May23-26

Standard 3.3.1 - The student identifies, describes, and performs single and multiple transformations [reflection, rotation, translation, reduction (contraction/shrinking), enlargement (magnification/growing)] on a two-dimensional figure (2.4.K1a). Opening Activity: Pick up a square and a piece of paper.
 * Monday - Tessellations - Rotations **

**What You'll Learn:** To create tessellations using "Rotation".

**What you'll do:** > Lessons adapted from [|Tantalizing Tessellations] by Vivian Archambault, Danielle Desjardins, and Terry Wood > > Review Translation/Slide Tessellations by sharing Fish Tessellations. > > Discuss the [|3 types of Tessellations]. > > Transformations Practice.pdf > > Take a [|quiz]. > > Discuss Rotation Tessellations using examples. > > **Using a 2 X 2 square and the nibble technique. We will change an ordinary square into a wonderful new irregular shape.** > > 1. Lightly shade one side of the square. > 2. Draw a simple design from one corner of the sheet to an adjacent corner. (Do not draw diagonally.) You must draw from corner to corner. Do not stop halfway across. > 3. Cut on the design line, being sure to have 2 pieces when done - the nibble and the rest of the square. There should be no other pieces lying around. This is very important. No trimming allowed. > 4. Instead of sliding the nibble, rotate the nibble at its end point to an adjacent side of teh square, not an opposite side. Tape the piece making sure that it matches a straight edge. Do not overlap the edges when taping them. The corners of the piece and the nibble should match perfectly. > 5. Repeat # 3 and 4 on another side. > 6. Use your shape to make a rotation tessellation on the paper provide. Trace the shape in the center of the paper. Then slide, rotate and trace. Continue to fill the paper. > 7. Now comes the time to be creative! What does your shape look like? Make it into something. Then color. > 8. Staple the rotation piece to the back of your tessellation and turn in. > > Evaluation: you will be assessed based on the quality of the nibble and the tessellated paper. (Coloring and creativity count, too.)
 * Discuss rotations.
 * Assignment: Create a rotation
 * == Rotation ==
 * Marzano Strategy: Similarities and Differences

** Tuesday - Tessellations - Rotations on the Coordinate Plane ** Standard 3.3.1 - The student identifies, describes, and performs single and multiple transformations [reflection, rotation, translation, reduction (contraction/shrinking), enlargement (magnification/growing)] on a two-dimensional figure (2.4.K1a).

**What You'll Learn:** To graph rotations of a polygons on a coordinate plane.

**What you'll do:**
 * Discuss rotations on the coordinate plane.
 * [[file:Transformations on the Coordinate Plane.ppt]]
 * http://www.mytestbook.com/test_questions.aspx?test_id=1344&topics=Geometry%20Coordinate%20Plane%20Translation,%20Reflection,%20Rotation,%20Dialation&subject=Math&grade=8
 * Model rotations using the graph in the front of the room.
 * Assignment: Rotations Practice
 * Marzano Strategy: Similarities and Differences
 * Marzano Strategy: Similarities and Differences

** Wednesday - Tessellations Review/Test ** Standard 3.3.1 - The student identifies, describes, and performs single and multiple transformations [reflection, rotation, translation, reduction (contraction/shrinking), enlargement (magnification/growing)] on a two-dimensional figure (2.4.K1a). Opening Activity: Organize Notebook

**What You'll Learn:** To graph reflections of polygons on a coordinate plane.

**What you'll do:** ** Thursday - Scavenger Hunt **
 * Hand in books.
 * Review all tessellations and reductions and enlargements.
 * Assignment: Tessellation Test
 * Marzano Strategy: Similarities and Differences

Directions: With your partner, use your math skills to find the right numbers for the tasks below. Use Microsoft Word to record your work. Good luck and happy hunting!

 * 1) [|Twinkle & Eyenstein: The Amazing Eye] Find the letters of your names in Braille and write it.
 * 2) [|NCTM Illuminations] Create a quilt pattern for a class quilt. Take a screen shot (shift, apple, 4) of your block and paste on your document.
 * 3) Find your town and your house on [|Google maps]. Take a screen shot and paste into your document.
 * 4) Go outside and find the year the school was built on the east side of the building. Use the internet to convert the number to Roman Numerals.
 * 5) [|MapQuest] How many miles is it from Goodland, KS to Washington, D.C.?
 * 6) Using the information from #5, find how many hours it would take to drive that distance, averaging 60 miles per hour, if you could drive straight through.
 * 7) Using the information from #5 & #6, answer the following question. How much will it cost to drive to Washington, D.C., from Grant Junior High if gas is $3.50 per gallon and your car gets 30 miles to the gallon?
 * 8) [|The Great Buildings Collection] How tall is the Empire State Building in feet? in yards? in inches?
 * 9) Using [|The Great Buildings Collection]pick a building you find interesting and classify and count the shapes you see in that building. Record the kind and number of shapes.
 * 10) Using the tape measure provided, your height, your shadow, the shadow of the pole and what you know about ratios and proportions, go outside and find the height of the telephone pole on the south side of the building. Measure everything in centimeters.
 * 11) Print and turn in your paper with both your names on it.
 * 12) All done? Try one of these:
 * 13) [|Lemonade Stand]
 * 14) [|Math Millionaire]
 * 15) [|Algebra Planet Buster]
 * 16) [|Algebraic Reasoning]
 * 17) [|Space Racer Multiplication]

Resources: January 2007 • www.TeachingK-8.com