CONT933 Module 3 Culminating Task Template

Name: Zachariah Stuive

Date: June 4th, 2020

Title of Lesson: Introduction to Translations

Mathematics Applied Design, Skills, and

Technologies

Grade Level: Grade 6/7 6/7

First Peoples’ Learning is embedded in memory, Learning involves patience and time.
Principle(s) of history, and story.
Learning Focus: Critical Thinking - (analyzing and
Learning involves patience and time critiquing, questioning and
investigating)
Creative Thinking - demonstrate a
willingness to think divergently

Big Idea(s): Big idea - Data from circle graphs can Skills are developed through practice
be used to illustrate proportion and to and action
compare and interpret.

Shapes can be moved across a grid

without losing their initial shape and
size.

Curricular Students will learn combinations Generate Ideas surrounding shapes and
Competencies: of transformations – (only translations the movement of shapes
for this lesson so far)

Curriculum Shapes, graphs, measurement, plots Can be made cross-curricular with Art
Content:

Purpose: To Introduce students to the Concept of Translations and the moving of shapes
methodologically.

Objectives: I can learn how to translate a 2D object on a grid by moving the points up or
down and left or right.

© Continuing Teacher Education, Queen’s University, 2020

 Description of Start the class off by giving everyone a piece of graph paper and getting students
Activity: to draw a shape or object in the bottom left corner.
- Allow students to choose shapes related to their culture
- Establish Common Language and terms. Make sure to define any
uncommon terms
Give students choice to draw what they would like – have options available.
Realistic timeframe long enough that everyone should be done in 1 minute but
extended so everybody feels like they can meet the timeframe.
Give them 2 minutes and then tell them to:
- translate that object into the top let corner
- then flip the object into the top right
- then translate that flipped object into the bottom right.
Give these instructions one at a time – not all at once so students aren’t
overwhelmed.
Don’t give any more instruction or show any examples – just get the student to
follow those instruction.
Don’t overcomplicate what they are doing – keep it simple
Then divide the students into groups of three and have them share how they did
it.
Choose groups that will allow students to have the scaffolding they need to
understand the questions. Give some extra time for instruction on what the
group needs
Choose groups intentionally or allow student to work on their own if too
stimulating
Go around the room and see what common mistakes were made and then show
the student on the board all the mistakes that they could have just made when
following those instruction.
Be available and monitor closely – let all student have enough time to make
corrections
Then as a class draw a new shape and follow those instruction the way you
intended the design to look like. Translate the shape into the four sections.
Finish by watching clip from how to Translations video from Khan Academy
Next, have students write down this definition in their math notes.
Give extended time to clarify expectations
They can use tech or paper or just listen – whatever mode they prefer
A translation is when we move or slide an entire 2D image left and right, or
up and down without changing the shape of the image. We cannot move the
image diagonally.
Get students to tweet out their initial thoughts as to what Translations look like
in their life.
To help students understand this, call on a student to come up to help demo. Use
the tiles on the floor as a grid system. Ask the student to face the back on the
class and move 3 steps up or forward. Then ask them to move 2 steps left or
such. Show the class that while their position has moved, they still look the same.
This allows for student to tangibly see how translation looks in real life before

© Continuing Teacher Education, Queen’s University, 2020

 them.
Now move the student’s attention back to the screen and show them how to
make a translation using a grid system. Remind students that we move
horizontally first, then vertically. (Use the run before you jump line). Using a
diamond shape as an example, help them identify the four corners and label
them as A, B, C, D. Then ask them to move each corner individually until we have
4 separate points that we can connect back together. Show students how we
label these new corners as A’, B’, C’ and D’ If our shape looks the same, or is
congruent (maybe explain that word), we have down it right. Do a few more
examples for the class, using different shapes

Once they have seen how an image can move, draw a duplicate image on the
screen with a dotted line (or different colour). Ask students how I would need to
move the dotted line image in order for it to match up with the solid line image.
Get them to discuss with a partner. Come back as a class and do a couple more
examples.
Now students will spend time practicing with a partner. Have them draw a shape
with max 5 corners on their white board and write down a translation in square
brackets. Then get them to swap with their partner and move the shape using
their translation. They will do this for 15 minutes while I help students who are
struggling with the concept.
Check in to ensure that extension makes sense
They can also choose to set up a grid on the ground and practice tracking the
movement of objects.

Accommodations/ ELL:Make sure you encourage and support. Let them be quiet if they need to,
Adaptations for don’t force anything or any talking. Do give opportunity however.
Students:
Learning Disability:
- I will provide manipulatives for hands on learning (graph paper and a few
different traceable shapes)
- There are multiple ways for student to express their own learning (The
could verbally walk me through their findings or cold draw them out for
me)
- Give the students choice to work with others or by themselves.
- Student autonomy on the difficulty of the shape they choose to Translate
- If students wish to work on their iPads they can use technology to
complete the activity.
- I ill check in and guide group work so that they are on task and in line.
- Turn the activity into a game that students can play and I can provide
them with a shape.
- The classroom will be lit with natural light, wobble stools are available
and there are three standing tables for students who wish to not be
seated. We also have ear muffs and sunglasses for if the environment
gets too loud or too bright
- Progressions for learning – I will give groups one progression to focus on

© Continuing Teacher Education, Queen’s University, 2020

 at a time so its not overwhelming.

Gifted: Ask students to extend their grid and use larger numbers for the
translations. Get them to translate a 2D image several times. I will also have a
basic 3D image that I will include for students who need the other challenge.

Assessment Formative: Walk around as students practice their translations – check for
Methods: understanding

Formative / Directional Exit ticket – Used for students to reflect on their

understanding as well as for me to guide my future lesson plans.

© Continuing Teacher Education, Queen’s University, 2020