Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Transformations)
Generate discussion around real life examples of transformations, such 
as a player pivoting on a basketball court, a spinning fan, a bike wheel, 
a merry-go-round or Ferris Wheel (rotation), pushing a box across the 
room, moving furniture around in a room (translation), a kaleidoscope, 
temporary tattoos, cattle brands (reflection), etc.
5SS7.7 Predict the result of a 
single transformation of a 2-D 
shape, and verify the prediction.
Once students have practiced transforming shapes, they should be able 
to predict the result of a specified move without physically manipulating 
the original figure. Using the interactive white board, provide various 
examples of figures on a grid. Invite students to predict the position of 
the image to be translated, reflected or rotated. They should then verify 
the prediction by completing the transformation.
5SS8.4 Provide an example of 
a translation, a rotation and a 
reflection.
5SS7 Continued...
Achievement Indicators:
5SS8 Continued...

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MOTION GEOMETRY
General Outcome: Describe and analyze position and motion of objects and shapes.
Authorized Resource
Lesson 5: Communicating about 
Transformations
TR: pp. 30-33
SB: pp. 164-165
Math Game: 
Cover Up
TR: pp. 34-35
SB: p. 166
Curious Math: 
Fun with Transformations 
TG: pp. 36-37
SB: p. 167
Journal
• Ask students to respond to the following prompts:
When do you see or use these transformations in your everyday lives? 
What transformation do you enjoy the most and the least? Why?
(5SS7.7)
• Ask students to describe the differences in the three transformations: 
translation, reflection, and rotation.
(5SS8.5)
• Ask students to complete a Venn Diagram comparing any two 
transformations.
(5SS8.5)
Performance
• Motion Commotion - Provide students with a sheet of 8 1/2 by 
14 inch paper to fold and cut according to the diagram below. Ask 
students to cut each section of the top layer from the edge to the fold 
so that the top half of the strip has flaps that can be folded over to 
cover the images. Place one figure in the first (lower left hand ) box 
of the strip. Students should perform a transformation and write on 
the flap a description of the movement performed. Students should 
continue performing these transformations until all blocks have been 
filled.
Math Focus 5
Lesson 4: Performing Rotations
TR: pp. 25-29
SB: pp. 160-163
Source: Navigating through Geometry (Grades 3-5)
Outside of flap 
says “Reflect 
over a vertical 
line to the 
right”
Outside of flap 
says “Translate 
one space to the 
right.”
(5SS8.4)
Outside of flap 
says “Original 
Shape”

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