Lesson

#1

Performing Translations

Subject/Gr
ade Level

Math Grade 5

Unit

Motion Geometry

Date
Time
Durati
on
Teach
er

Day 1
60 Min
Mr. Pulfer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Describe and analyze position and motion of objects and shapes

SS7 Perform a single transformation (translation, rotation, or reflection) of a
2D shape
SS8 Identify a single transformation, including a translation, rotation and
reflection of 2D shapes

LEARNING OBJECTIVES
Students will:
1. Define the terms polygon, translation and translation rule.
2. Understand symmetry and how reflections create symmetry
3. Demonstrate translations of a polygon on a grid

ASSESSMENTS
Observe students working on the questions, search for common
mistakes among students. Are they able to move the polygons
accurately without affecting its size or shape?
Students are accurately counting the units of translations.
Key Questions:
Define a polygon. (1)
What is a translation? (1)
What is a translation rule? (1)
Is a reflection symmetrical? (2)
When a Polygon is translated, what happens to its size and
shape? (3)
Products/Perform Completed questions on the whiteboard
ances:
Completed handout from teachers resource
Exit slips definitions in their words
Observations:

LEARNING RESOURCES CONSULTED

Alberta Elementary Math Program of Studies
Math Focus 5 Textbook. (2008). Nelson
Education.
Math Focus 5 Motion Geometry Teachers
Resource (2008). Nelson Education.

MATERIALS AND EQUIPMENT

Textbook and electronic copies of
pages
Popsicles sticks with names
Graph paper
Smartboard with uploaded pages
from textbook
Exit slips

PROCEDURE
Prior to lesson

Attention
Grabber

Make sure graph paper is available (Hundreds Grid)

Pre-load electronic copies of textbook pages
Smartboard file opened and ready
Introduction
Ill be honest with you students, I did NOT like math
when I was in school and I still kind of do not like math.

Time

However, I LOVED geometry. Why? It doesnt involve a

lot of calculations! There is very little math involved. So,
for those of you who do not like math or think you are
not very good at math, I KNOW you can do this and do
well in this unit.
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour
Advance
Organizer/Agend
a
Transition to
Body

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Can anyone tell me what a polygon is?

(Show picture of a pokemon) this is a polygon
right??? Noooo!!! Thats a pokemon! OOOOH my
bad, THIS is a polygon (show polygon on screen)
Show definition on board.
o A closed 2D shape with side made from
straight lines
Activate prior knowledge for initial assessment about
recognition of symmetry in shapes and designs. Is
there symmetry in these polygons?
Students will be listening attentively and raising their
hands to ask questions, NO BLURTING OUT ANSWERS.
Students know that whenever they are handed the
resource sheets for marks that they separate their desks
for individual work.
These terms are important to know and understand
because the next few lessons we will be practicing with
translations and reflections of polygons.
Today we will be focusing on translations, can anyone
guess what a translation is? Now, when you move a
polygon from one place to another, will its size and
shape stay the same? Take predictions from class based
on hands up, write down number on the board. We will
come back to this question at the end of the lesson.
Body
Open Smartboard lesson, have students read out
loud the definition of a translation. Can you put
that in your own words?
Work through examples in the Smartboard lesson
with three students as a class.
Use Popsicle sticks to select students for the
examples.
When finished, review these concepts by having
students complete Checking #1 on pg 152 in
the textbook. Repeat back to question earlier
about the shape and size of the polygons when
they translate.

~10 min
max.

Time

~15 min

Before moving on to any new idea, have students give a

thumbs indicator.

Students will work with their pods on pages

153/154 in the textbook; questions 2, 3abc, 4,
5abc, & 9. While students are working I will
designate space on the front whiteboards for
them to show their answers to the questions.
Students will be randomly assigned a question by
pulling Popsicle sticks. For the student who
answers question 3, it will be done on the smart

~15 min

board using the pen feature.

Go through and break down all questions
addressing any issues and making sure students
are understanding and having levels of success.
Circulate the room and make sure students are on task.
If they have any questions I can help them or see if there
are common denominators if concepts are not being
absorbed by the class as a whole. I can then address
those concerns with the whole class and reiterate the
steps.
When discussing the answers students put on the board,
be ready to ask other students in class to help facilitate
a response or corrections, rather than me simply saying
no, this is the answer. Guide the answers out from the
class or their pods.
When I feel students have a good general
understanding of the concepts, I can then hand
out the individual worksheets Chapter 5, lesson
1. The students already know that when
worksheets are handed out, they separate their
desks and work individually. (Class routines
already implemented by Mr. Hoare)
These worksheets directly correlate to the text
book (supplementary Nelson resource) and
provides 5 *simple* questions for them to apply
their previous practice.
This worksheet will then be handed in for
summative marks with a very light weighting.
Summative marking for worksheets with very light
weighting. Allows me to see the students who are still
struggling after the comprehensive amount of practice. If
necessary we can revisit and reiterate concepts before
moving on the next day.
Students who finish early will pull out their books for
silent reading. There is to be no talking or disruptions
while the others are finishing their worksheet.
Closure
Exit slip with two questions. Will disperse to student
when they hand in their worksheet. In your own words,
explain what a translation is. What a transition rule
is. For the students who are struggling with literacy
(two students), have a verbal exit slip instead. Have
them explain the concepts before the leave.
Comment on their work today, Im very proud of their
level of understanding.
You came up with some great answers on your exit slips
Next class we will build off this knowledge of polygons
on graphs and turn them into reflecting images.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback To
Students
Transition To
Next Lesson
Sponge
Activity/Activities

~10-15
min

Time

~2-5 min

Using your graph paper, draw an image of our classroom. If there

was an earthquake, and our desks shifted two meters south, and
three meters to the west, what would the layout look like?

Reflections from
the lesson

Lesson
#2

Exploring Reflections

Subject/Gr
ade Level

Math Grade 5

Unit

Motion Geometry

Date
Time
Durati
on
Teach
er

Day 2
60 min
Mr. Pulfer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Describe and analyze position and motion of objects and shapes

SS7 Perform a single transformation (translation, rotation, or reflection) of a

2D shape

LEARNING OBJECTIVES
Students will:
1. Define a reflection
2. Identify the relationship between the Line of Reflection and the images

ASSESSMENTS
Make sure students are drawing appropriate shapes, on task and
creating reflections, not merely doodling.
Students are able to see that the images are backwards
Keep an eye out for proper use of the transparency mirrors
Key Questions:
What is a reflection? (1)
What is the line of reflection (L.O.R)? (1)
How does a Line of reflection affect an image or object? (2)
Products/Perform Students will decipher the secret message from the
ances:
textbook
Students will create their own secret messages
Completed handout from teachers resource
Observations:

LEARNING RESOURCES CONSULTED

Alberta Elementary Math Program of Studies
Math Focus 5 Textbook. (2008). Nelson
Education.
Math Focus 5 Motion Geometry Teachers
Resource (2008). Nelson Education.

MATERIALS AND EQUIPMENT

Electronic copies of text pages

Transparency mirrors.
Tracing paper and/or graphing paper
Pattern blocks (possibly)

PROCEDURE
Prior to lesson

Attention
Grabber

Tracing paper and graphing paper available

Reserve transparency mirror is necessary
See if pattern blocks are available
Electronic pages uploaded
Introduction
Has anyone noticed the letters on the front of an
Ambulance? What is unique about them? Why are they
backwards? It is a reflection so you can read it in your
cars mirrors so you can MOVE out of the way. Todays
lesson is based on reflections with shapes.
What does it mean to be symmetrical?

Time
~10 min

A 2D shape with at least one line of symmetry

(a line that divides a 2D shape in half so that
if folded on the line, the halves would match)
Look back at the shapes on Pg. 150, and guess which
shapes are symmetrical. Why? Which shapes would not
be symmetrical? Why? Make connections back to the
definition from the examples.
Review the term symmetry. Ask the students if they can
explain what symmetry is. Can they explain something
that is symmetrical? What about in the classroom, can
you see anything symmetrical?
Students will be listening attentively and raising their
hands to ask questions, NO BLURTING OUT ANSWERS.
Students know that whenever they are handed the
resource sheets for marks that they separate their desks
for individual work.
Using the transparency mirrors correctly, not pretending
they are viewfinders, turning everything red, etc.
Yesterday we talked about moving objects on a grid.
Today we will be focusing on what happens if we flip
those objects to a different location.
Bring up picture of a reflection on a body of water.
Emphasize how the image above the lake is identical
(but flipped) on the water. The horizon would be the line
of reflection. The same idea can be used in geometry.
Body

Open smartboard lesson. Work through the slides

with the students.
Review definitions of reflection, line of reflection,
and symmetry
Use Popsicle Sticks to select students to complete
the questions on the slides
Listen for the excitement when they figure out the secret
message. If students are struggling, they can buddy up,
one hold the mirror, the other traces.
If students finish quickly, the can keep exchanging
messages with new partners.
Read over page 155 as a class. Highlight the
diagram and the definitions (reflection &
line of reflection).
Have student individually use transparency
mirrors to decode the secret messages on page
155. Hands up if you think youve decode the
message, but dont blurt out the answer!!! Now
that weve all figured it out, as a class lets say it
together.
Have students use either cutout pattern blocks to
create their own design of shapes/picture, or
have them freehand their own design.
Using the transparency mirrors, they then must
trace that reflection on the other side.
Find and define the line of reflection. How do you
know???
Students will then fold the piece of paper and see
o

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Advance
Organizer/Agend
a
Transition to
Body

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2 & 2.5

Time

~15 min

~15 min

how closely the two images are mirrored.

Can ask for volunteers or Popsicle sticks to select
three students to display their image and
reflection for the class. They must state the line
of reflection. If there is plenty of time, you can do
a gallery walk or have pods nominate their
favorite image from their group to share with the
class.
Students can then exchange pictures with a pod
partner and see if they can get the original and
new images to match up.
Keep an eye on time. Images do NOT have to be
complete in order to reflect them, if anything it would
make them more unique
Students will complete the worksheet handed out
chapter 5, lesson 2, draw the five reflections
and five lines of reflection.
This worksheet will then be handed in for
summative marks with a very light weighting.
Summative marking for worksheets with very light
weighting. Allows me to see the students who are still
struggling after the comprehensive amount of practice. If
necessary we can revisit and reiterate concepts before
moving on the next day.
Students who finish early will pull out their books for
silent reading. There is to be no talking or disruptions
while the others are finishing their worksheet.
Closure
Done through the gallery walk/sharing of images
created. Have them state where the newly created
images are different or backwards from the original
(reflection)
Great job today! I really enjoyed seeing the different
shapes and images you were able to create!
Tomorrow we are going to build off of our new
knowledge of reflections and see different orientations
of the reflections.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback To
Students
Transition To
Next Lesson

Sponge
Activity/Activities

Reflections from
the lesson

~10 min

Time

~2 min

Draw or trace an object from your desk drawer or backpack. Create

a reflection of the original drawing.

Lesson
#3

Performing Reflections on a grid.

Subject/Gr
ade Level

Math Grade 5

Unit

Motion Geometry

Date
Time
Durati
on
Teach
er

Day 3
60 min
Mr. Pulfer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcome
s:
Specific
Learning
Outcome
s:

Describe and analyze position and motion of objects and shapes

SS7 Perform a single transformation (translation, rotation, or reflection) of a

2D shape

LEARNING OBJECTIVES
Students will:
1. Define orientation, clockwise, & counter-clockwise
2. Understand the relationship of an objects distance from a Line of Reflection
3. Implement different strategies to describe a translation, reflection, or orientation.
4. Examine whether a change in orientation has occurred.

ASSESSMENTS
Students are now quicker in their responses for translations and
reflections
See if students are using more than one method to understand the
reflections
Students are on task during the individual worksheets
Keep an eye on students during orientation material, this will be the
most complex area for them
Key Questions:
What is orientation? (1)
Compare clockwise vs. counter-clockwise (1)
Describe how the distance from the Line of Reflection
affects the reflected image (2)
Demonstrate a second way to check their
translation/reflection (3)
Identify whether a change in orientation has taken place (4)
Products/Perform Students personal copies of activity 1 as they follow along
ances:
with my instruction
Observations:

Completed questions on the whiteboard

Completed handout from teachers resource
Exit Slip

LEARNING RESOURCES CONSULTED

Alberta Elementary Math Program of Studies
Math Focus 5 Textbook. (2008). Nelson
Education.
Math Focus 5 Motion Geometry Teachers
Resource (2008). Nelson Education.
http://www.youtube.com/watch?
v=Tn7IVbjS7yE

MATERIALS AND EQUIPMENT

Electronic copies of textbook pages

Transparent mirrors.
Tracing paper & graphing paper
Rulers

PROCEDURE
Prior to lesson

Attention
Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Advance
Organizer/Agend
a
Transition to
Body

Book transparency mirrors if necessary

Ensure tracing paper and graphing paper are available
Students have rulers, extra rulers incase needed
Electronic pages uploaded
Introduction
Time
http://www.youtube.com/watch?v=Tn7IVbjS7yE Play
video for students (U.S. grade 3, but material is relevant
and applicable for the unit) Motion Geometry to the tune
2 min
of Thrift Shop by Macklemore. Fairly lame but might get
some laughs because of this.
Review definitions of Translation, and Reflection.
Who can tell me what Clockwise means? What about
2 min
counter clockwise? These two terms will be important for
later on in the lesson.
Students will be listening attentively and raising their
hands to ask questions, NO BLURTING OUT ANSWERS.
Students know that whenever they are handed the
resource sheets for marks that they separate their desks
for individual work.
Using the transparency mirrors correctly, not pretending
they are viewfinders, turning everything red, etc.
Yesterday we were talking about reflecting object on a
grid, today we take that one step further by seeing how
1 min
those reflections may or may not change the orientation.
Have a grid on the smart board. Can either have a shape
~ 5 min
up on the grid or draw one on myself. Our reflections so
far have been making contact with the line of reflection,
what about if the shape is not touching the LOR?
Have students trace a shape or pattern block
onto their piece of paper. Ask students to place
the mirror directly against the shape. The original
shape is touching the LOR, what about the
mirrored image?
Begin to slide your mirror away from the original
image. What happens to the reflection? (also
moves away from the LOR)
Move the mirror 5cm away from the original
object. How far away is the reflection from the
LOR? 5cm. Trace the shape, measure the distance
with your rulers to verify.
Reiterate this concept by reviewing what just

Learning Activity
#1

Teacher Notes:
Assessments/

happened on the smart board. Draw a shape, and

move the LOR away from it. Have students count
out loud how many units away the vertices has
moved (review definition of vertices). If this point
has moved (x distance), how far away from the
LOR should this point be? Repeat for all the
vertices of the shape until the object is
completely mirrored.
Body
Have a shape on a grid on the Smartboard, draw
a line of reflection that does NOT touch the
object. Introduce the term orientation (the
order in which vertices are labeled
clockwise vs counterclockwise.)
Show a shape on the grid and label the vertices.
Go through the steps to reflect the image (should
be easy now that the students have a grasp on
reflection). Notice the order of the vertices labels.
When read clockwise, ABC will become ACB; this
means there has been a change in orientation.
Use the images on page 157 as an example.
Use Popsicle sticks to select one student reflect
and label a vertices. Repeat until all vertices are
reflected.
If the order of the vertices are the same when
read clockwise and counter clockwise, a change
in orientation has occurred. This can also be
viewed as if the order of vertices have changed
when both images are read in one direction, a
change in orientation has occurred (two ways to
see the difference). Have them show at least two
of the three methods to tell if an orientation has
occurred (see differentiation below).
Reiterate many different examples on the board (I
will have different shapes in different locations on
the grid, will all be drawn on using the pen
feature.) I will also alternate locations of the LOR.
Then assign three pre-determined questions for
students to practice on thei
r own graph paper (very easy to come up with on
the spot, simply draw a shape and plot on the
graph, randomly come up with 2 numbers for the
translation). I will actively move around the
classroom monitoring their work and helping
where needed.
Review the three questions on the board, using
Popsicle sticks to randomly select students to
share their answers. How did you get that
answer? I traced using the mirror did anyone
else use a different method? Yes, I counted the
distance from the LOR excellent way to use
different strategies!
Different methods: mirror method, folding method, or
measuring distance of vertices from the LOR.

Time

~15 min

Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback To
Students
Transition To
Next Lesson

Sponge activity

Reflections from
the lesson

Students will work individually on pages 158/159

in the textbook, questions 1ab, 2abc, 3ab, 6, 7, 9.
They will still be in their pod groups and may ask
their pod buddies for help. While students are
working I will designate space on the front
whiteboards for them to show their answers to
the questions. Students will be randomly
assigned a question by pulling Popsicle sticks. For
the student who answers question 3, it will be
done on the smart board using the pen feature.
Go through and break down all questions
addressing any issues and making sure students
are understanding and having levels of success.
Reiterate the order of vertices, clockwise/counterclockwise may be confusing, keep an eye out for small
mistakes
Students will then separate their desks and
complete handout chapter5, lesson 3
This worksheet will then be handed in for
summative marks with a very light weighting.
Summative marking for worksheets with very light
weighting. Allows me to see the students who are still
struggling after the comprehensive amount of practice. If
necessary we can revisit and reiterate concepts before
moving on the next day.
Students who finish early will pull out their books for
silent reading. There is to be no talking or disruptions
while the others are finishing their worksheet.
Closure
EXIT SLIP (doubtful but will see if it works) definitions:
translation, reflection, orientation, clockwise, counterclockwise one example of a reflection, did it involve a
change in orientation?
Awesome job today! I know this was the most complex
idea so far but you are nailing it!
Tomorrow we will be spending our entire math class
working on an activity involving translations, reflections,
and orientations.

~15 min

~10 min

Time

~5 min

Draw a diagram of our classroom layout. Can you find any lines of
reflection/symmetry you can find within the diagram?