TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|Grading Period: |Refer to Scope and Sequence |Plan Code: | |

|Writer: |Barbara Fugitt |Course/subject: |Math |

|Grade(s): |Fifth grade |Time allotted for instruction: |4 – 45 minute class periods. |

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|Title: |Transform the Figure |

|Lesson Topic: |Sketching translations, reflections, and rotations across quadrant 1. |

| | |

|TAKS Objective: |Objective 3 |

| |The student will demonstrate an understanding of geometry and spatial reasoning. |

|FoCUS TEKS and Student Expectation: |5.8 Geometry and spatial reasoning. The student models transformations. |

| | |

| |(A) The student is expected to sketch the results of translations, rotations, and reflections on |

| |a Quadrant I coordinate grid. |

|Supporting TEKS and Student Expectations: |5.8 Geometry and spatial reasoning. The student models transformations. |

| | |

| |(B) The student is expected to identify the transformation that generates one figure from the |

| |other when given two congruent figures on a Quadrant I coordinate grid. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |Students will understand that a transformation is the movement of a figure. |

|Transformation | |

|Rotation |Students will understand that a rotation is the turning of a figure around a single point. |

|Reflection |Students will understand that a reflection is the flipping of a figure across a line. |

|Translation |Students will understand that a translation is the sliding of a figure across a line. |

|Quadrant 1 |Students will understand that a coordinate grid is made up of quadrants and that they will only be |

| |using one quadrant. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

1. Pass out a piece of construction paper to each student. Instruct students to create a shape and cut it out. Instruct students to put the shape flat on their desk. Have students move the shape but instruct them that all but one side or one point has to touch the desk at all times. They can’t just pick it up and move it. Monitor and make sure students aren’t picking up their shapes. On chart paper, the teacher will record what each student did (you might want to have this ready ahead of time with their names). Students will tell you they flipped the shape, turned the shape, or slid the shape. Have them put their shape back into the original position and move it again, this time a different way. Record their answers. Ask students if they know what they are doing. You will have a student who knows they are creating transformations. They will probably tell you they are flipping, turning, and sliding their figures.

2. Introduce the rest of the lesson by using the PowerPoint. Discuss vocabulary and show an example of each type of transformation.

B. Instructional activities

1. Objectives: The student will sketch transformations across quadrant 1.

2. Procedures: The teacher will review the different types of transformations and model to the students the different transformations.

3. Modeling: The teacher will use construction paper, PowerPoint, grid paper and may use the overhead for demonstrating transformations.

C. Guided activity or strategy

Day 1

1. Once you have done the review using the PowerPoint, give each student a copy of grid paper (Transformation Grid Paper). Have students draw their shape and make a transformation. Make sure they know they can do their transformation with their shape first and then they can draw their results.

Day 2

1. Review transformations and vocabulary using the PowerPoint. Discuss in depth with students about a reflection. Ask them what they can think of that gives off a reflection. (They should say a mirror.) Ask students what they have to do to create a reflection with a figure. (They should say it should flip. If they have a hard time remembering a flip, show them that reflection has the fl like in flip.) Give each group paints or glittered glue (you can usually find this at Target for cheap) and each student a piece of construction paper. Go to student performance, Day 2 for what the students should do.

Day 3

1. Review transformations and vocabulary using the PowerPoint. Discuss in depth with students about a rotation. Ask them what around them can be rotated. (The answers are endless.) Ask students what they have to do to create a rotation. (Students should say they have to turn the shape. If students have a hard time remembering that, I always tell them that rotate means to turn. Also, the first t in rotate leads them to remember turn.) Put students in pairs. Give each pair of students a 12” x 12” piece of construction paper, a popsicle stick, a thumbtack, a piece of cardboard, and a 2” x 2” square of construction paper. Have the pair of students use the smaller square to cut a small, irregular shape. See Day 3 in student performance for what students should do next.

Day 4

1. Review transformations and vocabulary using the PowerPoint. Discuss in depth with students about translations. Ask them what around them can create a translation. (The answers are endless.) Ask students what they have to do to create a translation. (Students should say they have to slide the figure. If students have a hard time remembering a slide, show them that translation has an sl as done slide.) Put your students in groups of 4 students. Make sure each group has centimeter grid paper, colored centimeter cubes, and markers.

2. Give each team 40 – 50 colored centimeter cubes. Have students draw a red line horizontally across the middle of the grid.

3. Have two of the students arrange colored centimeter cubes on the grid spaces in some way on one side of the red bar. The cubes may or may not touch the red bar.

4. The other two students will try to build a translation of the arrangement on the other side of the red bar. The correctness of the translation can be checked visually.

5. The two pairs of students continue playing, rotating who “builds” and who “translates”.

6. Students can also build reflections and rotations as a review.

D. Accommodations/modifications

See student IEP for modifications.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

The students should be able sketch a rotation, reflection, and translation on a coordinate grid.

Day 1

Students will complete the transformation grid.

Day 2

Students will fold their piece of construction paper in half. On one side only, they are to draw a picture. (Make sure students know they need to draw their figure up to the crease.) Once students paint their picture, they need to fold the construction paper over their shape. When they open it back up, a reflection of the shape should be on the other side of their construction paper. Students need to put their name and a title for their reflection on their paper. Students also need to write what transformation they created on the bottom of the paper. If time allows, students may decorate the rest of their painting.

Day 3

1. Once students have made their shape, they should tape the popsicle stick across the middle of the shape so that the popsicle stick only extends off one side of the shape.

2. After students have created their shape, they need to fold the bigger piece of construction paper in half three times, lightly creasing the folds, and then unfold the paper. The creases will subdivide the paper into 8 sectors measuring 45 degrees each (check to make sure students have it folded correctly).

3. Students will tape the construction paper to a piece of cardboard and mark the point in the middle where all the creases meet. Pin the extended end of the popsicle stick to the center point on the paper with a thumbtack. The shape should be under the popsicle stick next to the paper. Position the popsicle stick on top of a crease.

4. Students need to trace around their shape, then rotate the popsicle stick clockwise to the next crease and trace again. The students should keep turning the shape to the next crease and tracing until the shape reaches the original position.

5. The shape and popsicle stick can now be removed and all the drawn shapes colored in some way.

6. Have each team share their design with the class.

7. Students will each write a short description of what they did to create their design. Make sure they also answer the question: If you flipped your shape over and traced again to make another design, would your new design look like your first one? (Probably not unless shape being traced has a line of symmetry).

Day 4

1. Give students their own piece of centimeter grid paper. Have them draw the same red line.

2. Students need to draw one of the translations they created.

3. Students need to describe at the bottom what they did to create their translation.

4. For those who like to do extra, they can also draw a reflection and rotation using the same method. They will also need to let you know how they created their transformations.

B. Accommodations/modifications

See student IEP for modifications.

C. Enrichment

Students who have a firm understanding of transformations can complete the Enrichment Activity 1 and the following website:

III. Assessment of Activities

A. Description

The teacher will know the students have begun to master transformations when they:

• Can sketch all three transformations with 70% accuracy.

B. Rubrics/grading criteria

Complete all activities with a 70% or higher. Rubric for projects is provided.

C. Accommodations/modifications

See student IEP for modifications.

D. Enrichment

E. Sample discussion questions

1. What is a transformation? The movement of a figure.

2. What is a reflection? The flipping of a figure across a line.

3. What is a rotation? The turning of a figure around a single point.

4. What is a translation? The sliding of a figure across a line.

5. How do you know if a figure is reflected, rotated, or translated? If the figure turns around a single point, it is rotated. If the figure is flipped across a line, it is reflected. If a figure slides across a line, it is translated.

IV. TAKS Preparation

A. Transition to TAKS context

1. Students will complete a TAKS formatted Assessment which is found with Focus plan 5.8B.

B. Sample TAKS questions

The teacher needs to take sample questions from the 2003 and 2004 TAKS released tests to emphasize how transformations are tested on the TAKS test.

(Use TAKS Transparency)

V. Key Vocabulary

Transformation, rotation, reflection, translation, quadrants, coordinate grid.

VI. Resources

A. Textbook

Math Advantage Harcourt Brace

B. Supplementary materials/equipment

• Transparency: Sample TAKS questions from 2003 and 2004 Released TAKS test.

• PowerPoint

• TAKS Master p. 86 – 89

• Construction paper

• Paint or glitter glue

• Markers

• Popsicle sticks or thin flat craft sticks (a thumbtack needs to be able to go through it)

• Cardboard

• Tape

• Colored Centimeter Cubes

• Hands-On Math! Frances M. Thompson

C. Technology

LCD projector for the PowerPoint.

VII. Follow Up Activities

Students will need to move to identifying transformations, Focus plan 5.8B.

VIII. Teacher Notes

Your art teacher should have access to most of the supplies you will need. Utilize them before spending any money for these projects. You are free to make any changes to the PowerPoint you need, just make sure I still get credit for the original PowerPoint. Thanks.

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