesson relates to prior knowledge because students have already been introduced
to what transformations with geometric shapes are. They have practiced using steps to
translate and reflect shapes with coordinate grids. The use of mirrors to reflect shapes
have helped students conceptualize how a reflection works. Now students will be able
to understand and apply a real-world application of transformationsmaking
animations!
3. This lesson relates to future learning because students will later be introduced to
another type of transformation called a rotation. This lesson will allow them to
understand the real-world application before learning this more complex type of
transformation.

Materials/Preparation Needed:
Graph paper/coordinate grids (different sizes)
Pattern blocks
Rulers
Sticky notes with vocabulary words written on them
Coloring utensils
Computers

 List and define:
discipline specific language:
Transformation-a change in a point or shapes location on a coordinate grid by using different
processes
Translation-type of transformation known as a slide where points are moved a certain
number of units left/right and up/down on the coordinate grid
Reflection-type of transformation known as a flip where all points of a shape are the same
distance from a specific line before and after the transformation
Coordinate grid-plane with x and y axes
Vertex-points of geometric shapes
Geometric Shape-set of vertices and lines that all link to create a closed shape
Mirror image-what is created by doing a reflection
Ordered pair-representation of a points location on a coordinate grid by indicating how far
left/right and up/down the point is
X-axis-horizontal axis of a coordinate grid
Y-axis-vertical axis of a coordinate grid
Origin-starting point
Horizontal-side to side like the x-axis
Vertical-up and down like the y-axis
Line of Reflection-line that point is
Quadrants-sections of a coordinate grid

academic language:
graph-plot points on a coordinate grid
record-write down
recognize-being able to see patterns and talk about them by looking at the ordered pairs
before/after transformations
describe-be able to talk about in words
identify-pick out from different options
perform-to draw a transformation

Anticipatory Set: (5 minutes)
Heads Up Vocabulary
Students will have the opportunity to review vocabulary words we have discussed throughout
the unit by playing heads up. Students get a sticky note with a vocabulary word on it. Without
looking at it, students place the word on their head, so others can see it but they cannot. When
the game starts, students walk around the room and stop to talk to other students. Students
ask each other yes/no questions to try to narrow down what their word could be. Once a
student figures out their word, they go to their desk, write down a description/definition of the
word, and put the sticky note on the board. After 2 minutes, students who have not yet figured
out their word no longer ask yes/no questions. Instead, other students can freely describe the
word to try to help the student figure out what it is. After five minutes, the timer will sound and
the game is over.

Vocabulary Words to include (can have repeats depending on class size):
1. Graphing
2. Transformation
3. Translation
4. Reflection
 5. Coordinate grid
6. Vertex
7. Geometric Shape
8. Mirror image
9. Ordered pair
10. X-axis
11. Y-axis
12. Origin
13. Horizontal
14. Vertical
15. Line of Reflection
16. Quadrant

This activity is beneficial because it is an interactive way to refresh students prior knowledge
on and understanding of concepts they will need to know before completing the lesson.
Students are exposed to many different terms during the course of the game and they are
challenged by having to describe them to one another without using the term. They also have
to be able to define their word before completing the game. Follow up questions will be asked
after the game such as:
1. Are there any words that confused you that you want to clarify?
2. Turn to a partner and list the steps of doing a translation.
3. Turn to a partner and list the steps of doing a reflection.
4. Can you think of any ways transformations make everyday processes possible in our
world?

Procedure: (40 minutes)
*would take 2-3 days of work time to complete (varies based on whether technology extension
would be encouraged or not)
Today, we are going to apply our knowledge of translations and reflections to create an
animation, a process used by creators of animated movies to create magic on the
screen that audiences watch
Students would create an animation flip book using translations and reflections as a final
assessment of the unit
See detailed instructions/student expectations in the attachments below for complete
details of student requirements
Model How to Create a Flip Book Page (5 minutes)
Pass out student rubric/guidelines and go over the details of the assignment (attached
below)
Emphasize the importance of making sure each coordinate grid page is the same size so
it lines up correctly when you flip it. Also mention importance of keeping pages in order-
offer paper clips to help them stay organized.
Show students how they can use pattern blocks and rulers to help them make shapes
for their animation
Show example PowerPoint animation created by student of caterpillar transforming into
a butterfly. Use student rubric/guidelines attached to have students think about what
was done well/needs to be improved in this example.
Ask what questions students have at this point

 Work Time for Flip Book Review Guide/Brainstorm of Ideas (10-15 minutes)
Give students time to work on flip book review guide which will help ensure they are
ready to create their animation
This will act as their exit ticket to start creating their animation
After students have completed the review guide, extra time can be used to brainstorm
ideas for their animation on the back of the worksheet
Flip Book Work Time (20 minutes)
As students finish the review guide, they can raise their hand to have it checked by the
teacher. If responses show they understand translations/reflections they can begin
working on their flip book!
If there are mistakes, teacher will help address them or point them to resources (book,
video, etc.) to help correct them before they are ready to create their own.
Work time will continue into the next day or two

Assessment of Learning:

Animation Preparation Guide & Flip Book
Translation
1 (Beginning) 2 (Developing) 3 (Proficient) 4 (Exceeds)
Identify a translation Describe what a Graph translations of Graph translations of
and graph them with translation is and geometric shapes on geometric shapes on
assistance. graph them with a coordinate grid and a coordinate grid and
assistance. record their record their
coordinates. coordinates.
Recognize patterns
with ordered pairs
before/after the
transformation.

Reflection
1 (Beginning) 2 (Developing) 3 (Proficient) 4 (Exceeds)
Identify a reflection Describe what a Graph reflections of Graph reflections of
and graph them with reflection is and geometric shapes on geometric shapes on
assistance. graph them with a coordinate grid and a coordinate grid and
assistance. record their record their
coordinates. coordinates.
Recognize patterns
with ordered pairs
before/after the

transformation.

Closure: Gallery Walk and Reflection (8 minutes)
1. After students have completed their flip books (may take more than one class period),
students will have the opportunity to walk around the classroom to look at one
anothers books. If they have digitalized them on PowerPoint, the slides will be viewed
in class.
2. Then students will answer the following reflection questions on the process and their
animation with a partner before sharing in whole class:
 a. What was your biggest challenge in creating your animation flip book?
b. What did you learn about performing reflections and translations?
c. Would you like to recognize any of your classmates for their creative
animations?


Assignment:
N/a

Accommodations:
1. How will you support students who struggle academically?
Reviewing what each type of transformation is, allowing the use of pattern blocks to create the
flip book, and allowing partner work are strategies that will help struggling students.
2. How challenge advanced students?
Students will be challenged by not only being able create their own animation designs, but also
by being prompted to identify patterns in how the coordinates changed with each type of
transformation. Integrating technology is also an optional extension for students who have
enough time.
3. How will you provide for different learning styles?
Interpersonal and intrapersonal learning is fostered by allowing students to either work
individually or in pairs. Spatial intelligence will be utilized by allowing students to design their
own animations and plan the transformations. Linguistic intelligence will be provided for by
allowing students to tell the story of their animation while it is viewed.
4. What is one accommodation/modification for a SPED learner?
Starter guides will be offered by giving students shapes/a plan that they can start with so they
dont have to develop an idea from scratch. Larger graph paper will be offered to students as
well.
5. What is one accommodation/modification for an EL learner?
Reviewing vocabulary words in anticipatory set that are needed to understand the rubric is a
necessary accommodation for them.
Reflection



 Flip Book Review Guide

Which of the following pictures show a translation (if any)? (circle)

What steps do you need to do to perform a translation?







What steps do you need to do to perform a reflection?
 Transformational Geometry:
Create an Animation
If your students are like mine, they want to know why they're doing what they're
doing. Sometimes it can be difficult to find a real life connection with certain
topics in Math - especially Transformational Geometry. However, this activity
does just that!

Students will become animators!

Students will work to create an animation (flip pad and/or slide show) using the
concepts of translation and reflection, on a coordinate grid. You can use this as an
activity to drive instruction or as an assessment toward the end of the unit. Students
can work individually, but with a partner works well.

The main activity is set up as a "flip pad". However, it's really cool when the flip
pads are scanned into the computer and students create an actual moving
animation. I've offered this an as "optional extension". If you can spare the time
and have access to a scanner, it can make the activity even more engaging and
motivating for students. They, in essence, become real animators! Meanwhile,
you'll be hitting Math and Technology outcomes.
Included:

The assignment sheets for students which explain what is expected of them
A simple checklist for students to use as they create their animation. This
checklist includes the outcomes that students will achieve with the
assignment. Each "Yes" is one mark and those categories that are marked as
"3 pts" are worth 3 marks for a "Yes" (total assignment is worth 17 marks).
If you are simply using this as an activity and not an assignment, students
can self assess with the checklist.
A BONUS "Optional Extension" sheet for students. You may want to give
students BONUS marks for creating a slide show. Every student may want
to do a slide show, or you may provide it as an option for early finishers.
A sheet providing students with the steps to making a slide show
Blank 10 x 10 grid
A student sample: A slide show of 27 slides that you can show students as
an example of what you're asking them to do. I suggest that you even assess
this sample with students, using the checklist to see what the students did
well, what problems they may have had with their animation and what your
students should consider as they create their flip pad animations.

NOTE:

Students need to put their coordinate grid in the exact same place on each sheet of
paper for their flip pad, in order for it to work properly. You can give students the
grid provided, photocopied multiple times. However, photocopying can sometimes
be an issue. I have my students make their own grids on graph paper. This can be a
lot of work and that's why working with a partner is great - it cuts the workload in
half. Working with a partner requires communication and builds skills students
will need in life. Let's face it, in reality, one animator wouldn't create an entire
animation - people work in teams on the same project.


How can you use Transformational Geometry to create an animation?

Your task in to
create an
animation flip pad that shows
two transformations:
Translations and Reflections.

-Your animation can be of whatever you like, but your main

objective must be to show an object moving over a coordinate plane.

-Draw each step in your animation on a separate coordinate plane,

on a new piece of paper. Make sure each plane is identical so that
when you put all of the papers together, the animation will look the
way you plan.

-Make a title page for your flip pad.

-You can put both transformations into one flip pad or you can make
multiple flip pads to show each one.

Carefully plan where to draw each coordinate plane on the graph

paper You may want to make a demo first.

More sheets make a more effective animation.

Make sure that you staple all of your sheets IN ORDER.

You can keep the animation simple the more details, the more
difficult it will be to keep the animation consistent.

Be creative and have fun!

 Name: _______________________ Date: ______________ ID # ___

Flip Pad Animation Rubric
You must:
Animation Preparation Guide
Expectation Yes (One mark for each check) No
-Circle the translation
-Circle the reflection
-Describe a translation
-Describe a reflection
Animation Flip Book
Expectation Yes (One mark for each check) No
-Label the x and y axis

- Label each quadrant correctly

-Label the origin

-Include at least one translation

-Include at least one reflection

-Label the coordinates of one shape,
translate it and label the new
coordinates (3 pts )
-Label how many units horizontally
and vertically the shape was moved
-Label the coordinates of one shape,
reflect it and label the new
coordinates (3 pts)
-Identify the line of reflection

-Include a Title Page/Cover

-Color your animation

-Staple your flip pad with the
drawings IN ORDER
-Create at least 10 drawings

Comments:____________________________________________________________________

______________________________________________________________________ Total =
!"


Optional Extension:
Create a real animation with your flip pad by making a Slide Show Presentation (5
Bonus marks)

Once you've created your flip pad, you'll have gained an understanding of what
animators do to create many of the cartoons and movies that we watch every
day.

To see your animation come to life ( and to gain 5 BONUS marks), scan each page
and create a Slide Show presentation, one picture per slide. When all of the
individual pictures are scanned in and you play your slide show, your characters
will move across the screen - just like in the movies.

1) Under the HOME tab, choose "Blank" or "Photo with caption" to insert your drawings

2) Under the ANIMATIONS tab, set Transition speed as "Fast" and click "Apply to all"

3) Under the ANIMATIONS tab, click "Automatically After", NOT "On Mouse Click" and set the
time for 00:01 (one second).

4) Make sure that all of your animations are in order so that the characters/picture will move
the way you intended

5) Scan in and save each of your drawings (in order) numbering them as you save them (pic1,
pic2...etc)
 Steps to Making a Slide Show

(After all of your illustrations are scanned and saved)

1) Open Microsoft PowerPoint

2) Choose a Layout (Blank or Picture with Caption)

3) Using the Design tab, choose a background design (SAME design for every
slide)

4) Under the Insert tab, click Picture

5) Select your title page as the first picture

6) Add a border if you like (keep the same border for every picture if you choose a
border).

7) Go back to the Home tab and click New Slide.

8) Insert your first illustration into Slide 2.

9) Go back to insert another New Slide, until you have all of your illustrations
added to your Slide Show

10) Don't forget to SAVE

11) Under the Animations tab, make sure the following settings are chosen: "Fast"
and "Automatically After". Set the time for 00:01. Make sure "On Mouse Click" is
not checked. Click "Apply to All".

12) Now you've created a basic slide show. Go to the Slide Show tab and you can
watch your show "From Beginning" to see how it looks. It's when you do this, that
you may find mistakes in your flip pad, that you may want to fix up!