The students will...
1) Label their squares clockwise from the top left 1,2,3,4.
2) explore with their squares using reflection, translation and rotation.
3) write down how they created their final design (using reflection, translation and rotation) and describe what it looks like.
4) come together as a group to share their designs and demonstrate how they were made naming the geometric transformation used to create their design.
5) discuss how each of the squares is related to the other 3 squares as a group.

Day 1 of this lesson students will use translation and reflection only.
Day 2 students will use rotation only.
Day 3 students will use all three, and will explore line symmetry

Information processing

Complex thinking

Habits of mind

Collaboration/cooperation

*teacher observation

*student/ teacher conferencing

*class discussion

*product evaluation

The students will...
1) Choose the method for demonstrating their new knowledge of the difference between reflection, translation and rotation.
2) assign jobs for the members of their collaborative group.
3) create a project plan
4) gather or create needed resources for the project.
5) Explain or demonstrate the difference between reflection, translation and rotation in creating one or more of the following:
Power Point Presentation, Clay Animation, Video Demonstration in iMovie

Information Processing

Complex thinking

Habits of mind

Effective communication

*teacher observation

*student/teacher conferencing

*student self -evaluation using teacher created rubric

*product evaluation

*rubric

Feedback will be given in the student/teacher conference.

At the conclusion of this portion of the lesson the student will receive a copy of the product evaluation and rubric.