ASSIGNMENT 2 – MATH MANIPULATIVE LESSON PLAN

Lesson Title: Transforming Points on a Cartesian Plane Lesson # 5 Date: Feb. 17, 2022

Name: Casey Lo Subject: Math, Spatial Sense Grade(s): 5

Rationale: Use math manipulatives (pattern blocks) to help understand and visualize types of transformations. Transformations in
geometry helps students problem solve and to think spatially.

Prescribed Learning Outcome(s):

E1.5 Location and Movement
describe and perform translations, reflections, and rotations up to 180° on a grid, and predict the results of these transformations

Instructional Objective(s): Students will be able to perform transformations (translate, reflect and rotate up to 180º) and use pattern
blocks to help assist their understanding.

Prerequisite Concepts and Skills: In grade 4, students learned to perform translations and reflections. In the previous lesson, students
reviewed and became familiar with plotting and reading coordinates in the first quadrant of the Cartesian plane. They have learned to
describe and perform translations that move a point from one coordinate to another. Students have also learned how to use protractors
and can measure and construct angles up to 180º.

Materials and Resources:

Teacher Students
Pattern blocks Pattern blocks
Whiteboard & marker Pencil
Projector Worksheet
Worksheets Ruler
Large protractor Protractor

Lesson Activities:
Teacher Activities Student Activities Time
Introduction (anticipatory set): 10
Review what a translation is (from previous lesson). On Perform the translation of the point with the teacher. mins
the board with the first quadrant of a Cartesian plane
projected, put a point on (2,4). Ask students where the
point would be if you performed the following
translations: 3 units up and 3 units right.

Body:
Draw a triangle with 3 vertices on the plane. Ask Follow along with the teacher on how to translate a 25mins
students how you could accurately perform the same set triangle. Use pattern blocks to assist and confirm.
of translations as before with the point but this time with Complete the next question on the worksheet
the whole triangle. Guide students to conclude that they independently, and use pattern block to assist with
must perform the translations to all three vertices of the visualization. Participate and answer prompts from
triangle to accurately plot the new triangle. Plot the new teacher. Check answers.
coordinates and connect the vertices. Demonstrate the
translation with a triangle pattern block to further
reinforce how the translation occurred. Distribute
worksheets and ask students to perform the next
translation (1.b) on their own. Circulate and assist as
needed.

Explain what reflections are and demonstrate how to do Follow along with the teacher on how to reflection a
it with the triangle in 2.a) on the board. Ask students to triangle. Use pattern blocks to assist and confirm.
try on their own with 2.b) and encourage them to use Complete the next question on the worksheet
pattern blocks when needed to assist and check their independently, and use pattern block to assist with
reflections. Circulate and check their answers. visualization. Participate and answer prompts from
teacher. Check answers.
Explain what a rotation is and the procedures to do it Follow along with the teacher on how to rotate a
using a protractor. Complete the example 3.a) as class triangle. Use pattern blocks to assist and confirm.
and demonstrate how to check their answers using a Complete the next question on the worksheet
pattern block. Ask students to try on their own with 3.b) independently, and use pattern block to assist with
and encourage them to use pattern blocks when needed visualization. Participate and answer prompts from
to assist and check their rotations. Take up their answers teacher. Check answers.
by doing the procedures together, asking students to
guide you as you perform the steps on the board.

Ask students to practice performing transformations for Complete transformation practice questions using the 20
the remainder of the class. If they are not finished by the strategies presented in class and the exit ticket. mins
end of class, it will be assigned for homework.

* note: all shapes on the worksheet are the same size as

pattern blocks so students are able to place the blocks
directly over the shapes on their worksheet

Closure:
Hand out exit ticket and ask students to complete before 5 mins
the end of class. Inform them that it will be collected and
that you will be checking their word.

Organizational and/or Behavioural Management Strategies:

Encourage active participation from students. Instead of telling students how to perform each translations, ask them what they think they
should do. Try out their suggestions and guide them to the right strategy. Also have students follow along and perform the translations on
the worksheet in front of them rather than passively listening. To prevent students from being distracted with the pattern blocks, only
distribute the shapes that are used on their worksheets. During the practice portion of the lesson, allow students to work together in pairs
with the students seated around them if they’d like, however remind them to use their indoor voices. Remind students before the end of
class that the exit ticket must be completed and handed in to keep them on task.

Assessment and Evaluation:

Since this is the first time they are performing transformations this year, there will be no formative assessment at the end of this lesson.
However, performing transformations will be included in their unit test. To assess the students’ learning on this specific lesson, students
will be asked to complete an exit ticket before the end of class. First, they are asked to colour in how they felt about the day’s lesson
(happy/sad faces). Then they are asked to complete a transformation. Students have previously learned how to perform translations and
reflections the previous year, so rotations is the new material from this lesson. Due to time constraint, the exit ticket only asks students to
do a rotation of the shape. These will be collected at the end of class and should be looked over to determine if the students are ready to
move on or need more practice exercises.

Extensions and Integration:

Students will continue to practice performing transformations. In the next lesson, they will practice describing transformations. The topic
of transformations could be integrated with the coding unit, where steps and sequences are important. (e.g. show students a sequence of
transformations and determine which step is wrong, this is similar to reading and altering code).

Adaptations / modifications:
During the work period, students may choose to work independently or with a pair. Circulate around the room as the students are
working and assist when necessary. For more advanced students or students who finish early, an optional worksheet could be given with
a combination of transformations for one shape (eg. translate and reflection). Those who do not finish the worksheet should complete it
for homework.

Reflections:
If students are not grasping the concept of the three transformations quickly, I would adjust the lesson according. Instead of introducing
all three transformations at once and then asking them to do the practice worksheet, I could introduce one transformation, and have them
complete all the practice questions for that specific transformation afterwards (e.g. review translations, ask students to complete
translation exercises; review reflections, students complete reflection exercises).