TEKS 4.6(B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure
Students use Bloxels to create designs or characters that include at least one line of symmetry, then ask a peer to locate the line/s of symmetry within the design.
Geometry (3) Coordinate and transformational geometry. The student uses the process skills to generate and describe rigid transformations (translation, reflection, and rotation) and non-rigid transformations (dilations that preserve similarity and reductions and enlargements that do not preserve similarity).
Students use Bloxels to create designs or characters that can then be transformed on the coordinate plane by the processes of translation, reflection and rotation. Challenge
5.8(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table
Create a large coordinate plane grid on poster paper or even a shower curtain, use painters tape for the grid lines. Students work in groups with assigned jobs to program Dash to visit certain plots on the coordinate plane.
5.9(A) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots 5.9(B) represent discrete paired data on a scatterplot
Target practice: Create a large bullseye target with each 3 areas each worth 5, 10, 25 points respectively. Students will use the launcher with Dash robot, with a choice of 2-3 different types of balls (plastic, pompom). Student teams will launch the ball 3 times for each trial and record the results. Student teams may only make adjustments to the robot between trials. Complete 10 trials.
All data will then be plotted on a scatter plot and analyzed.
Credit to Stacey Gleinser for these lessons.