The goal of this activity is to build critical thinking skills and excitement for Computer Science / Computational Thinking, while laying a foundation of fundamental programming concepts. By scaffolding basic concepts like sequencing and algorithms in an unplugged activity, students who are intimidated by computers can still build a foundation of understanding. In this lesson, students will learn how to develop an algorithm and encode it into a program.By "programming" one another to draw pictures, students experience some of the core concepts of programming in a fun and accessible way. The class will start by having students view a video of a simple program demonstrating how to develop instructions for building a peanut butter and jelly sandwich. Students will start with simple shapes, and progress to the coding of a specific drawing that other students will then try to replicate (“running the program”). If there is a desire to have a more of a Math slant on the lesson, the drawing could take place on graph paper. Students would then use the coordinates to complete the drawing.
In this module, students learn about translations, reflections, and rotations in the plane and, more importantly, how to use them to precisely define the concept of congruence. Up to this point, congruence has been taken to mean, intuitively, same size and same shape. Because this module begins with a serious study of geometry, this intuitive definition must be replaced by a precise definition. This module is a first step; its goal is to provide the needed intuitive background for the precise definitions that are introduced in this module for the first time.
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Applying TransformationsMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom
This assignment assesses students understanding of transforming an image by translating, reflecting, and dilating. Students plot points and connect the dots to create a pre-image of the Pi symbol to transform.