Grade 5 - Shape and Space (Transformation)

The sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will describe motion in terms of a slide, a turn, or a flip.

It is expected that students will:

recognize motion as a slide (translation), a turn (rotation), or a flip (reflection)
recognize tessellations created with regular and irregular shapes in the environment
locate planes of symmetry by cutting solids
use coordinates to describe the position of objects in two dimensions
plot whole number, ordered number pairs in the first quadrant with intervals of 1, 2, 5, and 10
identify a point in the first quadrant using ordered pairs
cover a surface using one or more tessellating shapes
create and identify tessellations using regular polygons
identify regular polygons that can tessellate a plane

To view the prescribed learning outcomes for Shape and Space (Transformations) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students' experiences in geometry should show them that geometry has a dynamically important role in their environment. As students begin to examine how two-dimensional figures can be changed through movement, they begin to understand how this can be applied to tessellations. The physical world is rich with examples of how tessellations are applied in nature and areas such as computer animation and art.

Have groups of students discuss the movement of athletes or objects such as birds in flight. Have them categorize the different ways in which they move and record these on paper, creating titles for each category. Have each group present its results. Summarize the activity by discussing that the basic terms for motion are slide, turn, and flip .
Present students with a figure. Ask them, using geoboards, to copy it or create how it would look upside down or flipped over a line. Students can work in pairs and take turns doing similar activities. They can record their results on grid paper made of 5 x 5 dot patterns and then check their solutions by comparing their boards with their partners'.
Have students use the nails on a geoboard as a coordinate grid to create figures from lists of ordered pairs of numbers.
Have students create tessellations using regular polygons.

SUGGESTED ASSESSMENT STRATEGIES

Students demonstrate their understanding of transformations when they have opportunities to manipulate objects, to observe and record movement, and to talk about what they see and do. As students work with various shapes and constructions, consider their products and probe for evidence that they are developing spatial awareness.

Question

As students discuss movement, ask questions such as: How are the movements different? How do we know all of these are "sliding-type" movements? Such discussions can help to refine students' use of language and conceptual knowledge before the introduction of formal language.

Observe

Observe pairs of students using geoboards. Use a checklist or make notes to record the areas in which various students demonstrate skill or appear to have difficulty. For example:
- Are the pictures the same size?
- Do they move the right number of spaces in a slide?
- Are the turns in the correct form and direction?

Collect

Have each student monitor and verify his/her own understanding by recording and labelling one slide, one flip, and one turn on a grid sheet.
Ask each student to create or find four examples of tessellating artwork and to include a written description of each. You may wish or require that two of these involve regular shapes and two of them involve irregular shapes.