Grade 4, 5

Lesson Title: Transformations Date: April 2013

Curriculum Expectations Grade 4 – identify and perform reflections, create and analyse symmetrical designs by reflecting a shape-identify and locate the location of an object using a grid systemGrade 5-compare grid systems using a number and grid system-identify perform and describe translations and-Create and analyse translations and reflections-cardinal directionsWhat do students need to know and be able to do? Students know:

transformational language (words like up, down, left, right - to describe movement, reflection line)

using a grid to show movement single transformations or multi-step slide (e.g. 4 up, 3

left) translated shape needs to be congruent

Learning GoalsContent:The students will...

move an object on a grid and describe precisely how they moved it using transformational language

Process:The students will...

communicate using language of transformational geometry

represent movement on a grid with precision

Lesson Components Anticipated Student Responses and Teacher

Prompts / QuestionsAction! Mrs. Baird wants to fit these five stations in the gym for fitness friends:

Hockey Soccer Skipping ropes Scoops Basketball

Show the equipment near the gym door. Then move the equipment to space in the gym.

Write the directions you took to get the equipment from the gym doors to its location in the gym. Be as specific as possible.

You must use some translations and

Anticipated Student Responses and Possible Misconceptions

1. Transformed image represented needs to be congruent to the original figure

2. Translations-left and right, up and down used accurately; use of cardinal directions-combination translations (first, then)-use of dots, lines or arrows to show the movement

3. Reflections-mirror line identified

some reflections in your work. Remember that the centre line can be used as a mirror line.

Ask what tools they might find helpful to use in this task. Create a list together.

Mirras Grid Rulers tiles

-image needs to be a “mirror image” of the original figure

-spacing on either side of figure and mirror image is symmetrical

Sample Scaffolding Questions How else can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer or verify your estimate?How do you know?Have you found all the possibilities? How could you arrive at the same answer in a different way?

Minds-On AFL

1. Review transformation vocabualry

2. Highlight tools to support transformations

What are we listening and looking for from the student conversation and responses?

Translate (slide) Reflect (flip) Rotate (turn) Mirror line Left, right, up, down Image

Lesson ComponentAfter / Consolidation / Reflecting and Connecting

Consolidation Highlights and Summary(Uncover Learning Goal, Success Criteria)

Work Sample 1 Shared Transformed images

represented are congruent to the original figures

The movement of the translation is shown using directional arrow (left, right, up and down)

Work Sample 2 Shared Starting point of figure clearly

shown left and right, up and down

used accurately; use of cardinal directions

combination translations use language “first” and “then” to show sequence of movment

reflection shown over mirror line

Notes: Starting point shown Written instructions -

included "then", used it to show that there are more steps

Legend - very clear, communicated the meaning of each of the shapes

To show how much movement we used:

numbers counting squares arrows Mirror line/Reflection: Line dashed line labeling it would be

a good idea We added Cardinal

Directions to the last sample. This group was confused with words “up, down, left and right” because they changed if they moved around the paper to work. “If you use directions instead of 4 to the right, you could say 4 to the north. It will not matter then what your position is.”

Work Sample 3 Shared mirror line identified spacing on either side of figure

and mirror image is symmetrical

use of a legend to identify all 5 original figures

Independent Practice: Reflection

Student Next Steps (Small Group/Individual)

Reflection:Groups of 2 students worked together to consider:

If you were to do the same task again tomorrow, what would you do differently? How would you improve your work?

Teacher Feedback given to each group. See samples below. Then students were given the chance to try the task again the next day.