Strand/Topic: Geometric and spatial reasoning (Transformations) Grade: 4-5 Date: Monday November 15th

Expectations Is there a Connection for Students? Connections to other Curricular Areas?

Grade 4
E1.2 plot and read coordinates in the first quadrant of a Cartesian plane, and describe Relates to the previous lessons on how to use a protractor, angles, etc.
the translations that move a point from one coordinate to another Can also use the example of a chess/checkers game for translations (as
E1.3 describe and perform translations and reflections on a grid, and predict the results of most students will have played this game or might want to try it).
these transformations
Grade 5
E.4 plot and read coordinates in the first quadrant of a Cartesian plane using various scales,
and describe the translations that move a point from one coordinate to another
E1.5 describe and perform translations, reflections, and rotations up to 180° on a grid, and
predict the results of these transformations

Equity/ Diversity and Social Justice (Teacher Actions)

I made sure to provide all graph paper and handout materials so that all students had access to the same materials, and thus none were at an
advantage or disadvantage. Diverse learning styles were accommodated as well: visual learners can benefit from the smartboard presentation and
diagram on the chart paper; tactile learners benefit from the hands-on manipulative activity; and linguistic/verbal learners will benefit from posters
describing each transformation, as well as the descriptions on the smartboard presentations.

Questions to Ask Accommodations/ Materials

Modifications
(content/process/product)
Tools
Smartboard – show the smartboard presentation (interactive) What is the difference Go back to the hands-on practice Smartboard,
- Gives an intro into what translation, rotation, and reflection is between a translation and if they aren’t fully understanding smartboard
- Translation and reflection will be shown to everyone, rotation will a reflection? What about a the lesson part of it or any
presentation,
only be discussed with the grade 5s rotation? worksheet questions
- Might serve as recap for some students (as grade 5s may
smartboard
remember translations and reflections from grade 4) What skills do we now Provide manipulatives for hands- markers/eraser
- Get one of the students to come up to the board for the interactive know from our lessons last on/visual learners so that they can features
slides and try it out themselves, then ask the class if they agree with week? grasp the basic concepts (which
Part 1: Minds On

what the student did will be provided in the next

How can these help us section of the lesson)
with the new concepts?

(Students should recall the

lessons on angles, types of
triangles, protractors for
later rotation lessons)

OISE/UT Math 3-Part Lesson plan template

 Manipulatives – hand out manipulatives (triangles) and grid paper, have them How were you able to If students are not Grid paper,
trace the shape, and then perform a rotation, translation and reflection on create a translation? understanding this hands-on manipulatives
their paper. This will get them used to each.
Rotation? Reflection? activity, I will (that can be used
This is when I will introduce grids and describe how to plot points briefly, with them
for students to
considering how many units they had to move the points over. The concept of What steps did you practice a
graphing will not yet be covered, as this requires a lesson on the first quadrant of the use? translation,
Cartesian plane and the x axis and y axis. rotation, or
Can you explain why reflection)
you drew this
transformation this
way?
Part 2: Action

OISE/UT Math 3-Part Lesson plan template

 Questions to Ask Accommodations / Materials
Differentiation
(content/process/product)
Is this correct? I will have both a visual
Write out a chart paper that defines rotation, translation and reflection Why/why not? Are and written element, so Chart paper,
Draw an example on the paper to visually demonstrate.
Intentionally ask wrong questions and have students correct me. If they think you sure? that those who learn markers, ruler
its right, ask them “are you sure?”, “why?” etc. through reading written
Part 3: Consolidate Debrief

How can we describe text and those who are [Worksheets,

[Hand out a worksheet (two pages for grade 4 – focuses only on reflections a translation? How more visual can both pencils]
and translations – and two for grade 5 – focuses on all three forms of
transformations) for students to complete so that I can see how comfortable
about a reflection? have something in the
students are with the content, or root out any problems early on.  we will be How about a classroom to refer to.
doing this on another day when the students have completed their angles rotation?
quiz]

Assessment Tools (diagnostic/formative/summative)

Writing out a chart paper to see what students learned after the lesson and before the worksheet to catch any misunderstandings or lack of understanding.
[At the end, hand out a worksheet which I will mark (a summative form of assessment)]

Next Steps
To check for understanding, the worksheet handouts will be given to students. Many activities are multiple choice, and some require
drawing the transformation.
Future lessons will focus on how to apply these concepts to graphs, and using protractors to rotate using degrees (starting with a 90
degree angle as students are most familiar with it).
Self Reflection
What went well? What didn’t go so well? What do I need to change?

OISE/UT Math 3-Part Lesson plan template