ac’vity)process:)change) whatdoes%itmean%to% translate%an
TRANSCRIPT
• What does it mean to translate an object? Show learners how an ar5st inspired by Escher created her own rota5on basic design mo5f using rota5on and transla5on
h<p://coffeecupcardioids.blogspot.com.au/2013/10/twisted-‐tessella5ons-‐iii-‐rota5on.html Discuss that transla5ng will be the focus of this lesson. Ask learners to write a defini5on for the words: • Transla'on or slide-‐change posi5on without
turning it • Reflec'on or flip-‐mirror image of the shape
with each point the same distance away from the mirrored image
• Rota'on or turn-‐a shape changes posi5on by turning about a fixed point through a given angle
(Learners need to make the connec5on to terms they already know such as flip, slide and turn) Discuss with the class how these processes can be grouped into a term called transforma+ons, where an object has been transformed (changed). It is important that students understand that aRer any
Ac'vity Process: Change Learning Inten'on -‐ to introduce the concepts of rota5on, reflec5ons and transla5on
Lesson adaptedh<p://www.shodor.org/interac5vate/lessons/Transla5onsReflec5onsRota5ons/
Ask the students: • Where you might see a reflec+on in everyday
life? For example. reflec5on in a mirror or in water that the ar5st Escher captured
• What does it means to rotate an object? eg.
turning an object around a point.
Australian Curriculum Year 6 Inves5gate combina5ons of transla5ons, reflec5ons and rota5ons, with and without the use of digital technologies ACMMG142
Key Ideas • Understanding that transla5ons, rota5ons and
reflec5ons can change the posi5on and orienta5on but not shape or size
• Checking for reasonableness of representa5ons
Resources • FISH • compass • protractor • student) • polygon blocks • glue • art paper • Reflec5on • translate • pictures of animals to trace (3 copies per
Vocabulary shapes, ver5ces, vertex, sides, polygons, names of shapes, rota5on, reflec5on, transla5on, flip, slide, turn, quadrants, cartesian plane, angle, axis, congruent, rotate
• rulers • pencils • dot paper • graph paper • coloured paper • Markers • tracing paper • Rotate
of these transforma5ons, the shape s5ll has the same size, area, angles and line lengths. Ar5st use the process of transforma5on in their work. Minimalist ar5st Frank Stella used geometric shape transforma5ons which are visually complex in his work www.emgeart.com/pps/third/Frank Stella Pain5ngs.pptx Ar5st Robert Delaunay spent much of his career working with circular shapes. His work Endless Rhythm shows coloured discs strung out diagonally across the picture. They are so arranged that each one leads on to the next and the movement is directed back again into the picture at the two ends. h<p://www.tate.org.uk/art/artworks/delaunay-‐endless-‐rhythm-‐t01233 Inves'gate transforming a variety of shapes using: • Shape blocks. Learners can trace the block,
then rotate, reflect and translate in a different colour to show the process
• Use Frank Stella’s idea of an irregular polygon to reflect, rotate, and translate.
Use the Transmographer to inves5gate reflec5ons, rota5ons and transla5ons digitally. Teacher demonstrates on the Interac5ve Whiteboard, then students use individual laptops/computers. Detailed instruc5ons can be
found in the HELP tab. This applet allows the user to translate triangles, squares, and parallelograms on both the x and y-‐axes. The user can also reflect the figure around x values, y values, and the line x = y. The applet will also rotate the figure any given number of degrees.
Show the class how to choose the shape they wish to translate, rotate, or reflect using the bu<ons at the top of the applet -‐ New square, new parallelogram, new triangle. Explain that they must pay close a<en5on to the color of each side of the shape in order to see that the shape has been rotated, translated, or reflected. Show the class how to enter a distance to translate, a degree by which to rotate, or a line of symmetry over which to reflect the object.
Use the Transla5ons, Reflec5ons, and Rota5ons Worksheet to further inves5gate this concept as a whole class (guided prac5ce)
Further ac5vi5es to support these concepts: Understanding Rota+ons -‐ A simple, animated introduc5on to rota5on of geometric shapes, with an interac5ve quiz. h<p://www.resources.det.nsw.edu.au/Resource/Access/7b4f7177-‐f236-‐4a43-‐8d48-‐6651d11e64c3/1
Rota+onal Transforma+ons -‐ An animated tutorial, describing the process of drawing the resul5ng image aRer rota5on of a triangle, followed by an interac5ve quiz. h<p://www.resources.det.nsw.edu.au/Resource/Access/ed44cef0-‐57ab-‐40de-‐a79c-‐6c98d7ac796a/1
Ac'vity Processes-‐Transform a Logo (Modelling for assessment task) Show students the Mitsubishi Motors Logo. Discuss the features of the logo -‐ 3 quadrilaterals joined at a centre point. The logo has been created by rota+ng the same shape on the centre point three 5mes. Ask students to try to replicate this logo using grid paper. Now ask them to transform this logo using one or more of the processes learnt (rota5on, reflec5on or transla5on). Sketch examples of how to do this on the whiteboard then ask students to design their own. Ensure transforma5on is done in a different colour.
When complete, ask students to describe the transforma5on using the appropriate language -‐ eg. I rotated the first shape or the second shape was translated 5 cm. Model an appropriate journal entry to explain this process. Ac'vity Process: -‐ Maths Art Connec'on Explicit teaching whole class focus To explore the concepts of Reflec5on, rota5on and transla5on using art. Lesson based on h<p://www.mathac5vi5es.net/lessons/transla5on-‐rota5on-‐reflec5on.htm Learning inten+on -‐ Students will create an image of an animal by applying the no5ons of transla5on. • Provide each learner with 3 copies of an animal face -‐ eg. lion and instruct them to fold the image
along a ver5cal line in half • The learner then traces half of the lions face three 5mes onto tracing paper. • Cut out each traced image. • Perform a reflec5on, transla5on, or rota5on with each traced image. • Glue each traced image in its appropriate posi5on next to one of the original three half-‐face
photographs. Alterna5ve 1 Inves5gate the 17 Wallpaper Tilings ideash<p://www.scienceu.com/geometry/ar5cles/5ling/wallpaper.html Alterna5ve 2 Inves5gate Design Transla5ons h<p://coffeecupcardioids.blogspot.com.au/2013/09/twisted-‐tessella5ons-‐i-‐transla5on.html 1. Use a 10 X 10 cm square piece of recycled card and draw any sort of fluid line shape. Card works
be<er than paper because it will to be used like a template later on. 2. Cut out the line bit. When using scissors remember to rotate the paper around the lines being
cut out and not the scissors) 3. Slide the cut out down and tape it to the edge opposite the one you cut it from. 4. Pick one of the remaining two sides and draw another fluid line shape. 5. Repeat Step 3 with the second cut out. 6. Now your stencil is ready to use. Hold the shape s5ll on a piece of paper and trace around it. You
can now con5nue the pa<ern by sliding the whole shape up or down/leR or right and lining it up with the already drawn edge and tracing again. This super simple method can be con5nued on forever and you can expand your tessella5on indefinitely.
•
Assessment Complete the following tasks on grid paper. • Draw a triangle. Rotate the triangle three 5mes around a centre
point.
• Draw an irregular quaderilateral. Translate this shape 5cm up, right and then down.
• Draw the le<er L. Draw the reflec5on.
Background A transla+on is a rigid mo5on that moves each point the same distance, in the same direc5on. In the plane, a reflec+on is a rigid mo5on that keeps all the points on some line fixed, and flips the rest of the points to the opposite side of that line. In space, a reflec5on is a rigid mo5on that keeps all the points on one plane fixed, and flips all points to the opposite side of that plane. Note that if you perform any reflec5on twice, all points end up back where they started. being the mirror. When you reflect an object, you are crea5ng a "mirror image" of that object, with the fixed line or plane A rota+on in the plane is a rigid mo5on keeping exactly one point fixed, called the "center" of the rota5on. Since distances are unchanged, all the other points can be thought of as having moved on circles whose center is the center of the rota5on. The "angle" of the rota5on is how far around the circles the points travel. A rota5on in three-‐dimensional space is a rigid mo5on that keeps the points on one line fixed, called the "axis" of the rota5on, with the rest of the points moving some constant angle around circles centered on and perpendicular to the axis.