1. Interdisciplinary Unit Plan
Flip, Slide, Turn
Benjamen Edwards

2. Standard: M7G2 Students will demonstrate understanding of transformations.
A. Students will demonstrate an understanding of translations, dilations, rotations, reflections, and relate symmetry to appropriate transformation.
B.  Given a figure in the coordinate plane, students will determine the coordinates resulting from a translation, rotation, or reflection.

3. Learning Goals
Students will develop an understanding of transformations by analyzing properties of reflections, translations, and rotations in coordinate geometry.
Students will construct geometric transformation on the coordinate plane.
Students will explore relationships between reflections, translations, and rotations using technology and manipulative.

4. PRE-ASSESSMENTS
Students will be given a multiple-choice assessment covering translation, rotations, and reflection.
Students will be given a survey to take home to their parents about resources available in the home.

5. TEACHER'S OBSERVATION ASSESSMENTS
The teacher will observe students during instruction with the manipulative.
Students will walk around the school to observe and record any transformation they may see.
Students will keep a daily log throughout the unit.
NOTE: THIS IS NOT FOR A GRADE

6. FORMATIVE ASSESSMENTS
Students will create a PowerPoint demonstrating and defining rotation, reflection, and translation.
Students will be given several worksheets covering transformation.
Students will have a quiz over rotation, reflection, and translation.

7. PERFORMANCE ASSESSMENT
Making a quilt design - Preparing for your final assessment
A guest speaker will come in and show students what a quilt design looks like.  She will show how rotation, reflection, and translation is used to create quilt designs.
The art teacher will come in and demonstrate how rotation, reflection, and translation is used in the art world.
Students will work in groups of 2-3 peers to gather information about the history of quilts and their use.

8. SUMMATIVE ASSESSMENT
In groups students will design a quilt pattern that incorporates all three types of transformations (rotation, reflection, and translation).
During the performance task individuals will keep a daily log of their group progress for the day. They will also make suggestions of how their group can improve their performance for the next day.  The log will be submitted to the teacher with their quilt design as part of their whole project grade.

9. (Teacher observation and Daily log).
Photo Album Rubric
Criteria
Not Evident
0-5 points
Developing
6-10 points
Proficient
11-15 points
Exemplary
16-20 points
Score
Mathematical
Concepts
Quilt design does not show understanding of the concepts of transformations
(Zero transformations are present)
Quilt Design shows little understanding of the concepts of transformations
(One transformation is present)
Quilt design shows substantial understanding of the concepts of transformations
(Two transformations are present)
Quilt design shows complete understanding of the concepts of transformations
(Three transformations are present)
Explanation
Verbal explanation is not clear and very difficult to understand.
Verbal explanation is somewhat clear but still difficult to understand.
Verbal explanation is clear and understandable.
Verbal explanation is very clear and detailed. It is very understandable.
Diagrams
And
Sketches
Diagrams and sketches are not evident.
Diagrams and sketches are present but difficult to understand.
Diagrams and sketches are present and understandable.
Diagrams and sketches are very clear and add to the understanding of the design.
Neatness
Organization
The work is unorganized and sloppy.
The work is somewhat organized and neat but difficult to understand at times.
The work is organized and neat and understandable.
The work is presented in a very neat and organized fashion and very easy to understand.
Working with others
(Teacher observation and Daily log).
Student does not work effectively with others.
Student work with others some of the time giving some input on the project.
Student worked with others giving input and listening to others ideas most of the time.
Student always gave input and showed good listening skills throughout the project.