Lesson 4: Using Transformations to Create a Logo
Standards Addressed:
MCC9-12.G.CO.2 Represent transformations in the plane using, e.g., transparencies and
geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
MCC9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
MCC9-12.G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line
segments.
MCC9-12.G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Essential Question: How can we apply the concepts of transformations when creating company logos?
Launch: The teacher will review main concepts from throughout the unit as a whole class discussion. These will include reflections and rotations of an object as well as transformations on a coordinate grid.
Performance Task/Summative Assessment: The summative assessment will be a three part project. First, students will have to create a logo for a company of their choosing. The logo created must have rotational and/or reflection symmetry. Next, students will create need to create a series of transformations that will take their logo through a fictional conveyor belt in order to paint the object. For the first wo parts, students will create their logo and conveyor belt using the software program Geometer’s Sketchpad. Finally, students will need to write a presentation to their chosen company explaining their logo, the types of symmetry it has, and the transformation process that will paint the object. This presentation will be created using either PowerPoint or SMART Notebook Express. Once completed, students will present their logo and proposal to their classmates.
Engage: Students will review concepts from throughout the unit to engage them in the summative assessment.
Explore: Students may use the internet to explore various logos in order to gain ideas when creating theirs.
Explain: Students will be explaining their work during the presentation.
Elaborate: Students will be expressing their project in multiple ways, through functions when explaining steps, through visuals like
the logo and the blueprint, and through auditory presentations.
Evaluate: Students will evaluate other’s presentations.
Extend: Students will be able to extend their concept of transformations to the concepts of creating logos and the process of a conveyor
belt.
Standards Addressed:
MCC9-12.G.CO.2 Represent transformations in the plane using, e.g., transparencies and
geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
MCC9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
MCC9-12.G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line
segments.
MCC9-12.G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Essential Question: How can we apply the concepts of transformations when creating company logos?
Launch: The teacher will review main concepts from throughout the unit as a whole class discussion. These will include reflections and rotations of an object as well as transformations on a coordinate grid.
Performance Task/Summative Assessment: The summative assessment will be a three part project. First, students will have to create a logo for a company of their choosing. The logo created must have rotational and/or reflection symmetry. Next, students will create need to create a series of transformations that will take their logo through a fictional conveyor belt in order to paint the object. For the first wo parts, students will create their logo and conveyor belt using the software program Geometer’s Sketchpad. Finally, students will need to write a presentation to their chosen company explaining their logo, the types of symmetry it has, and the transformation process that will paint the object. This presentation will be created using either PowerPoint or SMART Notebook Express. Once completed, students will present their logo and proposal to their classmates.
Engage: Students will review concepts from throughout the unit to engage them in the summative assessment.
Explore: Students may use the internet to explore various logos in order to gain ideas when creating theirs.
Explain: Students will be explaining their work during the presentation.
Elaborate: Students will be expressing their project in multiple ways, through functions when explaining steps, through visuals like
the logo and the blueprint, and through auditory presentations.
Evaluate: Students will evaluate other’s presentations.
Extend: Students will be able to extend their concept of transformations to the concepts of creating logos and the process of a conveyor
belt.
summative_assessment.doc | |
File Size: | 31 kb |
File Type: | doc |
using_transformations_to_create_logos.ppt | |
File Size: | 109 kb |
File Type: | ppt |