Geometry and Spatial Sense, Grades 4 to 6 - EduGains

MATH LANGUAGE
• triangle
• trapezoid
• pentagon
• hexagon
• circle
• translation
• congruent
• orientation
• position
• size
• shape
• prove
INSTRUCTIONAL SEqUENCING
This learning activity provides an introduction to combining translations with a grid system
to locate and move objects to specific locations. Before starting this activity, students should
review cardinal directions and the use of a grid – for example, by doing Learning Activity 1 or
a similar activity.
ABOUT THE MATH
It would be beneficial for students to have experiences with some of the activities in the
Location portion of this guide before attempting this activity. This Drawing Designs learning
activity reinforces the use of a coordinate grid, and provides opportunities for exploring
congruency as it relates to the translation of shapes.
GETTING STARTED
Have a brief discussion of the term slide and about where slides might be seen in the world
(e.g., playground slide, hockey player on ice).
Introduce the term translation (slide), using an overhead transparency of Mov5.BLM1: Translations.
Place a clear piece of acetate on top of the transparency, and use a coloured overhead marker
to trace around the triangle. Mark an arrow in the direction in which you are going to translate
the triangle. Translate (slide) the triangle along the path of the marked arrow.
Ask the students: “What changes?” and “What stays the same?” Discuss why the size and
shape of the triangle stay the same, as does the orientation, but the position of the triangle
changes. Explain that in math we use the term congruent when two shapes have the same size
and shape. Translate the triangle along other paths, asking similar questions.
Ask students if there is a way to describe the direction and length of the translation (number of
squares, cardinal directions).
Distribute copies of Mov5.BLM2: What Am I? and tracing paper. Review the instructions with
the students. Have the students complete the activity in pairs. Observe the various strategies
that students use during the activity (e.g., using an edge of a shape to count the squares,
numbering the grid). After students have completed the activity, lead a class discussion, asking
questions such as the following:
INSTRUCTIONAL
GROUPING:
pairs
Grade 5 Learning Activity: Movement – Drawing Designs 16