Transformation

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Warm-up 3
Teacher Activity - TA 5
Student Activity - SA 15
Advanced Activities - AA 21
Advanced Activity - I 22
Advanced Activity - II 26
Advanced Activity - III 30
Create Activity - CA 34
Wrap up 41
Applet Links 45

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Topic Transformation
Class Narrative -
Description You own an architecture firm, and you’ve been assigned the task of designing and building an
amusement park in your city!
Math Backbone -
This lesson utilizes the student’s understanding of transformation and identifying reflection, rotation,
and translation of geometric shapes like triangles and quadrilaterals to describe transformations as
functions that take points in the plane as inputs and give other points as outputs.
Class time 60 mins
Goal 1. (-1)(Recall): Draw (freehand, with ruler and protractor, and with technology) geometric shapes
with given conditions. Focus on constructing triangles from three measures of angles or sides.
(7.G.A.2)
2. (0)(Core): Understand transformation and identify reflection, rotation, and translation.
(8.G.A.1)
3. (+1)(Advance): 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. (HSG.CO.A.2)
4. (+2)(Accelerated): NA

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Resources ● Teacher Resources
Required ○ Earphone with mic
○ Tablet-Stylus
● Student Resources
🌕 Earphone with mic (optional)
🌕 Paper- Pen
🌕 Tablet-Stylus (Optional)
Class structure 1. Warm-up 1. 3 min
2. TA 2. 25 min
3. SA/AA 3. 15 min
4. Create 4. 10-12 min
5. Wrap up 5. 3 min
(Use discretion)
Warm-up
Warm-up (3 min)
● Connect with the student.
● Get the student to talk and express.
Applet Screenshot Whiteboard (if any) Learning Experience |

Probing Qs
Ask: Greet the student, and enquire about his/her

day.

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Ask: Can you give me some real life examples where
we observe that after performing an action some
objects turn, flip, or slide?
<If the student fails to reply, give the following
examples to encourage them and ask them to add on
to it.>
● Slide: The steps on escalators slide through a
belt and change positions.
● Flip: If we imagine a vertical line dividing
our body exactly from the middle, we can see
that the body parts on the left side are the
flipped versions of the body parts on the right
side.
● Turn: The blades of the windmills turn to
generate wind energy.
Say: In all the three cases discussed above, the object

changes its position or orientation after performing
the action. Thus, these three cases are said to be the
examples of transformation.
Say:
● In today’s class, we will understand different
types of transformations and we’ll do that by

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building something fun, an amusement park!
Ask:
● So, are you excited?
● Let’s begin!

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Teacher Activity - TA
Core Concepts
● (-1)(Recall): Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given
conditions. Focus on constructing triangles from three measures of angles or sides.
● (0)(Core): Understand transformation and identify reflection, rotation, and translation.
Teacher Activity (25 min)

Mandatory
● Initiate Screen Share by the student.
● Allow the student to “do” the activities.
● Provide the support where needed.
Narrative Outline:
You own an architecture firm, and you’ve been assigned the task of designing and building an amusement park in your city!
Say: Let’s design and build all the rides, and place
them in their specific spots!

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TA Q1 - Draw a blueprint of the triangular climbing wall, taking (5, 3), (2, 0), and (1, 5) as its vertices.
Say:
● Let’s build a simple triangular climbing wall
for kids at the entrance.
Interaction explanation:
● Click on the plot button. Three points will
pop up.
● According to the points coordinates given in
the question, place the points at their correct
positions.
● Then, click on the join button which joins the
given points to form the required triangle.
Ask:
1. How many vertices does a triangle have?
a. A triangle has 3 vertices.
2. To draw a triangle on a graph, how many
point coordinates are required?

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a. 3 points coordinates, which form the
3 vertices.
3. After taking the three point coordinates, what
will you do?
a. Join all the points using line
segments to form the triangle.
Do:
Students press the CHECK button to check the
answer. Then press NEXT after getting the correct
answer to move to the next screen.
TA-Q1
Knowledge Points/Learning evidences:

● Drawing a triangle from the given set of coordinates/vertices.
TA Q2 - Install the slides by identifying all the orientations done here.

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Say:
● You’ve built a slide but cannot decide in
which orientation it should be installed. You
decide to try all of the orientations through
transformations before deciding on one.
Steps:
● Three figures are given with three different
types of transformations.
● You have to click on the “SEE THE MATH”
part to identify each of the transformations.
● Use a slider to set the transformation to be
observed: Rotation → Reflection →
Translation
● Each transformation will have different
interactions.
○ For rotation, set the slider at different
angles to see the transformation.
○ For reflection, click on the
checkboxes to see the reflection over
the x-axis and the y-axis.
○ For translation, set the horizontal and
vertical sliders to see the
transformation.
● Based on the learning from SEE THE
MATH, observe the three transformations of
the given figures and choose the correct

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option.
Ask:
1. What did you observe regarding translation
from SEE THE MATH?
a. In translation, the object is moving
from one position to another position
either horizontally or vertically
according to the two sliders.
2. While you were sliding the horizontal and
vertical sliders for translation, what did you
observe?
a. On using the horizontal slider, the
triangle moves over the horizontal
axis, i.e., its x-coordinates change.
b. And on using the vertical slider, the
triangle moves over the vertical axis,
i.e., its y-coordinates change.
3. What did you observe regarding reflection
from SEE THE MATH?
a. Reflection is like finding a mirror
image. During this transformation,
the image gets flipped. In SEE THE
MATH, we can see the triangle
getting flipped over the y-axis and
over the x-axis.

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4. While you clicked on “Reflection over the
x-axis” and “Reflection over the y-axis”,
what did you observe?
a. On clicking reflection over the
x-axis, the x-axis works as a mirror
and we get a flipped image w.r.t. the
x-axis, and on clicking reflection
over the y-axis, the y-axis works as a
mirror and we get a flipped image
w.r.t. the y-axis.
5. What did you observe regarding rotation
TA Q2
from SEE THE MATH?
a. On selecting Rotation, we see that
the same figure is being rotated in a
different angle (which is set on the
slider) around the given triangle.
6. As per your observations figure 1, figure 2,
and figure 3 are representing which type of
transformations?
a. From the observations,
Figure 1 → Rotation
Figure 2 → Reflection
Figure 3 → Translation
Probing Questions:
1. Does the dimension/size of the image change

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after translation/rotation/reflection?
a. No, it does not change with
translation/reflection/rotation.
Do:
Student presses the CHECK button to check the
answer. Then presses NEXT after getting the correct

● A transformation changes a figure into another figure.
● The new figure is called the image and the initial image is called the preimage.
TA Q3 - If you move/slide the triangular region along the horizontal axis, what transformation will it undergo?
Say:
● A certain area of land has been designated
for the construction of fast rides.
● The triangular area of land you built in the
right corner, is blocking the gates from
closing properly.
● Let’s move it a little to make space for the
gates.
Explain:
● Translation involves shifting/sliding an
object to get a translated image.
● Reflection involves flipping an object over a

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straight line/axis of reflection to get a
reflected image.
● Rotation involves rotating the object at a
particular angle considering a fixed point as
the center of rotation.
Ask:
1. As the triangular “Drop Zone” is blocking
the gate to close properly, what do you have
to do?
TA Q3
a. We need to move it or shift/slide it to
the left or right.
2. Which of the above mentioned
transformations involves slide or shift?
a. Sliding or shifting of objects comes
under translation.
Do:

In translation, a figure slides but does not turn. Also, every point of the figure moves the same distance and in the
same direction.

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TA Q4 - On observing two almost similar triangular walls, your friend commented that the second wall could be obtained by
translation of the first one.
Is your friend correct?
Say:
● You have built two similar triangular walls
for a rock climbing contest, and this is how
you have placed them to ensure the best
viewing angle.
● Both the triangular walls have the same
measurements. So your friend mentioned that
the transformation happening here is
translation.
Recall:
reflected image.

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Ask:
1. Is your friend correct?
a. No, he/she is not correct. Even
though both the triangles have the
same measurements, they are not
translated, as translation involves
shifting/sliding of an object.
2. If it is not translation, then which
transformation do you think is happening
here? Explain.
a. It is reflection, because after
transformation,we get a flipped
TA Q4
version of the preimage as the image.
3. What is the axis of rotation here?
a. As the sides of the triangle have been
flipped vertically into a new triangle,
we can say that reflection has
happened over the y-axis.
Probing Questions:
1. What is the axis of reflection here?
a. y axis
Do:

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Reflection is a transformation in which a figure is reflected/flipped in a line called the line of reflection. Reflection
creates a mirror image of the original figure.
TA Q5 - The pattern obtained after transforming the triangle in the reverse direction can help in constructing the "Crazy Car
Dash" ride. Identify the transformation happening here.
Select all the statements that hold true for the given transformation.
Say:
● You need to build a triangular track for
“Crazy Car Dash”
Recall:
reflected image.
Ask:
1. For “Crazy Car Dash”, the given track looks
like which type of geometric figure?
a. It looks like two triangles being
placed upside down to each other.

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2. Here, these two triangles form which type of
transformation? Explain.
<Translation, Rotation, Reflection>
a. Rotation
b. Because, here, the 2nd triangle can
be obtained by rotating the first
triangle over the x-axis.
3. Is the transformation formed by rotating the
triangle done clockwise or counterclockwise?
a. Clockwise direction
4. Can you find the angle of rotation here?
a. 180°
Do:
answer. Then press NEXT after getting the correct
TA Q5

Rotation is a transformation in which a figure is rotated clockwise / anti-clockwise about a point called the center of
rotation. The number of degrees a figure rotates is the angle of rotation.

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Narrative Outline:
Awesome, your rides are set!
Pause and Reflect:

How can we decide which transformation is happening for a pair of figures?
STUDENT ACTIVITY - SA 15
ADVANCED ACTIVITIES - AA 21
CREATE ACTIVITY - CA 34

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Student Activity - SA
Student Activity (10 min)

● Optional, if the student has confidently solved all the problems in Teacher Activity.
● Compulsory, if the student struggled in the previous activity.
● Lead the student to solve the problems in these activities.
Narrative Outline:
Now that the land rides are in place, let’s build a water park!
SA Q1 - Draw a blueprint of the water pool by using (0, 2), (3, 6), (5, 4), and (2, 0) as the coordinates.

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Say-
● Let’s build a pool for everyone to take a dip
in!
Interaction explanation:
● Click on the plot button. Four points will pop
up.
● According to the point coordinates given in
the question, bring the points to their correct
position.
● Then, click on the join button which joins the
given points to form the required
quadrilateral.
Ask:
1. There are how many vertices in a
quadrilateral?
a. A quadrilateral has 4 vertices.
2. To draw a quadrilateral on a graph, how
many point coordinates are required?
a. 4 points coordinates
4. After plotting all the four point coordinates
accurately, what will you do?
b. Join all the points with straight line
segments to form the quadrilateral.

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Do:
SA Q1

● Drawing a quadrilateral from the given set of coordinates/vertices.
SA Q2 - To make the pools both aesthetically pleasing and practical to use, you need to figure out all their possible
orientations. Identify the transformations done in each case.
Say-
● You decide to build not one but two pools,
one for adults and one for kids.
● You want to place them in such a way that
they are both aesthetically pleasing and
practical to use.
● Each of the given three figures are formed as
a result of a transformation.

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Recall:
reflected image.
Ask:
1. In figure A, can you tell which type of
SA Q2
movement is observed in the rectangular
pools?
a. Shifting/Sliding
2. In figure b, which type of movement is
observed in the rectangular pools?
a. Flipping
3. In figure C, which type of movement is
observed in the rectangular pools?
a. Rotating/Turning
4. As per your observations, figure A, figure B,
and figure C are representing which type of
transformations?
b. From the observations,
Figure A → Translation

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Figure B → Reflection
Figure C → Rotation
Do:

● A transformation changes a figure into another figure.
● The new figure is called the image and the initial image is called the preimage.
SA Q3 - You need to place two identical quadrilateral water slides between the pools. Which type of transformation can you
observe between the slides?
Say-
● You’ve strategically placed two identical
quadrilateral water slides between the pool
for adults and the pool for kids.
Recall:
reflected image.

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Ask:
1. Which type of movement can you observe
between the two identical pools?
a. Shifting/Sliding
2. The pool has been shifted how many
positions in the horizontal direction or the
x-axis?
a. 3 units
SA Q3
3. The pool has been shifted how many
positions in the vertical direction or the
y-axis?
a. 3 units
4. As per your observation, which
transformation is happening whenever you
construct the identical pools?
a. Translation
Do:

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● In translation, a figure slides but does not turn. Also, every point of the figure moves the same distance and in the
same direction.
SA Q4 - Identify the transformation between the two pool covers in the given figure.
Say-
● You need pool covers to prevent leaves and
other contaminants from entering your pools.
You’ve built two identical covers of the exact
same size and shape according to the pools.
Recall:
reflected image.
Ask:
1. Which type of transformation can you
observe between the two pool covers?
SA Q4 a. Flipping
2. About which axis does the flipping of the
pool cover happen?

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a. About the x-axis.
3. As per your observation, which
transformation can you see between the two
pool covers?
a. Reflection over the x-axis.
Do:

● Reflection is a transformation in which a figure is reflected/flipped in a line called the line of reflection. Reflection
creates a mirror image of the original figure.
SA Q5 - Which transformation can you observe between the two floating tubes?
Select all the statements that hold true for the given transformation.

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Say:
● You’ve placed a floating tube in the pool for
the people who cannot swim. Here are the 2
positions of the floating tube.
Recall:
reflected image.
Ask-
1. Which type of movement can you observe
between both the floating tubes?
a. Turning/Rotating
2. Which transformation does turning indicate?
a. Rotation
3. The rotation is about which direction,
clockwise or counterclockwise?
a. Counterclockwise
4. What is the angle of rotation for both the
tubes?

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a. 90°
Do:
SA Q5

Rotation is a transformation in which a figure is rotated clockwise/anti-clockwise about a point called the center of
rotation. The number of degrees a figure rotates is the angle of rotation.
Narrative Outline:
Your water park is ready!

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Pause and Reflect:
Summarize all the important characteristics of translation, reflection and rotation.
ADVANCED ACTIVITIES - AA 21
Advanced Activities - AA
Advanced Activity - I
Advanced Activity - Concepts

● (0) Understand transformation and identify reflection, rotation, and translation.

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Advance Activity 1
● This is Optional as it is +1 above the grade level.
● Start only after more than 15 minutes on the clock.
● Skip to Create Activity if only 10 minutes left.
Narrative Outline:
People need a place to change before getting onto water slides.
Let’s place some changing booths in the park.
AA1 Q1 - Find the transformation used in placing the two changing booths from 2 to 1.

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Say:
● You have placed two triangular fancy
looking changing booths next to each other!
● Though they are of the same size and shape,
they don’t look identical.
Steps -
1. Can we get the second triangle by flipping
the first triangle?
a. Yes, the first triangle is flipped about
the vertical axis to get the second
triangle.
2. Thus, the transformation used in placing the
two changing booths, from 2 to 1 →?
a. Reflection, as the image is a flipped
version of the preimage.
Do: Student chooses the correct answers from drop

down options <Translation, Rotation, Reflection>
Steps-
1. Reflection from 2 to 1 is about →
a. y-axis (if we place a mirror in the
place of y axis, triangle 1 will be
mirror image of triangle 2)
b. x = 0 (the y-axis is given by x = 0)

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Do:
The student enters the correct answer and then
presses Next to move to the next question.
AA1 Q1

Identifying the given transformation as reflection and finding the axis of reflection from the given figure.
AA1 Q2 - The position of the door changed from 2 to 3 after the tree fell. Identify the transformation that happened.
Say:
● A branch of a tree fell on the changing
booths and the doors look damaged!
● Let’s study the new orientation and put them
back.
Steps -
1. How can we get the orientation of triangle 2
as that of 3?
a. By turning/rotating triangle 2 about

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its top vertex in either clockwise or
counterclockwise direction.
2. Identify the transformation that happened.
a. Rotation, since the triangle is
rotated.
Do: Student chooses the correct answers from drop
down options <Translation, Rotation, Reflection>
Steps-
1. Rotation from 2 to 3 is about →
a. 90°, if we assume that the rotation is
done clockwise.
b. 270°, if we assume that the rotation
is done counterclockwise.
Probing question:
1. For the given transformation, which figure
would be the preimage and which one would
be the image?
a. Preimage: Triangle 2
b. Image: Triangle 3
AA1 Q2
Do:
presses Next to move to next question.

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Identifying the given transformation as rotation and finding the direction and the angle of rotation from the given
figure.
Narrative Outline:
Good, changing booths are in place!

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Advanced Activity - II

● (+1) 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.
Advance Activity 2
Narrative Outline:
Let’s add some food and refreshment stalls in the park.
AA2 Q1 - The food stall has three coordinates, it was shifted to the right as shown in the graph. Write the new coordinates.
Say:
● The food stall is far from the entrance.

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● Let’s shift it a little closer.
Steps:
1. According to the given graph, the food stall
is shifted along which direction?
a. It is shifted along the horizontal
direction or along the x-axis.
2. Identify the transformation that has been
observed.
a. Translation
3. By how many units is it shifted?
a. It is shifted by 4 units (refer the
WB).
All the x-coordinates of the preimage
would change to x + 4 in the image
after transformation.
4. Would the y-coordinates change after
transformation? Explain.
a. No, because the preimage is not
slided/shifted vertically and hence
the y-coordinates will remain the
same.
AA2 Q1
5. What will be the new coordinates of the food
stall?
a. A'( 1, -2)
b. B'(3, -1)

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c. C'(3, 2)
Do:

● Finding the change in coordinates of the vertex of a triangle from translation.
AA2 Q2 - Two triangular menu boards fixed on the wall of a food stall are reflected on each other. What will be the vertex
coordinates if the left triangle is reflected on the y-axis?
Say:
● Let’s add some triangular stands to decorate
the walls of the food stall, and to display the
items.
Steps:
1. Identify the transformation that has been
observed.
a. Reflection
2. What is the axis of reflection?
a. y-axis
3. So how does this change the x and y
coordinates of the image?
a. Since the reflection happens over the
y-axis, the x-coordinates of the
preimage becomes (-x) after the

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transformation, i.e., x → -x.
b. The y-coordinates will remain the
same.
4. What will be the vertex coordinates of the
reflected triangle?
a. A' = (3, 1)
b. B' = (0, 1)
c. C' = (1, -2)
Do:
AA2 Q2

● Finding the change in coordinates of points after reflection.
Narrative Outline:
The refreshment stalls are ready to serve the customers!

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Advanced Activity - III

● (+1) 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.
Advance Activity 3
Narrative Outline:
It’s time to add some signposts to help the visitors reach the rides easily!

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AA3 Q1 - Write the coordinates of the new position of the signposts.
Say:
● The new signposts you’ve added are
blocking the path. Move the triangular board
so that it’s out of the path.
● Set the slider to move the board as per your
choice.
Interaction:
<Slider-Horizontal: One position to the right (=> 4
units toward the right in the graph)
Slider-Vertical: One position toward the top (=> 4
units towards the top in the graph)
Note that they can choose to not move either one
of the sliders too.

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Note to the teacher: There are three possible
answers for the given question, which is explained
below. The student can enter either one of the given
answers to proceed.
Steps-
1. <If the student chooses to move just the
horizontal slider.>
a. Write down the new coordinates of
the navigation board.
a. A' (0, -3)
AA3 Q1
b. B' (3, -3)
c. C' (2, 0)
b. By how many units along x and y
direction, is the navigation board
shifted?
a. x direction: 4 units (because
the horizontal slider was
moved)
b. y direction: 0 (because the
vertical slider wasn’t moved)
2. <If the student chooses to move just the
vertical slider>
a. A' (-4, 1)

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b. B' (-1, 1)
c. C' (-2, 4)
b. By how many units along x and y
direction, the navigation board is
shifted?
a. x direction: 0 (because the
horizontal slider wasn’t
moved)
b. y direction: 4 units (because
the vertical slider was
moved)
3. <If the student chooses to move both the
vertical and the horizontal slider>
a. A' (0, 1)
b. B' (3, 1)
c. C' (2, 4)
b. By how much units along x and y
direction, the navigation board is
shifted?
a. x direction: 4 units (because
moved)
b. y direction: 4 units (because

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moved)
Do:

Analyzing the change in coordinates of point when translated horizontally and vertically.
AA3 Q2 - Write the coordinates of the newly fixed signpost after reflection.
Say-
● One of the signposts has been installed
wrongly. Flip and fix it!
Note to the teacher: There are two possible answers

for the given question, which is explained below. The
student can enter either one of the given answers to
proceed.
Steps-
1. <If the student chooses to fix the board by
reflecting it over the x-axis.>
a. Write down the coordinates of the
newly fixed board after reflection
over the x-axis.

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a. A' (-2, 1)
b. B' (-3, 3)
c. C' (0, 2)
b. Analyze how x and y coordinates of
a point change when it is reflected
over the x-axis.
a. (x→x), i.e., the x-coordinate
remains the same.
b. (y→-y), i.e., the y-coordinate
becomes negative of itself
(because the reflection is
AA3 Q2
done over the x-axis).
2. <If the student chooses to fix the board by
reflecting it over the y-axis.>
a. Write down the coordinates of the
newly fixed board after reflection
over the y-axis.
a. A' (2, -1)
b. B' (3, -3)
c. C' (0, -2)
b. Analyze how x and y coordinates of
a point change when it is reflected
over the y-axis.
a. (x→-x), i.e., the x-coordinate
becomes negative of itself.
b. (y→y), i.e., the y-coordinate

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remains the same (because
the reflection is done over
the y-axis).
Do:

Analyzing the change in coordinates of point when reflected over x-axis or y-axis.
Narrative Outline:
Great! The signposts are in place!

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Create Activity - CA
Create Activity (12 min)

● This is a compulsory activity.
● Allow the children to carry out the activity on their own.
Narrative Outline:
Now it’s time for us to create our star attraction - A giant ferris wheel! Let’s build a giant Ferris wheel at the center of the park
so the riders can see all of the city from the top!
Do:
The teacher/student can click on BEGIN to start the
activity.
Say:
● How many badges did you receive?
<Two: Level 1
More than two: Level 2>

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Say:
● Let us choose a wheel for the Ferris Wheel.
● Here are two options available.
1. Wheel with a polygonal frame.
2. Wheel with a circular frame.
Do:
Students will click on a checkbox to select one type of
wheel.
Say:
That’s good!
Do: Teacher/Student can click NEXT to move into the

next window.
Say:
● Wheel frame is ready! Let’s design the individual
parts now.
● Let’s start with the construction of the supporting
rod.
Supporting rods are triangular structures. Let
ABC be our triangular rod.
● Follow the given instructions to draw the triangle.
Steps:

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● Coordinates of the starting point of the triangle, A
is given as (1, 0).
● Given that the base is 4 units long.
=> We need to take 4 units horizontally to form
the base.
● So, if we start the base at (1, 0), after 4 units, the
end point of the base will be B which is at (5, 0).
[Since we are moving 4 units horizontally,
x-coordinate becomes (x + 4)].
● For the third vertex C, its coordinates are given as
(3, a), i.e., the x-coordinate is fixed at x = 3, and
the y-coordinate can be any value from 3 to 6.
Do:
The student selects a value for a such that 3 ≤ a ≤ 6 and
using that plots the three vertices (A, B, and C) of the
triangle and then clicks on join.
Teacher/Student can click CHECK to check whether the

triangle formed perfectly as per the condition or not.

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Say:
● Select the passenger cab for the wheel.
Do:
The student selects one of the given two cabs.
Teacher/Student can click on the NEXT button. It will

take to the next window.
Say:
● Select the number of cabs you would like to fix
on the wheel.
Do:
The student selects the number of passenger cabs they
want to add as per their choice. They can choose either 8
or 12.
The student will click on ➕ sign to increase the number

of cabs, and click on ➖ to decrease the number of cabs.
Teacher/Student can click NEXT to proceed to the next
screen.

51
Say:
● You wish to install mirrors inside the cabs to
create a better illusion for the passengers.
● After you install it, you can see the
transformation of yourself in the mirror.
Ask:
1. Which version of their body will the passengers
observe in the mirror, sided, flipped, or turned?
a. Flipped version
2. Which transformation of their body would the
passenger be able to observe inside the cab?
a. Reflection
Do:
Students will choose one option out of the four options.

52
answer is correct or wrong.
Once it is correct, the Teacher/Student will click on

NEXT to move onto the next question.
Say:
● All the additional objects are ready to be installed
in the wheel.
● But due to space congestion, you are thinking of
shifting the base of the wheel. Shift the base 5
units to the right and 3 units to the top.
Steps:
● Students can see the vertical and horizontal
sliders.
● Students have to slide both the sliders to move
the given base of the wheel to 5 units to the right
and 3 units above.

53
Ask:
1. Which transformation can you observe here by
moving the base of the wheel from the initial
position to the new position?
a. Translation
Do:
Students will move the base of the wheel as per the given
condition.
Then the student will answer the question.

answer is correct or wrong?

Say:
● Color the frame of the wheel and the passenger
cabs.
Do:
● Students will choose one color from the given
options.
Then the teacher/student checks the answer and clicks

54
NEXT to proceed to the next screen.
Say:
● Select the direction for the rotation of the wheel.
Do:
● The student will choose clockwise or
counterclockwise from the dropdown.
● The student can use the slider to observe the
wheel moving in the selected direction.
Say:
● While checking if the wheel is moving properly,
you observe that a particular spoke cable of the
Ferris wheel changes its position during the ride
as given.
Do:
The student can move the slider to see the position of the
spoke.
Ask:
1. Did you observe that the spokes of the wheel
move while the wheel turns?
a. Yes
2. Which type of transformation can you observe

55
from the initial position to the current position?
a. Rotation
3. Identify the angle of rotation.
a. 270°
4. Identify the center of rotation.
a. Q
Teacher’s note: If the student had selected the

counterclockwise direction in the previous screen, then
the angle of rotation here would be 900.
Do:
As the student observes the transformation from the
movement of the spoke by using the slider, he/she will
answer the question.



56
<Only level 2>
Say:
● You will observe after every 30 secs a particular
passenger cab is moving to its vertically opposite
position.
● Mention the transformation that you observe here
and write down the functional rules for that.
Explain:
● The Ferris wheel can rotate in both the directions.
● It can be clockwise or counterclockwise.
Ask:
1. From the top initial position to the opposite down
position, which type of movement can you
observe for the Ferris wheel?
a. Rotation
2. Out of the four options, which options will be
applicable here?
a. Angle of rotation is 180°.
b. So the possible answers can be:
→ Clockwise 180°
→ Counterclockwise 180°
As both would give the same image after
transformation.

57
Do:
Students will observe the transformation from the
movement of the spoke.

<Only level 2>

Say:
● To help the passengers get into the wheel, we’ve
built a platform which would be raised when they
get inside the cabs and lowered when the ride is
ready to start.
Do:
● The initial base of the platform is given on the
graph.
● You have to move the base upward as per your
convenience.
● For every unit that the slider is moved, the
platform raises/moves upwards by one unit in the
graph.

58
Ask:
1. <Suppose the student raises the platform by
one unit>
By what units you are raising the base upwards?
a. 1 unit
2. What are the point coordinates you are getting for
the new upholded base?
a. (-2, 0), (2, 0), (3, -2), and (-3, -2)
Do:
Students will observe the transformation from the
movement of the spoke.

answer is correct or wrong?

59
<Common for both level 1and level 2>
Say:
● Select a lighting setup for the Ferris wheel.
Steps:
● You have to choose one lighting setup out of the
two given colors.
Do:
● Students will choose one lighting setup from the
given options.
Then Teacher/Student checks the answer and clicks

NEXT to proceed to the next screen.
Narrative Outline:
You did it, <student’s name>!
Congratulations, the Ferris wheel is ready!

60
Wrap up
Wrap up (5 min)
Compulsory
● Reflection
● Summary
● Hats off
You did great today. Let’s revisit the key learnings of

the class.
Key Learnings
● Transformation involves moving an object
from its original position to a new position.
The object formed after transformation is
called the image, and the original object
prior to the transformation is called the
preimage. Each point in the object is
mapped to a corresponding point in the
image.
Translation:

61
● Involves “sliding” an object from one
position to another.
Reflection:
● Involves “flipping” an object over a line

called the line of reflection.
Rotation:
● Involves “turning” an object about a point

called the center of rotation.

62
(Give at least 2 hats off)
Press the Hats Off Icon for
Creatively Solving Activities
Press the Hats Off Icon for Great Question
Press the Hats Off Icon for “Strong Concentration”
Applet Links
GGB Links for the activities
Activity Activity Name Links
Teacher Activity Spot the Rides https://www.geogebra.org/m/vyw4vewy
Student Activity Slide ‘N Splash https://www.geogebra.org/m/bduvgy5h
Advanced Activity 1 Time to Change https://www.geogebra.org/m/fntq3fyc
Advanced Activity 2 Hunger Pangs https://www.geogebra.org/m/w2z3c6mx

63
Advanced Activity 3 Guide Them https://www.geogebra.org/m/trr2msnf
Create Activity Giant Ferris Wheel! https://www.geogebra.org/m/mbeqmhuh
Quiz Activity Game on! https://www.geogebra.org/m/guupkmwy
Wrap Up https://www.geogebra.org/m/y8twuy5y
GLOSSARY
WORD MEANING IMAGE
hunger pangs sudden strong feelings of hunger.
amusement park park that features various attractions such as rides and
games, and other events for entertainment purposes.

64

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Class time 60 mins

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Applet Screenshot Whiteboard (if any) Learning Experience |

Ask: Greet the student, and enquire about his/her

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Say: In all the three cases discussed above, the object

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Teacher Activity (25 min)

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Knowledge Points/Learning evidences:

TA Q2 - Install the slides by identifying all the orientations done here.

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Knowledge Points/Learning evidences:

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Knowledge Points/Learning evidences:

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Knowledge Points/Learning evidences:

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Pause and Reflect:

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Student Activity (10 min)

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Knowledge Points/Learning evidences:

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Knowledge Points/Learning evidences:

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Knowledge Points/Learning evidences:

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Knowledge Points/Learning evidences:

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Knowledge Points/Learning evidences:

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Advanced Activity - Concepts

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Do: Student chooses the correct answers from drop

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Knowledge Points/Learning evidences:

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Knowledge Points/Learning evidences:

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Advanced Activity - Concepts

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