Moving Shapes

Lesson Overview

Unit: Mapping Shapes and Symmetry
Lesson: 3 of 8
Title: Exploring Transformations: Translation
Year Level: Year 5
Time: 30 minutes
Class Size: 14 students

Curriculum Alignment

This lesson aligns with the New Zealand Mathematics & Statistics Curriculum at Level 3, specifically in the Geometry and Measurement strand. Students will:

• Describe and apply transformations, including translations, in practical settings.
• Identify and use coordinate grids to map shapes and transformations.
• Explore symmetry and transformation properties through hands-on activities.

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Define translation as a type of transformation.
2. Translate shapes on a coordinate grid using specific movements (e.g., move right 3, up 2).
3. Describe their translations using coordinate notation.
4. Engage with interactive practice using physical and digital grids.

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Resources and Materials

• Large 5x5 floor grid (marked using tape or chalk on the floor)
• Set of small shape cut-outs for students
• Mini whiteboards and markers
• Graph paper and pencils
• Digital device(s) with an interactive coordinate grid tool
• Printed coordinate grids for small-group activities

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Lesson Structure (30 Minutes)

1. Introduction & Warm-Up (5 minutes)

• Gather students on the mat and display a large coordinate grid on the board.
• Ask: "What do you notice about this grid? What do the numbers and letters mean?" (Activate prior knowledge).
• Introduce the keyword: TRANSLATION – Explain:
  • Translation is when we move a shape from one place to another without changing its size or direction.
  • Example: Moving a square "right 2, up 3" keeps the shape exactly as it is, just in a new spot.
• Demonstrate a simple real-world translation: "Look at my water bottle. If I slide it to the right, is it still a water bottle?" (Yes! It only changed location).

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2. Guided Exploration (10 minutes)

Activity 1: Human Grid Challenge

1. Set up a 5x5 floor grid and place one student as the “marker/shapes” on a specific coordinate.
2. Call out movement instructions (e.g., "Move right 2, up 1") and have the student physically walk the movement.
3. Ask peers: "Where is the student now?" and have them describe it in terms of coordinates (e.g., "(4,2)").
4. Repeat with different students, ensuring they describe how they translated.
5. Discuss: "Did anything about their shape change? Why not?"

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3. Partner Practice (10 minutes)

Activity 2: Matching Translations

1. Pair students and give each pair a set of pre-drawn shapes on a coordinate grid.
2. Their task: Follow written instructions (e.g., "Move the triangle right 3, up 2") and draw the new shape position.
3. Each pair compares their work and checks if their translations match predictions.
4. Challenge extension: Ask students to write their own translation instructions for another pair to solve.

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4. Digital Interaction / Independent Work (5 minutes)

Activity 3: Interactive Grid Work

• Using a classroom device, open an interactive grid tool.
• Have students drag a shape using given movements (e.g., "Left 2, Down 1") and predict where it will land.
• Those without a device will complete 2-3 translations on graph paper.

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Wrap-Up & Reflection (5 minutes)

• Gather students and ask: "What is one thing you learned about translation today?"
• Discuss why translation is important in real life (e.g., Moving images in video games, building plans, GPS systems).
• Pose an open-ended question: "How could we use translation to design a cool pattern?" (Lead into symmetry in future lessons).
• Assign a fast-finisher challenge: “Translate your initial shape three different ways and write the final coordinates.”

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Assessment & Differentiation

Formative Assessment:

✔ Observing student participation in human grid walks.
✔ Checking coordinate responses during partner work.
✔ Reviewing independent grid translations.

Differentiation Strategies:

📌 For students needing more support: Use coloured arrows on grids instead of coordinates for easier movement tracking.
📌 For advanced learners: Ask them to create multi-step translations (e.g., "Right 1, Down 2, Left 3").

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Next Steps

• In Lesson 4, students will explore Reflections, using mirrors and symmetry exercises.
• As a home challenge, students find real-world translations (e.g., moving objects, shifting patterns) and describe them.

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Teacher's Notes & Reflection

• Did students grasp coordinate notation effectively?
• Were there any difficulties in understanding translation directions?
• How can I better integrate Mātauranga Māori concepts into geometric movement in future lessons?

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Final Thought

By keeping this lesson interactive and movement-based, students not only see translation but experience it—ensuring deeper understanding of transformations in geometry!