Online&Projects,&Collaboration&Sites&and&Publishing&Opportunities&

Lesson&Idea&Name:'Video'Games'and'Geometric'Transformations''
Content&Area:'Geometry''
Grade&Level(s):'10th'grade&
Content&Standard&Addressed:''''
MGSE9-12.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.
'
Technology&Standard&Addressed:''''
•! 1c:'Students'use'technology'to'seek'feedback'that'informs'and'improves'their'practice'and'to'
demonstrate'their'learning'in'a'variety'of'ways.'
•! 1d:'Students'understand'the'fundamental'concepts'of'technology'operations,'demonstrate'the'ability'
to'choose,'use'and'troubleshoot'current'technologies'and'are'able'to'transfer'their'knowledge'to'
explore'emerging'technologies.'''
•! 2F&Digital&Citizen&
•! 5F&Computational&Thinker&
'
&
Selected&Online&Project/Collaboration&Site/Publishing&Opportunity:''''
•! Mathalicious&
&
URL(s)&to&support&the&lesson:''''
https://www.mathalicious.com/lessons/key-board
&
Describe&how&you&would&incorporate&an&Online&Project/Collaboration&Site/Publishing&Opportunity&in&your&
classroom:&&''
In'this'lesson,'I'am'using'a'lesson'from'Mathalicious.'My'idea'for'this'lesson'and'how'I'plan'on'incorporating'
this'online'activity'is'through'an'introductory'lesson'on'geometric'transformations.'I'plan'on'this'lesson'taking'
about'1I2'days'to'complete.'Students'may'already'have'a'little'prior'knowledge'on'what'rotations'and'
reflections'are,'but'this'lesson'will'go'more'inIdepth'and'also'add'translations'and'dilations.'To'start'the'
lesson'and'to'get'students'interesting'in'the'topic,'we'will'watch'the'provided'video'of'two'very'well'know'
game'designers.'By'watching'this'video,'students'will'be'able'to'see'that'video'games'that'most'of'them'play'
every'day,'actually'require'the'use'of'math'in'order'for'them'to'be'made.'Next,'students'will'learn'about'each'
of'the'different'types'of'transformations.'After'learning'about'each'type,'they'will'be'asked'to'create'a'set'of'
transformations/steps'to'solve'the'game'level.'Once'students'come'up'with'what'they'think'the'steps'are,'
then'they'can'input'their'answers'into'the'program'to'check'and'edit'their'transformations.'During'this'time,'I'
will'be'asking'students'extension'questions'(ex:'How'will'the'object'change'with'a'reflection?'If'the'object'
rotates'90'degrees'clockwise,'what'will'it'look'like'at'180'degrees?'How'many'degrees'would'you'have'to'turn'
left'in'order'for'it'to'be'equivalent'to'turning'right?)'
'
Towards'the'end'of'the'lesson,'after'students'have'had'an'opportunity'to'explore'the'transformations'and'
how'they'can'impact'an'object,'they'should'have'a'greater'understanding'of'what'geometric'transformations'
are.'Students'should'also'be'able'to'perform'different'transformations'on'an'object/shape.'Because'of'this'
deeper'understanding,'or'even'to'help'students'gain'this'deeper'understanding,'students'will'be'able'to'
create'their'own'level'of'the'game.'Once'students'create'their'own'level,'they'can'share'their'level'with'a'
peer.'That'peer'is'then'responsible'for'creating'a'set'of'transformations/steps'to'solve'the'level.'So,'students'
get'a'chance'to'create'their'own'product,'and'also'a'chance'to'share'their'work'with'others'who'care'about'
the'product.''
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Spring'2018_SJB'
 Online&Projects,&Collaboration&Sites&and&Publishing&Opportunities&
What&technologies&would&be&required&to&implement&this&proposed&learning&activity&in&a&classroom?''''
•! Computer'or'tablet'with'web'access'capabilities''
Describe&how&the&following&features&are&addressed&in&this&learning&experience&(note:&all&of&them&may&not&be&
addressed&in&the&project,&but&most&should&be&if&you&are&reaching&a&high&LoTi&Level).&
a.! Collaboration&with&peers,&nearFpeers,&mentors&outside&their&classroom&and&often&beyond&their&
school:'&
At'the'end'of'the'lesson,'students'get'an'opportunity'to'create'their'own'level'of'the'game.'Then,'
students'are'encouraged'to'share'their'level'with'a'peer(s).'The'person'they'share'it'with,'will'come'up'
with'steps'on'how'to'unlock'the'level.''
'
b.! StudentFcentered&learning&and&knowledge&creation&(creating&original&data&and&or&producing&original&
products&as&a&result&of&engaging&in&a&project):'&
This'lesson'is'more'student'centered.'Each'student'will'go'through'the'module'that'introduces'what'
geometric'transformations'are,'what'they'can'do'to'a'shape,'and'how'game'designers'use'geometric'
transformations.'As'stated'above,'students'will'get'the'opportunity'to'be'creative'at'the'end'of'the'
module.'Students'will'be'able'to'design'and'produce'their'own'original'level'by'using'geometric'
transformations.''
'
c.! HigherForder&thinking:''&
I'believe'this'lesson'promotes'higher'order'thinking'by'showing'students'a'realIlife'application'of'
when'geometric'transformations'are'used.'Another'way'this'lesson'promotes'higherIorder'thinking'is'
by'having'students'make'their'own'conclusions'of'how'each'type'of'transformations'can'effect'an'
object.'HigherIorder'thinking'is'also'promoted'when'students'have'to'use'their'new'knowledge'to'
create'their'own'original'level'of'the'game.''
'
d.! Students&publishing&their&original&work&to&others&who&will&use/care&about&their&product:&
Unfortunately,'this'learning'activity'does'not'allow'students'to'post'their'original'work'to'others'who'
will'use/care'about'their'product.'However,'students'are'able'to'share'their'original'level'with'a'peer.'&
&
Bloom’s&Taxonomy&Level(s):''''
&

''Remembering'''''' ''Understanding'''''' ''Applying''''''' ''Analyzing'''''''' ''Evaluating''''''' ''Creating'

&
Levels&of&Technology&Integration&(LoTi&Level):'''
'

''Level'1:'Awareness'''''''' ''Level'2:'Exploration''''''''' ''Level'3:'Infusion'''''''' ''Level'4:'Integration'

'

''Level'5:'Expansion''''''''' ''Level'6:'Refinement''''''
&
Universal&Design&for&Learning&(UDL):&&!
!
The'online'learning'activity'I'chose'for'this'lesson'was'Mathalicious.'This'learning'activity'can'support'the'UDL'
principles'and'enhances'the'learning'experience'for'all'students.'As'a'reminder,'the'principles'for'the'UDL'are'
representation'(the'“what”'of'learning),'expression'(the'“how”'of'learning),'and'engagement'(the'“why”'of'
learning).'Mathalicious'is'a'great'tool'for'providing'multiple'means'of'representation.'Information'is'displayed'
in'word'form'and'students'get'the'opportunity'to'try'out'the'geometric'transformations'themselves'by'
completing'levels'of'the'game.'For'the'second'principle'of'the'UDL,'expression,'students'can'show'what'they'
know'by'designing'their'own'level'of'the'game.'Students'can'also'show'what'they'know'by'completing'a'
level/finding'the'correct'steps'to'solve'the'level'that'another'student'created.'The'last'principle'of'the'UDL'is'
engagement.'Mathalicious'is'a'great'tool'for'keeping'students'engaged.'I'say'this'because'it'showcases'the'
content'in'realIworld'examples.'Students'can'go'on'this'site'for'any'math'concept'and'find'realIworld'
examples'of'how'that'concept'might'be'used'to'solve'the'problem.'If'students'see'the'information'as'relevant'
Spring'2018_SJB'
 Online&Projects,&Collaboration&Sites&and&Publishing&Opportunities&
in'the'realIworld,'then'they'are'more'likely'to'be'engaged'in'the'lesson.'Overall,'this'technology'tool'is'a'new'
and'fun'way'to'teach'information,'for'students'to'get'extra'practice,'and'for'students'to'create'their'own'
original'work.'''
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Lesson&idea&implementation&and&Internet&Safety&Policies:''
'
For'starters,'my'hope'for'the'lesson'is'that'each'student'will'be'using'a'school'provided'computer.'Since'the'
computer'will'be'school'provided,'and'most'schools'usually'have'a'system'in'place'that'blocks'certain'
websites,'students'can'complete'the'activity'without'the'chance'of'something'nonIschool'appropriate'
showing'up'on'their'computer.'I'will'also'be'monitor'student’s'computer'use'during'the'entire'lesson.'Also,'I'
do'not'believe'this'website'requires'a'login.'If'that'is'to'be'true,'then'students'can'stay'completely'
anonymous.'Another'way'students'will'stay'safe'is'by'sharing'their'created'level'with'their'peers.'Since'they'
are'not'sharing'their'level'online,'then'students'get'to'keep'their'privacy.'Lastly,'I'will'inform'students'and'
their'parents'of'ways'they'can'stay'safe'on'the'internet'in'school,'and'also'at'home.'''
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Reflective&Practice:&'
'
I'believe'this'lesson'can'impact'students'in'a'good'way.'For'starters,'this'lesson'gives'students'a'chance'to'use'
technology'in'the'classroom,'which'also'gives'them'a'break'from'the'traditional'lecture'lesson.'This'lesson'
also'makes'the'information'relevant'and'shows'students'how'it'can'be'applied'in'the'realIworld.'So'many'kids'
play'video'games'nowadays.'By'seeing'how'math'is'involved'in'the'making'of'those'popular'video'games,'
then'students'may'be'more'engaged'during'the'lesson.'Lastly,'students'may'be'more'engaged'because'they'
will'get'a'chance'to'be'creative'when'making'their'own'level.'This'will'allow'students'to'show'what'they'know'
in'a'way'that’s'different'than'the'traditional'assessment.''
'
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Spring'2018_SJB'