Transformations Unit Plan - Week 1

Unit Topic / Guiding Question:

How can understanding transformations in math deepen my understanding of linear relations?
Rationale & Purpose:
Transformations in math are applicable to numerous aspects of everyday life, from art to video games, and
allows students to make connections between what they are learning in math and their own interests.
Differentiation:
Students will have a variety of ways to model and communicate their knowledge, in addition to having peer
support for many activities. EA support will be available, as will a reduction in questions for practice sheets
that students complete. Gifted students will be provided with more challenging problems, as will those who
finish early.
STAGE 1: Desired Results

Big Ideas Essential Questions

U
N Gr. 6:
D Linear relations can be identified and
E represented using expressions with How can understanding transformations connect to better
R variables and line graphs and can be understanding other creative works (art, video games,
S used to form generalizations. photography, etc)?
T Gr. 7:
A compare spatial relationships. How do linear expressions and line graphs represent linear
N relations?
D

D Core Competencies:
O I can think critically to develop ideas
I can develop and refine questions
I can listen, contribute, develop understanding through conversation with my peers
Curriculum Competencies:
Gr. 6&7
Use mathematical vocabulary and language to contribute to mathematical discussions
Explain and justify mathematical ideas and decisions
Connect mathematical concepts to each other and to other areas and personal interests
Use reasoning and logic to explore, analyze, and apply mathematical ideas
K Content:
N Gr. 6:
O combinations of transformations (plotting points on Cartesian plane using whole-number ordered pairs
W translation(s), rotation(s), and/or reflection(s) on a single 2D shape, limited to first quadrant,
transforming, drawing, and describing image)
Gr. 7:
Cartesian coordinates and graphing
combinations of transformations (four quadrants, integral coordinates, translation(s), rotation(s), and/or
reflection(s) on a single 2D shape; combination of successive transformations of 2D shapes; tessellations
 First Peoples’ Principles & Connections:
Learning involves patience and time.
Although many of these students love math, these concepts can be hard for students, and it will
require patience and time for students to gain confidence in these skills.

STAGE 2: Assessment Plan

Summative Assessment (of Learning):

Students will complete a tessellation art piece (following week) using the learning they have done.

Formative Assessment (for Learning):

Think-pair-shares, which one doesn’t belong, class discussions, hands-on activities, practice work, games, exit
tickets.

Stage 3: Learning Plan

Instructional Activities
Learning Intentions

I can communicate about
transformations.
I can translate shapes on
coordinate grids.
I can reflect shapes on
coordinate grids.
I can rotate shapes on
coordinate grids.
I can combine and describe
different combinations of
transformations.
Using slideshow, introduce unit, learning intentions, c-chart criteria.
Hook: Students describe how photo is transformed, writing it individually
before sharing with a partner, then sharing with the class.
Instruction: Define transformations, TPS and take up answers together with
the class. Once students have reviewed background knowledge, they will
complete a more thorough pre-assessment. Clear instruction on
translating shapes provided, including definitions.
Wrap up: Students identify a question they still have from today’s lesson.
Hook: WODB: Shape 13 - students think, pair, share
Instruction: Follow slideshow to review translations. Introduce reflections
and practice. Students answer as a whole class, then create their own
reflections on coordinate grids before trading with a partner to solve.
Finally, students work to complete questions that involve both translations
and reflections.
Wrap up: Students complete reflection on a challenging topic from class
Hook: Students brainstorm things that rotate.
Instruction: Follow slideshow to review and introduce concepts. Use
videos to help students visualize rotations in various settings. They then
complete hands on activities to practice rotating shapes.
Wrap up: Reflect: How confident would you be explaining today’s lesson
to another student on a scale from 1 (low) to 10 (high)? Explain.
Hook: TPS - students respond to questions (image from textbook).
Instruction: Follow slideshow to review concepts before introducing
combining transformations. Students have a few hands on activities and

I can combine and describe
different combinations of
transformations.
are told they will be connecting this learning to an upcoming art project
for math.
Wrap up: Students reflect: If you were called in front of the class to teach
a concept from this unit, what would it be and why?
Hook: Pattern block question on slides.
Instruction: Follow slideshow to review concepts. Students connect
learning to art work before doing review questions from text book.
Students who finish early can play Capturing Squares game.
Wrap up: Reflect: What is a concept that you’re proud of mastering this
week?

Resources needed:
Slideshows (links included), laptop access, projector, coordinate grid paper, practice sheets.

Reflection
How did it go? How do I know?

Where to next?