Shuffling Cards
to Practice Transformation
Topic Index | Geometry Index | Regents Exam Prep Center

To add interest to a review session on transformations and coordinate geometry, prepare a set of cards that can be shuffled to create graphing exercises.

You will need to create two sets of cards: 
 the Coordinate cards and
the Transformation cards.

To create the Coordinate cards, select a set of figures (usually triangles and quadrilaterals) whose coordinates place them in various quadrants.  Using your word processor, type these coordinates in a large font using a half sheet of paper.  Laminate the cards to protect them for repeated use.


This picture shows 6 Coordinate cards which have been laminated.

 

To create the Transformation cards, decide upon a set of transformations that you have been practicing with your students.  These cards can be focused on a single concept, such as translations, or can encompass all forms of transformations.  Using your word processor, type these transformations in a large font.


This picture shows 6 Transformation cards which have been laminated.  These cards cover translations, reflections, and dilations.

 

Once your cards have been made, you can use them in a variety of ways.

1.  As class review: Hold the cards in your hand.  Have different students pick a coordinate card and a transformation card, thus creating the first review problem. Continue in this manner until all of the cards have been used.


A student will pick a set of coordinates.


A student will pick a transformation.

2.  As a quiz:  Use the same procedure as mentioned above.  If your cards are large enough, you can tape them to the board to form the quiz questions as they are selected.  If your boards are magnetic, inexpensive magnetic clips work well.

3.  As small group practice:  A small group of students, during a review session, can use the cards in a manner similar to the two listed above.

Fortunately, by having different students choose the coordinates and the transformation, one student cannot be "blamed" for creating a challenging problem.

You will find that students' enthusiasm increases when they feel that they are actively involved in the creation of problems.