What: A digital scavenger hunt where students identify real-world examples of rigid transformations. Students use their phones or computers to find and photograph examples of translations (sliding doors), rotations (ceiling fans), and reflections (mirrors) around the school. They will present their findings through Canva. Each slide should contain the title of the transformation, at least two real-world pictures, an overlay of the picture highlighting the transformation, a written description of the transformation, and the rule notation that defines that transformation.

When/Why: This makes for a great enrichment or bonus activity to get students out of their seats and exploring the world around them, allowing for creativity and choice.

When/Why: This is an excellent way for students to create and visualize their own transformations to ensure accuracy. Use this as a side resource during each lesson on the rigid motions (translations, reflections, and rotations).

Respondent Link: https://forms.gle/mdx3PdcpMr3GQ16Z6

What: A digital escape room with puzzles based on transformations. Students must correctly identify or apply transformations to unlock the next clue. Challenges increase in difficulty, starting with simple translations and progressing to mixed problems. Students can work in teams using computers to solve the puzzles.

When/Why: This would be a good review activity before an upcoming unit assessment, after having taught each of the activities.

What: In this activity, students use their existing understanding of translations, reflections, and rotations to complete a round of transformation golf. For each challenge, their task is the same: Use one or more transformations to transform the pre-image onto the image.

Highly recommend you solve the challenges yourself before assigning this activity.

When/Why: This can be used at any point during the unit by removing the unwanted slides (rotations, reflections, etc.). Or leave it intact as a review activity. The difficulty gets progressively harder with each challenge for accessibility and scaffolding.

When/Why: This could make for a great introductory activity exposing students to the idea of rigid motions. This would allow, then, a productive discussion about what rigid motions are and lead into our first lesson on translations.

When/Why: This is a great "main course" lesson. This lesson is scaffolded well with excellent imagery and animations to really help students understand what a translation is, how to graph one, and the notation involved in describing one.

What: Flash cards for students to practice memorizing their transformation rules for those who prefer this method.

When/Why: Once you've taught all the different transformation rules, provide this to students. Some of them prefer to just memorize the rules rather than visualize. This provides them with an excellent resource to do just that!

When/Why: Use after completing translations, as there is a built-in review at the end with checks for understanding. This can be used synchronously or asynchronously.

When/Why: This is a great "main course" lesson. This lesson is scaffolded well with excellent imagery and animations to really help students understand what a reflection is, how to graph one, and the notation involved in describing one.

When/Why: This is a great "main course" lesson. This lesson is scaffolded well with excellent imagery and animations to really help students understand what a rotation is, how to graph one, and the notation involved in describing one.