- Assess student understanding through discussion.
- Allow time for student feedback.
- Assess understanding again with the work done to expand Example 3. How did the students do with this? Do
they understand vectors? - What conclusions did they draw from the example?
Matrices
I.SectionObjectives
- Use the language of matrices.
- Add matrices.
- Apply matrices to translations.
II.MultipleIntelligences
- Begin by teaching the material in the lesson. Then move on to the activity.
- Students will need graph paper, rulers and colored pencils.
- Students can work with a partner for this activity.
- Ask students to draw a triangle, a square or a rectangle on the coordinate grid.
- Then have them create a matrix of the coordinates of their polygon.
- Next, students are going to create a translation of the polygon that is two units down and three units to the
right. - Note if this doesn’t work with the student’s image change it to two units up and three units to the left.
- Then have the students design a matrix to represent this translation.
- Finally students will add the two matrices together.
- Ask them to exchange papers with a peer for a check of their work.
- After their peer review, make any necessary changes.
- Allow time for student’s to share their work.
- Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal.
III.SpecialNeeds/Modifications
- Notes on Matrices
- A multidimensional way to show data.
- They have their own arithmetic.
- In brackets, a matrix is an array of numbers.
- Numbers are arranged in rows and columns.
- You add the elements of a matrix by adding the value in each place in one matrix with the matching value in
the same place in the other matrix. - Matrices can represent real- life data.
- Matrices can represent the vertices of a polygon.
- Operation with matrices and translations = ADDITION
IV.AlternativeAssessment
- Collect student work and use it as a way to check student understanding.
Chapter 4. Geometry TE - Differentiated Instruction