Lesson Eleven:

Slides, Reflections and Turns

Printer Friendly Version

Objective: Students will demonstrate an understanding of reflections, slides and turns using triangles. They will experiment with these areas and will check their progress with the Mira.

Grade: Three/ Four

Length of Lesson: 2- 45 minute periods

GCO: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Related SCOs:

·        4E11: predict and confirm the results of various 2D figures under slides, reflections, and quarter/half turns

Materials:

·        Sponges

·        Scissors

·        Paint

·        Paper

·        Dot paper

·        Ruler

·        Mira

·        Markers

Procedure:

·        Students will be asked to cut out two right angle triangles from the sponges provided measuring the sides with a ruler to 5 cm.

·        They will then be asked to apply paint to both triangles on one side of the sponge and position on the dot paper in a square

·        They will then be asked to move (representing a slide which would be hard to do with paint) the square 4 cm over to the right and then examine the shape that it made between the two squares. What type of shape is it? What are the properties of this shape?

·        The teacher will then ask students to experiment with the triangles by positioning one of the triangles at the top of the dot paper and flipping it onto its other side and tracing the new figure with a different colored marker. They will then be asked to examine the reflection of the triangle by checking it with the Mira.

·        The students will be asked to experiment with quarter turns and half turns by using the triangle and recording their findings by tracing with the marker.

·        Students will then be given a piece of plain paper and create designs by using one of their triangles and doing a series of turns, slides and reflections. They are encouraged to be as creative as possible.  

Evaluation: The teacher can determine the level of student understanding by asking students what happened when they performed the slides, reflections and turns and by looking at their dot paper. The teacher can also look at the designs the students made and ask them questions about how they wound up with the design. The teacher can examine the artwork and check to see that the flips, slides and turns were done correctly.

Inclusion Strategies:

Hearing Impaired: Visual aids will be used for those students who are hearing impaired and handouts will be given with instructions for the lesson. The hearing impaired student will be paired with a non-hearing impaired classmate and class discussion points will be written on the chalkboard for all students to see.

Visually impaired:  Visually impaired students will be paired with a student who is not visually impaired.  These students will be given the instructions orally.  These students will be able to know what is going on in the class discussions through hearing. Instead of using paint the visually impaired student can use models with sides with different textures so that he/she can feel the difference when a flip is made. The visually impaired student will  be provided with models of the shapes in question so that they can feel the shape and make judgments about the properties that they feel.

Students of English as a second language:  Students where English is a second language should be provided with lots of visual support, as with students with hearing impairment.