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Updated June 2014 © NextLesson 2014
Real World Performance Tasks
Real World Real Life, Real Data, Real-‐Time -‐ These activities put students into real life scenarios where they use real-‐time, real data to solve problems. In the Social Transformations series, we use data from social media sites and update our data for every new release. Note -‐ some data has been rounded or simplified in order to adjust the math to the appropriate level. Engaging Relevant – Students today are very familiar with social media, making these activities very relevant to children’s every day lives. Authentic Tasks -‐ Through these activity sheets students learn how the field of graphic arts works and are prompted to form opinions and ideas about how they would solve real life problems. A glossary is included to help them with the unfamiliar terms used. Student Choice -‐ Each set of activity sheets is available in multiple versions where students will do the same activities using data for different social media sites (e.g., Facebook, Twitter, Instagram, etc.) You or your students can pick the social media site or app that most interests them. Modular Principal Activity -‐ The activity sheets always start with repeated practice of a core skill matched to a common core standard, as set out in the Teacher Guide. This principal activity (or Level 1 as it is labeled to students) can be used in isolation. Step Up Activity -‐ For the Level 2 questions, students are required to integrate a different skill or set of skills with increasing complexity. The additional skills used to answer these questions are set out in the Teacher Guide. Challenge -‐ This is designed to require critical thinking skills and stretch students to reason with math and data to come to conclusions. They are matched up with one of the Common Core Standards for Mathematical Practice. These activities work well with students in pairs or small groups where they can discuss the math. Cross-‐Curricular Activity -‐ Every activity sheet also includes a finale that you can use to extend the math lesson into another subject (usually ELA). These could be assigned in a second lesson or for homework. Customizable All of the activity sheets are provided in Word so that they can be differentiated to add remove or edit questions or even add space for students to show their work. Suggested customizations for each activity sheet are given in the Teacher Guide. Community We would love you and your students to let us know how you get on. Join the conversation on Twitter starting your tweet with @nextlesson and using #techtastic.
Updated June 2014 © NextLesson 2014
Teacher Guide Sound bite for Students: “In the real world we often use transformations in graphic arts.” Skills Practiced: Principal Activity (Level 1):
-‐ Reflections and translations Step Up Activity (Level 2):
-‐ Rotations and dilations Common Core Math Standards Addressed:
Principal Activity: 8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on
two-‐dimensional figures using coordinates.
Step Up Activity:
8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-‐dimensional figures using coordinates.
8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:
8.G.A.1a Lines are taken to lines, and line segments to line segments of the same length.
8.G.A.1b Angles are taken to angles of the same measure.
8.G.A.1c Parallel lines are taken to parallel lines.
Differentiation Tips: You can edit any of the activity sheets to:
-‐ change the numbers or tasks given (e.g. have students give additional coordinates for points within the icon; have students perform a combination of transformations)
-‐ add or remove hints for differentiation purposes (e.g. remind students to think about the distance of any point in the icon, from the axis it is reflecting over)
-‐ students could trace the icon and use that as a guide in performing the transformations Due to school paper restriction, the spacing provided is only for answers. However, you could modify the spacing to add room for work if desired. Updates: At NextLesson we strive to engage students with data that is real and real-‐time. This lesson uses data as of May 2014. Please come back for the most recent updates.
Transformations
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Name: ________________________________ You are a Graphic Artist working for Whatsapp and you are looking for ways to make the company’s icon more visible to the public. How can you display the icon in different ways using
transformations?
LEVEL 1 Your first idea is to use translations to repeat the Whatsapp icon so it can be used as computer wallpaper.
1. Translate the Whatsapp icon 3 different times: a) 7 units to the left b) 7 units down c) 7 units to the left, then 7 units down 2. Assuming the icon fits into a square, what are the coordinates of each corner of the icon? 3. What are the corresponding coordinates of each of the translations? 4. How did the new coordinates change from the original coordinates? Why?
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LEVEL 2 Next, you decide that the icon could be printed on shirts or hats to sell and make the logo more visible. The icon needs to be reversed so that it will look correct when transferred.
5. Reflect the Whatsapp icon over the y-axis (either trace the logo or sketch the interior). 6. What are the corresponding coordinates of the reflected image? How did the coordinates
change? 7. Reflect the Whatsapp icon over the x-axis (either trace the logo or sketch the interior). 8. What are the corresponding coordinates of the reflected image? How did the coordinates
change? 9. What do you notice about the two reflected images? How are they related?
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You think about the idea of desktop wallpaper some more and decide that it might be more interesting if the icon were rotated.
10. Rotate the Whatsapp icon around the origin 3 different times (either trace the logo or sketch the interior). a) rotate 90°
b) rotate 180°
c) rotate 270° 11. What are the corresponding coordinates of each of the rotations? 12. How have the images of the icon changed? How have they stayed the same?
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Lastly, you realize that the icon needs to be different sizes for different uses.
13. Dilate the Whatsapp icon with a scale factor of -2 (either trace the logo or sketch the interior). 14. What are the corresponding coordinates of the dilation? 15. How did the corresponding coordinates change? Why? 16. How is the dilation different from a dilation of scale factor 2?
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Challenge Activity You decide to experiment with combinations of transformations, just to see what happens and maybe to spark some ideas. However, you forgot to record what steps you used! 1. The Whatsapp icon in Quadrant I has been through 3 sets of transformations that have placed an image in each of the other quadrants. Describe a combination of transformations that would transform the Whatsapp icon in Quadrant I to each of the other 3 quadrants.
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Finale You could give students one of the following finale options or have them choose themselves. 1. Most graphic artists use technology to do some of their work, including transformations. Investigate to find free software or apps that can do transformations. Prepare an infographic or other visual representation to share with the class showing the different transformations done with technology. 2. In your work with Whatsapp you may be asked to design other icons or logos for them. To do this it would be helpful to know what other graphic images the company uses. Conduct research to find out what other images the company uses and what images they may have used in the past. Prepare a poster showing these images and write a summary of things that are different and things that are the same about them. 3. If you were a graphic artist and had your own business, you might want to have a web page for your business and it would be helpful if you had your own icon. How would the icon reflect the business and what is important to you? How would the icon attract people to say something about you? Design an icon for your own graphic arts web site. Draw the icon large enough to show the class and share about how it represents you and your business. 4. Social media companies have been very successful in recent years. Most of these companies are not very old. Conduct research to find out the history of Whatsapp. How long have they been in business? How many people visit the site each day? How has the company grown? Prepare a report to share with the class about the history of Whatsapp. 5. Many social media companies use invented words to name the company. Some of these company names have become actual words in the dictionary. As a graphic artist for Whatsapp it would be useful to know why the company chose this name. What is the meaning of the word and how does it apply to what the company does? Conduct further research to find out about the company name. Write a dictionary entry definition for the word Whatsapp. Give the meaning of the word in the context of the company, as well as where it comes from. [Look at a dictionary for examples of how to format the entry.]
Updated June 2014 © NextLesson 2014
Glossary
Computer wallpaper – the image that forms the background on a computer screen. Graphic Artist – someone who uses two-dimensional drawings or graphics to create art for a particular purpose.
Icon – a symbol that represents a particular company or thing. Transfer – the process of printing an image onto another item. The image is usually printed in reverse and then is transferred onto the item the correct way around.
Updated June 2014 © NextLesson 2014
ANSWER KEY LEVEL 1
1.
2. The original coordinates, starting from the lower left corner clockwise: (1, 1), (1, 6), (6, 6), 6, 1) 3. a) (-‐6, 1), (-‐6, 6), (-‐1, 6), (-‐1, 1)
b) (1, -‐6), (1, -‐1), (6, -‐1), (6, -‐6)
c) (-‐6, -‐6), (-‐6, -‐1), (-‐1, -‐1), (-‐1, -‐6) 4. a) The x-‐coordinates all decreases by 7 and the y-‐coordinates remained the same because the image
was shifted 7 units in the negative direction horizontally.
b) The y-‐coordinates all decreases by 7 and the x-‐coordinates remained the same because the image was shifted 7 units in the negative direction vertically.
c) Both the x and y-‐coordinates decreased by 7 because the image moved both negative directions.
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ANSWER KEY 5 and 7.
6. (-‐1, 1), (-‐1, 6), (-‐6, 6), (-‐6, 1) -‐ The x-‐coordinates changed sign and the y-‐coordinates remained the same. 8. (1, -‐1), (1, -‐6), (6, -‐6), (6, -‐1) -‐ The y-‐coordinates changed sign and the x-‐coordinates remained the same. 9. The two reflected images are 180° rotations from each other. The corresponding coordinates of each are opposite to each other.
LEVEL 2 10.
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ANSWER KEY 11. a) (-‐1, 1), (-‐6, 1), (-‐6, 6), (-‐1, 6) b) (-‐1, -‐1), (-‐1, -‐6), (-‐6, -‐6), (-‐6, -‐1) c) (1, -‐1), (6, -‐1), (6, -‐6), (1, -‐6) 12. The shape of the icon has remained the same. Each image is congruent to the other because they could be rotated and laid exactly on top of each other. All angles and lines are the same relative to each other. The only difference between the images is that they are rotated. 13.
14. (-‐2, -‐2), (-‐2, -‐12), (-‐12, -‐12), (-‐12, -‐2) 15. Each coordinate doubled and its sign changed. This happened because the scale factor was 2 times, doubling the coordinates, but the signs changed because the scale factor was negative. 16. A dilation of 2 would’ve just made the image twice as large and doubled the coordinates. By using a negative scale factor, the dilation also become a 180° rotation.
Updated June 2014 © NextLesson 2014
ANSWER KEY
Challenge Activity 1. There is more than one solution for these, as some of the transformations could be done in a different order. Quadrant II -‐ Rotate 90°, translate 5 to the left, translate 5 up Quadrant III -‐ Reflect over the y-‐axis, rotate 90°, translate 2 to the left Quadrant IV -‐ Reflect over the x-‐axis, dilate with a scale factor of 2
Updated June 2014 © NextLesson 2014
Job Background Graphic Artists fall into the Bureau of Labor Statistics Category of “Graphic Designers”.
Quick Facts: Graphic Designers
2012 Median Pay
$44,150 per year $21.22 per hour
Entry-‐Level Education Bachelor’s degree
Work Experience in a Related Occupation None
On-‐the-‐job Training None
Number of Jobs, 2012 259,500
Job Outlook, 2012-‐22 7% (Slower than average)
Employment Change, 2012-‐22 17,400 What Graphic Designers Do Graphic designers create visual concepts, by hand or using computer software, to communicate ideas that inspire, inform, or captivate consumers. They develop the overall layout and production design for advertisements, brochures, magazines, and corporate reports. Work Environment Many of these workers are employed in specialized design services, publishing, or advertising, public relations, and related services industries. In 2012, about 24 percent of graphic designers were self-‐employed. How to Become a Graphic Designer Graphic designers usually need a bachelor’s degree in graphic design or a related field. Candidates for graphic design positions should demonstrate their creativity and originality through a professional portfolio that features their best designs. Pay The median annual wage for graphic designers was $44,150 in May 2012. Job Outlook Employment of graphic designers is projected to grow 7 percent from 2012 to 2022, slower than the average for all occupations. Graphic designers are expected to face strong competition for available positions. Similar Occupations Compare the job duties, education, job growth, and pay of graphic designers with similar occupations.
