Training Course 5 Geometry and Transformations

Lessons
1. Translations or Slide
2. Reflections or Flip and lines of Symmetry
3. Reflections or Flip on Grid paper
4. Rotation or Turn
5. Enlargement and Scale Factor
6. Similar Triangles
7. Enlargement on Grid papers

Activities

1. Construction of quadrilaterals
2. Similar Triangles and Hurricanes
3. Determine the distance of an object from your eyes using similar triangle
4. The Golden Ratio
5. Geometry and Transformations on Geoboard
6. Geogebra and Reflections
7. Geogebra and Translations
8. Geogebra and Rotations

9. Tessellations
10. Computer Games and Transformations
11. Architecture using Geometry Figures and Transformations
12. Culminating Project to Design a Solar Dream House
13. Poster on Transformations
Lesson 1 Translations or Slide

In a translation or slide, a shape is ‘slide’ along a straight line without turning. The shape in the new
position is called an image of the shape. The triangle ABC is ‘slide’ to the right, this is called horizontal
translation. The quadrilateral is ‘slide’ down or vertical translation.
The horizontal translation for the triangle ABC is 9 units right only, the translation rule is (9, 0). This is
also called a translation vector.
The vertical translation for the quadrilateral on the right is 7 units down only, translation rule is (0, -7).

These three ‘slides’ are called slant translations. The figures moved by a number of units to the right or
left followed by a number of units up or down using a translation vector.

Translation rule or vector for the rectangle ABCD on left is 9 units right and 4 units up or (9, 4).
Translation rule or vector for the rectangle ABCD in the middle is 6 units left and 3 units down or (-6, -3).
Translation rule or vector for the triangle ABC on right is 5 units left and 3 units up or (-5, 3).
These are general properties to identify translations, can you explain each?
• the 2-D shape and its image are congruent
• the 2-D shape and its image have the same orientation (direction)

Exercise: Find the translation rules for the four slides below:

On grid papers and the translation rules or translation vector below to slide each original figure above:
(3, 5) (b) (-3, -4) (c) (5, - 3) (d) (-4, 6)
Lesson 2 Reflections or Flip and lines of Symmetry

Symmetry is when one shape becomes exactly like another if you flip. It is the line of reflection.
Exercise: Identity the reflection type and draw a line of reflection or symmetry for each picture:
 -
https://www.schoolmerit.com.au/products/edkso-2d-shapes-3d-objects-double-sided-chart

Symmetry is when one shape becomes exactly like another if you flip. It is also called the line of
reflection. There are three types of lines of reflection or symmetry - vertical line, horizontal line
and diagonal line. Figure on the left shows all three lines.
Exercise: Work in groups of three.
1. The poster of 2-D shapes is on the right. Work in groups of three to prepare folding
papers for each shape.
2. Write a definition of each shape.
3. For each shape, draw a diagram and the three symmetrical lines.
4. For those shapes that you have difficulty finding the symmetrical lines, use folding
papers for those shapes and fold along the symmetrical lines. This is called the folding
test.
5. Share, verify, and explain your answers with your group members, in particular, for
problematics shapes.
Lesson 3 Reflections or Flip on Grid papers

We studied two types of reflections in the previous section.

Horizontal reflection or flip along the x-axis, see the two diagrams on the left. (Fig. 1 and 2)
Vertical reflection or flip along the y-axis, see the two diagrams on the right. (Fig. 3 and 4)

It’s easier to use grid papers for reflection exercises. You may wish to review Section 1 in
Relations Unit on how to plot the points or co-ordinates first on grid or graph paper.

In the horizontal reflections in Figure 1:

Original co-ordinates  image co-ordinates
A (-2, 1)  A’(-2, -1)
B (1, 4)  B’( 1, - 4)
C (3, 2)  C’( 3, - 2)
The rule is “x co-ordinate stays the same, y co-ordinate are reversed.” Can you explain why?
Find out if this reflection rule works for Figure 2. What are the original and image co-ordinates?

In the vertical reflections in Figure 3:

Original co-ordinates  image co-ordinates
A (1, 3)  A’(-1, 3)
B (5, 2)  B’(-5, 2)
C (4, -1)  C’(-4, -1)
The rule is “y co-ordinate stays the same, x co-ordinate are reversed.” Can you explain why?
See if this reflection rule works for Figure 4. What are the original and image co-ordinates?

These are general properties to identify reflections, can you explain?

• the 2-D shape and its image are congruent or identical
• the 2-D shape and its image have opposite orientation
Exercise: On grid papers, reflect the following figures on both the x- and y-axis using co-ordinates.
Lesson 4 Rotation or Turn

A rotation is a turn like turning a compass in the anti-clockwise or counter-clockwise direction.

Can you find the centre of rotation in the pictures above? What about the rotation angle?

Like reflections and translations, it’s easier to use grid papers for rotation exercises, protractor
and compass would help also. Notice how the shape pivots on one point called the centre of
rotation. It is the origin of the grid paper or graph paper.
Rotations are made in increments of turns of (anti-clockwise), in
the above diagrams. See if you can duplicate these rotations on grid papers.
Exercise:
1. Plot the co-ordinates of the each original figure below in grid paper.
2. Complete a rotation of counter-clockwise around the origin.
3. Write the coordinates of the vertices of the image.
4. Repeat rotations of counter-clockwise, until you obtain
the original image in each diagram.
Lesson 5 Enlargement and Scale Factor

Calculating the Scale Factor (S.F.)

We calculate the SCALE FACTOR by comparing matching sides, using

Ratios.
S.F. =

In the photos enlargement and reduction above, if the length and width of the original photo is 4” x 3”.
Find the dimensions of the enlarged photo.

Photo on left with S.F. = 2 S.F. =

S.F. =
= and =
2= and 2 =
New Width = = 1 ” Length = = 2”
New Width = 2 x 3 = 6” Length = 2 x 4 = 8”
Photo on right with S.F. =

http://passyworldofmathematics.com/similar-triangles/
Exercise
1. Find the scale factor of the picture of horses below:

2. Most grasshopper individuals grow to about 2 inches long although larger grasshoppers are found
on a fairly regular basis that grow to more than 5 inches in length. Find the lengths of the three
grasshoppers in the picture above if they were regular size and large size.
3. Using exact measurements with rulers, find the scale factors of each of the:
a. Five circles on top left.
b. Four oval shapes.in the middle
c. Three squares on bottom right
d. Four rectangles on bottom right
e. Four triangles on top right
Lesson 6 Similar Triangles

Exercise
1. Using exact measurements from Section 1 Exercise 3, find the ratios or of the matching or
corresponding sides of the following and show that they are all the same value. If not, explain.
a. Three squares on bottom right
b. Four rectangles on bottom right
c. Four triangles on top right
d. State whether the four triangles in (c) are similar by measuring the corresponding angles and
ratios of corresponding sides.
2. The two triangles in each question are similar, find the unknowns
(a) 16 (b)

a 11 5 5.5 15 c

8
3 b d
 10
(c ) (d)

A D
10 24 32
2 3
C h E
x
12
9 12
k
15
B

3. A triangle has sides whose lengths are 5, 12, and 13. A similar triangle could have sides with
lengths of ________? Give side lengths of two (2) different similar triangles.
River

30 m
x
45 m 9m

Land

4. The flagpole casts a shadow 14.5 m long at the same time that a person 1.8m tall casts a shadow
2.5 m long. Find the height of the flagpole. (Draw a diagram.)

5. A tower casts a shadow that is 750 m long. At the same time, a metre stick casts a shadow 1.4 m
long. Label the diagram. Find the height of the tower.

6. A surveyor has been given the job of finding the width of a river. She cannot measure the
distance across the water, but she is able to get some measurements on land as shown on the
diagram below. Based on her measurements, what is the width of the river?

7. An image of a building in a photograph is 6 centimeters wide and 11 centimeters tall. If the image
is similar to the actual building and the actual building is 174 meters wide, how tall is the actual
building, in meters?
8. If two triangles are similar, explain, in your own words, what that means?
 Section 7 Enlargement on Grid papers
When working out enlargements, you will need to know the scale factor and centre of enlargement.

• The scale factor tells us by how much the object has been enlarged or reduced
• The centre of enlargement tells us where the enlargement is being measured from.
Example:

P'Q' = 3 × PQ S.F. = = =3
Q'R' = 3 × QR
Therefore, the transformation is
P'R' = 3 × PR an enlargement with scale factor 3

Let’s enlarge a shape with a given centre of enlargement. It is outside of the object here.
For example: Enlarge ABC by a scale factor 2.

The centre of enlargement is O (outside of ABC). Draw lines from the centre of enlargement.
OA' is twice as far as OA, because the scale factor is 2. Draw the image shape A’B’C’.
Enlargement on Grid papers
It’s easy to use grid papers for enlargement exercises. The rule is “double the x- and y-
coordinates” if the scale factor is 2, and “triple the coordinates if the scale factor” is 3, etc.

Example 1 Example 2
Figure 1: Enlargement with Scale Factor 2 Original co-ordinates  Image
Original co-ordinates  Image A (3, 1)  A’(1.5, 0.5)
A (3, 1)  A’(6, 2) B (2, 3)  B’(1, 1.5)
B (2, 3)  B’(4, 6) C (1, 1)  C’(0.5, 0.5)
C (1, 1)  C’(2, 2) Figure 2: Enlargement with Scale factor

Figure 1:

Note: Join AA’, BB’ and CC’ and extend the lines, the lines meet at centre of enlargement at origin (0, 0)

Exercise

1. Find the scale factor using co-ordinates and locate the centre of enlargement for each grid below:
2. On grid papers, copy and enlarge the following figures by (a) Factor of 3 and (b) Factor of
Activity 1 Construction of quadrilaterals

Type 1: Construction of quadrilaterals when four sides and one diagonal are given (SDSSS)
Example 1: Construct a quadrilateral ABCD in which AB = 4.8 cm, BC = 4.3 cm, CD = 3.6 cm, AD =
4.2 cm and diagonal AC = 6 cm.
Solution:
First we draw a rough sketch of quadrilateral ABCD and write down its dimensions. We may divide it
into two triangles, namely ∆ABC and ∆ACD. See sketch below left.

Steps of Construction:

Step 1: Draw AB = 4.8 cm with ruler.

Step 2: With A as center and radius equal to 6 cm, draw an arc with compass.

Step 3: With B as center and radius equal to 4.3 cm, draw another arc, cutting the previous arc at C.

Step4: Join BC.

Step 5: With A as center and radius equal to 4.2 cm, draw an arc.

Step 6: With C as center and radius equal to 3.6 cm, draw another arc, cutting the previous arc at D.

Step 7: Join AD and CD.

Then, ABCD is the required quadrilateral.

Type 2: Construction of quadrilaterals when three sides and two diagonals are given (SDDSS)

Example 2 Construct a quadrilateral ABCD in which AB = 4 cm BC = 3.8 cm, AD = 3 cm, diagonal

AC = 5 cm and diagonal BD = 4.6 cm.
Solution:
First we draw a rough sketch of quadrilateral ABCD and write down its dimensions, as shown in diagram
below left. We may divide it into two triangles, namely ∆ABC and ∆ABD.

Steps of Construction:

Step 1: Draw AB = 4 cm.

Step 2: With A as center and radius equal to 5 cm, draw an arc.

Step 3: With B as center and radius equal to 3.8 cm, draw another arc, cutting the previous arc at C.

Step 4: Join BC.

Step 5: With A as center and radius equal to 3 cm, draw an arc.

Step 6: With B as center and radius equal to 4.6 cm draw another arc, cutting the previous arc at D.

Step 7: Join AD and CD.

Then, ABCD is the required quadrilateral.

Type 3:Construction of quadrilaterals when three sides and two included angles are given (SASAS)
Example Construct a quadrilateral ABCD in which AB = 3.6 cm, ∠ABC = 80°, BC = 4 cm, ∠BAD =
120° and AD = 5 cm.
Solution:
First we draw a rough sketch of quadrilateral ABCD and write down its dimensions.

Steps of Construction:
 ave

Step 1: Draw AB = 3.6 cm.

Step 2: Make ∠ABX = 80°.

Step 3: With B as center and radius equal to 4 cm, draw an arc, cutting BX at C.

Step 4: Make ∠BAY = 120°.

Step 5: With A as center and 5 cm as radius, draw an arc, cutting AY at D. Step 6: Join CD.

Then, ABCD is the required quadrilateral.

Type 4:Construction of quadrilaterals when two adjacent sides and three angles are given (SASAA)

Example: Construct a quadrilateral PQRS in which PQ = 4.5 cm ∠PQR = 120°, QR = 3.8 cm, ∠QRS =
100° and ∠QPS = 60°.

Solution: First we draw a rough sketch of quadrilateral PQRS and write down its dimensions.

Steps of Construction:

Step 1: Draw PQ = 4.5 cm.

Step 2: Make ∠PQX = 120°.

Step 3: With Q as center and radius 3.8 cm, draw an arc, cutting QX at R. Join QR.

Step 4: Make ∠QRY = 100°.

Step 5: ∠QPZ = 60° so that PZ and RY intersect each other at the point S.

Then, PQRS is the required quadrilateral.

Type 5 Construction of quadrilaterals when four sides and one angle are given

Example: Construct a quadrilateral ABCD in which AB = 3.8 cm, BC = 3.4cm, CD = 4.5 cm, AD = 5cm
and ∠B = 80°.Save

Solution: First we draw a rough sketch of quadrilateral ABCD and write down its dimensions.
Steps of Construction:

Step 1: Draw AB = 3.8 cm.

Step 2: Make ∠ABX = 80°.

Step 3: From B, set off BC = 3.4 cm.

Step 4: With A as center and radius equal to 5 cm draw an arc.

Step 5: With C as center and radius equal to 4.5 cm, draw another arc, cutting the previous arc at D.

Step 6: Join AD and CD.

Then ABCD is the required quadrilateral.

Reference: http://www.math-only-math.com/construction-of-quadrilaterals.html#gallery[pageGallery]/2/

Exercise
1. Construct a quadrilateral LMNO: LM = 4.2 cm, MN = 6 cm, NO = 5.2 cm, OL = 5 cm, LN = 8 cm.
2. Construct a quadrilateral PQRS: PQ = 5.4 cm, BC = 6 cm, QR = 4.6 cm, RS = 4.3 cm, SP = 3.5 cm and
diagonal BD = 5.6 cm.
3. Construct a quadrilateral ABCD: AB = 3.5 cm, BC = 3.8 cm, CD = DA = 4.5 cm and diagonal BD =
5.6 cm.
4. Construct a quadrilateral ABCD: AB = 3.6 cm, BC = 3.3 cm, AD = 2.7 cm, diagonal AC = 4.6 cm and
diagonal BD = 4 cm.
5. Construct a quadrilateral LMNO: LN = LO = 6 cm, MN = 7.5 cm, MO = 10 cm and NO = 5 cm.
6. Construct a quadrilateral ABCD: AB = 3.4 cm, CD = 3 cm, DA = 5.7 cm, AC = 8 cm and BD = 4 cm.
7. Construct a quadrilateral ABCD: AB = BC = 3.5 cm, AD = CD = 5.2 cm and ∠ABC = 120°.
8. Construct a quadrilateral ABCD: AB = 2.9 cm, BC = 3.2 cm, CD = 2.7 cm, DA = 3.4 cm, ∠A = 70°.
9. Construct a quadrilateral ABCD: AB = 3.5 cm, BC = 5 cm, CD = 4.6 cm, ∠B = 125° and ∠C = 60°.
10. Construct a quadrilateral LMNO: LM = 6 cm, MN = 5.6 cm, NO = 2.7 cm, ∠M = 45° and ∠N = 90°.
Activity 2 Similar Triangles and Hurricanes Work with a partner on this activity
Hurricanes are violent storms, which form over the warm waters of the oceans. Each year hurricanes
cause millions dollars of damage when they hit coastal areas in Jamaica. Hurricanes can produce winds
with speeds up to 241 or more km/h. The centre of a hurricane is called the EYE. Inside the eye of a
hurricane there is almost NO WIND. The air is perfectly calm and just outside the eye are the most
violent winds of the storm. How far across is the eye of this hurricane (in km)? Photo taken with a
90mm camera lens at an altitude of 267 km. Draw a diagram to help.

Eye

Hint: Use the proportion = (suggested unit = mm, then to km)

Activity 3 Determine the distance of an object from your eyes using similar triangle

Work with a partner on this activity.

Your arm is about ten times longer than the distance between your eyes. Verify.
Arm length: ___________ cm
Distance between eyes: ___________ cm
Ratio of arm length to distance between eyes: ____ : _____ (same unit)

1. Select an object from which you want to determine the distance. _____________ (object name)

2. Estimate the width of the object. ______________ cm

3. Hold one arm straight out in front of you, elbow straight, thumb pointing up. Close one eye, and align
one side of your thumb with a particular spot on the front of the object. Without moving your head or
arm, sight with the other eye. Your thumb will appear to jump sideways.
a) Approximate the number of widths of the object your thumb appeared to move. _______
b) What is the distance the image moved? _________ cm
4.

Distance the
image moved

In the diagram:
T is the position of your thumb.
AT represents the length of your arm.
TB represents the distance from your thumb to the object.

a) Indicate all known measurements on the diagram. Include units, e.g. cm.

b) Identify which triangles are similar. Label the triangle vertices.

Write the proportion needed to find the distance the object is from you.

c) Determine the distance the object is from you using proportion from similar triangles.

d) Compare (c) with exact measurement, in cm.

Activity 4 The Golden Ratio – Work in pairs on this activity

The golden ratio (symbol is the Greek letter ) is a special number approximately equal to 1.618. It
appears many times in geometry, art, architecture and other areas. The Golden Ratio is equal to:

= 1.61803398874989484820... (etc.)

The Golden Ratio is an irrational number like π=3.14159…, is an irrational number.

Some artists and architects believe the Golden Ratio makes the most pleasing and beautiful
shape. Many buildings and artworks have the Golden Ratio in them, such as the Parthenon in
Greece, the Taj Mahal in India and Mona Lisa at the Louvre.

the whole length divided by the long part

is also equal to
the long part divided by the short part

Try it with the left rectangle, measure a + b, a & b, then substitute into the formula and check.
Then check the Golden Ratio slider in https://www.mathsisfun.com/numbers/golden-ratio.html
You can calculate it yourself by starting with any number, e.g. 2, and following these steps:
1. divide 1 by your number (=1/number)
2. add 1
3. that is your new number, start again at A
Calculation for Golden Ratio – Work in pairs on this activity
With a calculator, just keep pressing "1/x", "+", "1", "=". I started with 2 and got this:
Number 1/Number Add 1
2 1/2=0.5 0.5+1=1.5
1.5 1/1.5 = 0.666... 0.666... + 1 = 1.666...
1.666... 1/1.666... = 0.6 0.6 + 1 = 1.6
1.6 1/1.6 = 0.625 0.625 + 1 = 1.625
1.625 1/1.625 = 0.6154... 0.6154... + 1 = 1.6154...
1.6154...
It is getting closer and closer to 1.618 …
Drawing the Golden Ratio rectangle using compass

1. Draw a square (of size "1")

2. Place a dot half way along one side
3. Draw a line from that point to an opposite corner (it is √5/2 in length, show calculation if
you can)
4. With a compass and the line √5/2 as radius, construct an arc to meet an extension of the
square's side as shown.
5. Complete the rectangle as shown.
6. This is a Golden Ratio rectangle.
7. Discuss with your partner to explain why this is a Golden Ratio. (Hint: use formula .)

Golden Rectangle Construction using Geogebra

https://www.geogebra.org/m/FVrKKqhG
1. A rectangle appears on screen 6. This construction as the same as the one
2. On right menu, press Open Geogebra, using compass. Why is this called
menu appears on top left Golden Ratio?
3. Use the 3 dots icon and follow
instruction to find the mid-point on AB
4. Use the circle menu and select circular
arc, select centre T and two points I and
K (top vertices of square)
5. The arc will intersect the rectangle at a
point on bottom right of rectangle.
Activity 5 Geometry and Transformations on Geoboard
Geoboard in its name sake is used to teach Geometry. Geoboard is a perfect tool to introduce Geometry
and other topics (see below).

1. Types of triangles and polygons

2. Types of angles
3. Congruent triangles (SAS, ASA, SSS and ASA)
4. Similar triangles and other geometric figures
5. Parallel lines, corresponding angles, alternate angles and interior angles
6. Transformations (enlargements, reflections)

Teaching Strategies

1. Introduce, reinforce and review concepts

2. Group work, investigations and projects, activity sheets
3. Move from concrete to abstract, e.g. geoboard to notebook or graph paper
Activity 6 Geogebra and Reflections
We can plot the points using the software Geogebra and it will perform reflections on the x- and
y-axis. The software Geogebra is quite easy to use.
1. Left click on mouse and click Axis and Grid on screen.
2. Click on point A on top menu and select 3 points on Grid for triangle, 4 points for
quadrilateral, etc.
3. Click on polygon to join the points, ending at first point.
4. Select reflection about a line on top menu (3rd icon from right)
5. Click on object (its sides will be darker) and line of reflection (x- or y-axis)
6. The original object and its reflected image will be on the screen. Check the properties.
• the 2-D shape and its image are congruent or identical
• the 2-D shape and its image have opposite orientation
N.B. Click Undo icon on top right menu if you made an error.
If you wish to start over, click New on top right menu under icon with three horizonal lines.
Edit menu is available on website: https://wiki.geogebra.org/en/Edit_Menu

Exercise: Using Geogebra, reflect the following figures on both the x- and y-axis by plotting the
co-ordinates first.
Activity 7 Geogebra and Translations
We can plot the points using the software Geogebra and it will perform translations. The
software Geogebra is quite easy to use.
1. Left click on mouse and click Axis and Grid on screen.
2. Click on point A on top menu and select 3 points on Grid for triangle, 4 points for
quadrilateral, etc.
3. Click on polygon to join the points, ending at first point.
4. Select translate by vector on top menu (3rd icon from right)
5. Click on line menu on top and select vector, draw a vector from the origin using given
coordinates.
6. Click on object (its sides will be thicker) and the vector.
7. The original object and its translated image will be on the screen. Check the properties.
• the 2-D shape and its image are congruent or identical
• the 2-D shape and its image have identical orientation
N.B. Click Undo icon on top right menu if you made an error.
If you wish to start over, click New on top right menu under icon with three horizonal lines.
Edit menu is available on website: https://wiki.geogebra.org/en/Edit_Menu

Exercise:

1. (a) Find the translation vectors for the four slides below.

(a) Plot the co-ordinates of the each original figure in Geogebra, then use the translation
vector to slide each original figure.
(i) (3, 5) (ii) (-3, -4) (iii) (5, - 3) (iv) (-4, 6)
Activity 8 Geogebra and Rotations
We can plot the points using the software Geogebra and it will perform rotations. The software
Geogebra is quite easy to use.
1. Left click on mouse and click Axis and Grid on screen.
2. Click on point A on top menu and select 3 points on Grid for triangle, 4 points for
quadrilateral, etc.
3. Click on polygon to join the points, ending at first point.
4. Select rotation around point on top menu (3rd icon from right)
5. Click on object (its sides will be thicker) and then the origin on the grid.
6. Enter the angle, e.g. counterclockwise, enter OK. The original object and its rotated
image will be on the screen. Check the properties.
7. The 2-D shape and its image are congruent or identical
8. The 2-D shape and its image will be at or right angle to each other, like an L.
N.B. Click Undo icon on top right menu if you made an error.
If you wish to start over, click New on top right menu under icon with three horizonal lines.
Edit menu is available on website: https://wiki.geogebra.org/en/Edit_Menu

Exercise:
1. Plot the co-ordinates of the each original figure below in Geogebra.
2. Complete a rotation of counter-clockwise around the origin using Geogebra.
3. Write the coordinates of the vertices of the image.
4. Repeat rotations of counter-clockwise until you obtain the same image in each
diagram.
Activity 9 Tessellations
A tessellation or tiling is a repeating pattern of polygons that covers a plane with no gaps or
overlaps. We often using tiling for floor, wall or ceiling. What kind of tessellations can you make
out of regular polygons? E.g. triangle, rectangular, etc.

M.C. Escher is the Dutch artist who popularizes tessellations. Tessellations can be used in
geometry transformations such as translation (slide), rotation (turn), or reflection (flip).

You should be able to design your own art pieces using tessellations. Refer to:
http://www.mathwire.com/geometry/tessdir.pdf

You can also use your Escher Eye to look at different shapes. Refer to:
http://www.mathwire.com/geometry/tesseyes.pdf

You can also look at tessellation pieces created by other students. Refer to
http://www.tessellations.org/

NCTM (National Council of Teachers of Mathematics) has interactive software Tessellation

Creator on its website. https://illuminations.nctm.org/activity.aspx?id=3533, Students can create
their tessellations on the screen. Polygon shapes are on the top and the toolbars are on the left
menu.

Create your own Tessellations using rectangles:

1. Cut out a rectangle out of an index card or poster board.
2. Draw a line from one side to the opposite side. Design your own: simple or complex.
3. Cut along the line you drew and interchange the pieces. Tape them together.
4. Draw another line on the resulting figure in a perpendicular direction to the first line.
5. Cut along the line you just drew and interchange the pieces. Tape them together.
6. The resulting shape (animal head) will tessellate the plane.
7. Take a large piece of paper, and trace repeatedly your figure in order to tessellate part of
the plane. You can form a pattern of four figures by rotating one about a point three times
to get a pattern like the one below.

Taken from https://www.math.nmsu.edu/~pmorandi/math112f00/EscherRectangle.html

Activity 10 Computer Games and Transformations

There are lots of different types of computer games. Transformation is used in some of the game.

First Person Shooter (FPS) is a type of game where you run around 3D levels carrying a big gun shooting
things, e.g. Doom, Quake, Zelda, etc. The most amazing things about (FPS) are their incredible graphics.
They look almost real, none of this would have been possible without the use of advanced maths.

The Strategy games usually involve building and managing a city or civilization and also fighting wars,
e.g. Age of Empires, Command & Conquer, etc. Simulation games try to make something as realistic as
possible. E.g. Flight Sims, Wing Commander, Need for Speed, etc. All require the use of computer
graphics and animations using transformations like translation (slide), rotation (turn) and reflections.

Of course, there is a lot more to it than just that: there is lighting, fog, animation, textures and hundreds of
other things. Most of these use maths and physics to a large extent, but most importantly, 3D graphics.

Geometry, Vectors and Transformations

Geometry is the study of shapes of various sort, e.g. point, line, plane or flat surface, and solids like cube
or sphere. If you have a line and a plane, you can find the point where the line cuts through the plane like
the diagram on the left. A vector is a mathematical way of representing a point in 3-D space, e.g. (3, 1, 5)
means move 3 in the x-direction, 1 in the y-direction and 5 in the z-direction.

A transformation moves a point (or an object, or a bullet in the game) from one place to another. For
instance, a player can aim at a point (3, 1, 5), this type of transformation is called a translation. Another
type of transformation is rotation, for example, rotation a machine gun in the game of Doom. The basic
idea of 3D graphics is to turn a mathematical description of a world into a picture of what that world
would look like to someone inside the world.

Small group discussion:

From your experience in playing video games, discuss how transformations such as vector translation,
rotations and reflection are used in the game
Activity 11 – Architecture using Geometry Figures and Transformations

Complete the following Groups of 3

Name Picture Geometry Figures and Transformations
Eiffel Tower in
Paris

Helix Bridge in
Singapore

St. Peter’s Square

in Rome

Petronas Twin
Tower, Malaysia

Gol Gumbaz
Temple, India
Activity 12 Culminating Project to Design a Solar Dream House

Team Work by 4 students

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/152500

Students will design a dream house and a floor plan of their dream house using geometry learned in this
unit. Students will also conduct research on solar energy sources and determine the best fit for their dream
house.

In this project you will and your partners will create a 2-D drawing of the inside and a 3-D drawing of the
outside of your dream house. Your dream house can include anything and everything you desire. It must
also include some of the geometric shapes, 3-D drawings and reflection transformations you have been
studying in this unit. Here is your work plan, please divide the tasks equally based on your strength.

Phase 1: Floor Plan Drawing

The first phase of your project will be to create a plan drawing of one floor of your dream house. It must
include measurements and must also include at least one of each of these types of shapes and at least one
reflection transformation.

• Square • Trapezoid
• Rectangle • Parallelogram
• Triangle • Rhombus
• Circle (or a portion of a circle)

Your drawing must have these elements:

• Each of your rooms must be neatly drawn to scale and clearly labeled with what type of room it is
and what type of shape it is, along with labelled measurements and scales used. Your house must
have realistic measurements and should be something in which someone would actually live. You
must use pencils. Be creative! Have fun with the design and make it very imaginative.
o Minimum Rooms Required:
• 2 bedrooms • 1 kitchen • 1 living roo
• 2 bathrooms • 1 garage
Phase 2: Area Calculations based on Floor Plan Drawing
The second half of your project is to outfit your dream house. Your dream house must have some type of
flooring. In order to determine how much flooring you will need, you must calculate the area of each
room and then decide which type of flooring you will use for each room. You will need to produce clear
calculations for the area of each room.
Phase 3: Solar Energy Design
Since your dream house in in Guyana, solar energy is selected to power some or all parts of the house.
Review YouTube videos and conduct internet research on solar energy power for a house. Consider the
following questions in your design:
1. Types, size, and number of solar panels.
2. Where to place the solar panels? At what angles? Explain why you made these decisions.
3. Intended energy output and applications of the solar panels.
4. Estimated cost of solar panels (without installation cost).

Phase 4: 3-D Drawings of the House

The 3-D drawing must include front view, side view and top view of the house. Be sure to include solar
panels in these view.
Assessment Rubric

Team Members:
Max. Team
Comments
points Received

Phase 1: Floor Plan Drawing 25

Phase 2: Area of Floor Plan Calculations 25

Phase 3: Solar Energy Design 25

Phase 4: 3-D Drawings 25

Total 100

Grading Scale:
A: 90-100 Excellent work! All parts of the project are at or above the expectations.
B: 80-89 Great work! All parts of the project have been met, with a few minor errors.
C: 70-79 Satisfactory! Some parts of the project were incorrect, or were not completed.
D: 60-69 Needs improvement. Many requirements were missing or incorrect.
Activity 13 Poster on Transformations
You had studied transformations in Math classes. The two transformations studied in this unit are
reflection (flip) and enlargement or dilation. In groups of three you will design a poster similar
to the ones below. Marks are given for math accuracy, informative, artistic, creativity and group
efforts. See rubrics below for marking scheme.

Rubric for Math Poster on Transformations