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Write the rule for the combination of transformations on the board.

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Translations and Reflections Practice Stations

-- Around the room, post 10 different problems relating to translations and reflections
-- Students move around the room, answering each question (showing their work)
-- After students have had a chance to work through all problems, have students share out their answers

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Formal Formative Assessment
- Selected response
- 10 questions

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Compare and contrast translations and reflections. How are they similar? How are they different?

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Group students based on opener

Low-level (less than 1/3 correct)
-- Reteach the definitions of translation and reflection
-- Work through several practice problems with the students

Mid-level (between 1/3 and 2/3 correct)
-- Have students work together on practice problems.

High-level (over 2/3 correct)
-- Extensions: have students work together on doing combinations of translations and reflections

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Selected response review questions on reflections and translations
- Use these questions to group students (based on correct/incorrect answers)

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Answer the essential question: How are the preimage and image generated by a translation the same? How are they different?

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Activity 1: Reflections
- Introduce the idea of a reflection by showing students a graph of the transformation

Activity 2: General rules
For each of the following reflections, show the students a graph and have them take notes on the general rules
- Reflection over x-axis [ (x,y)-->(x,-y) ]
- Reflection over y-axis [ (x,y)-->(-x,y) ]
- Reflection the line y=x [ (x,y)-->(y,x) ]
- Reflection over x=a: If (x,y) is reflected over the vertical line x=a, then the image is (2a−x,y).

- Reflection over y=b: If (x,y) is reflected over the horizontal line y=b, then the image is (x,2b−y).

Activity 3: Practice
- Have students practice these different types of reflections independently

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Have students look at a translation and determine the mathematical rule.

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Selected response review problem from the previous unit

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Activity 1: Vocabulary
- Give students the definitions of new vocabulary words (preimage, image, coordinate, translation)

Activity 2: Translations
- Write the rule for translations on the board
[ (x,y)-->(x+a, y+b) moving right a and up b ]
- Show students how to perform a translation of a shape given a certain rule
- Have students work on practicing translations (worksheet)

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Answer the essential question: How are the preimage and image generated by a reflection the same? How are they different?