Running head: AMST 4.

3 1

MAT 126E – ASMT 4.3

Amanda Davies

Medaille College

MAT 126E

August 8, 2019
ASMT 4.3 2

Learning Objectives

By the end of this lesson, students will be able to demonstrate understanding of the four basic
rigid motions by completing the motions or drawing the resulting figures in a variety of
scenarios.

Essential Question

What ways can you move a shape/object on a plane without changing its size or shape? Are there
rules that dictate how to complete each kind of rigid transformation?

Activity

1) Draw a shape (square or triangle) on graph grid lines on the board. Ask students to plot the
points of the shape as review. Ask if they can think of ways to move the shape. Likely, they have
learned about sliding, flipping or turning in earlier years. Explain that these are informal names
for transformations, and that we will practice completing these movements and discover some
rules for the movements throughout station activities today.

2) Confirm important vocabulary for students completing the stations. As part of reviewing
these, relate them to the flip, turn, slide that students already know, and be sure to plot all points
of the demonstration triangle you are completing with class. Remind class that when plotting
shapes, coordinates are written as (x,y) and changes to these coordinates are (x ± n, y ± n).
Complete a demonstration of (3,4) to (x’, y’) graphically and notation wise. Let students know
that we will explore one more rigid transformation that doesn’t exactly match the slide, flip, turn
that they knew before.

3) Take any questions and send class to stations in their groups.

4) Circulate and help students at stations. Each stations should be 15 minutes long, including
transitions. Ensure that 5 and 2 minute warnings are given for each rotation.

5) Conclusion. Gather students to discuss their findings. Confirm that slide = translation, turn =
rotate, flip = reflect, and the new one is glide-reflect. Collect ‘rules’ that students discovered
about each motion and compile them into one master list.

Stations:
1) Translations.
2) Reflections.
3) Rotations.
4) Glide-reflections.
5) Final stations combining all.
ASMT 4.3 3

Materials:
Grid papers, activity sheets, geo boards, elastics, MIRAs

Links to Resources

https://www.teacherspayteachers.com/FreeDownload/Transformations-Free-121236

https://www.geogebra.org/m/KaKer4W9#material/M2YA5uCr

https://www.teacherspayteachers.com/FreeDownload/Glide-Reflections-542869

https://www.sausd.us/cms/lib/CA01000471/Centricity/Domain/4014/Geometry%20Unit%20of%
20Study%20Final.pdf

https://www.andrews.edu/~rwright/geometry/worksheets/Geometry%209.MIRA%20Transforma
tions.pdf

Station Details:

Station 1: Translation.
1) Have students go to https://www.geogebra.org/m/KaKer4W9#material/M2YA5uCr and
explore the graph. Students should answer questions from the site.
2) After exploring the site, students should use Geoboards and elastics to complete the following
3 translations. Each should be drawn on their graph paper. And the movement should be
described in a sentence.
1: Up 3 squares and left 2 squares.
2: Left 4 squares and down 1 squares.
3: Right 5 squares.

Rules for translation:

ASMT 4.3 4

Station 2)
1) Complete this MIRA activity:

2) Watch Khan video on reflections: https://www.khanacademy.org/math/basic-geo/basic-geo-

transformations-congruence/basic-geo-reflections/v/reflecting-shapes

Rules for Reflection:

ASMT 4.3 5

Station 3)
Rotation. Students will complete 4 rotation activities such as the sample below. Afterwards, they
will answer the following questions to conclude a set of rules for rotations.

Rules for Rotations:

 ASMT 4.3 6

Station 4) Glide-reflections. Students will complete the below activities:

A glide reflection moves all points in a translation, and then reflects all points along an
axis. Find the image of A(2, -1), B(1, 1), and C(3, 3) if it translates 3 points right, then
reflects in the x-axis.
(1st)
Glide A(2, -1)  A’(___ , ___)  A”(___ , ___)
(2nd)
Reflect B(1, 1)  B’(___ , ___)  B”(___ , ___)
x-axis
C(3, 3)  C’(___ , ___)  C” (___ , ___)

Example: ∆JKL has vertices J(6, -1), K(10, -2), and L(5, -3). Graph ∆JKL and its image
after a translation along (x, y)  (x, y + 4) and a reflection in the y-axis.

J(___ , ___)  J’(___ , ___)  J”(___ , ___)

K(___ , ___)  K’(___ , ___)  K”(___ , ___)

L(___ , ___)  L’(___ , ___)  L” (___ , ___)

-10 -5 5 10

-2

-4

Complete the following.

1. The translation T: (x, y)  (x + 2, y – 1) glides points 2 units right and ______________.
8

2. If T: (0 , 0)  (-2, 5), then T: (4, 1)  (___ , ___)

6

3. Translated along (x, y)  (x – 2, y); Reflected over the x-axis 4

P(___ , ___)  P’(___ , ___)  P”(___ , ___) 2

Q(___ , ___)  Q’(___ , ___)  Q”(___ , ___) -5 5

-2

R(___ , ___)  R’(___ , ___)  R” (___ , ___)

-4

-6

-8
ASMT 4.3 7

4. Translated along (x, y)  (x – 3, y – 3); Reflected over the y = x

8

P(___ , ___)  P’(___ , ___)  P”(___ , ___)

4

Q(___ , ___)  Q’(___ , ___)  Q”(___ , ___) 2

R(___ , ___)  R’(___ , ___)  R” (___ , ___) -5 5

-2

-4

-6

-8

Rules for Glide-reflection:

Station 5)
Large grid paper with irregular quadrilateral in top corner provided for each student.
Steps: (for each step, use the shape that resulted from the step above)
1. Translate the trapezoid 13 units right.
2. Reflect it over the dotted line.
3. Translate it 4 units down.
4. Reflect it over the Y axis.
5. Rotate it 90° counter clockwise around the origin.
6. Reflect the trapezoid over the Y axis.
7. Rotate it 180° around point D. 8. Shade in the trapezoid after step 7.