Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

131
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
Math Focus 5
Lesson 3: Performing Reflections 
on a Grid
TR: pp. 20-24
SB: pp. 156-159
Performance
• Ask students to match a given set of cards containing pictures 
of shapes and their reflected images with descriptors of each 
transformation displayed.
(5SS8.2)
• Explain that these two triangles are reflections of one another. Ask 
students to use a ruler to find the line of reflection and check the 
result using a Mira
TM
.
(5SS8.2)

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132
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MOTION GEOMETRY
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Transformations)
5SS7.5 Rotate a given 2-D shape 
about a vertex and describe the 
direction of rotation (clockwise or 
counterclockwise) and the fraction 
of the turn (limited to , , or 
full turn).
Rotations are often the most challenging of the transformations. Students 
are only expected to perform rotations about a vertex.
They are not 
expected to rotate around an exterior point.
A rotation moves shapes in a circular motion. Review the terms ‘clockwise’ 
and ‘counterclockwise’ with students. Model the rotation of several shapes 
such as squares, rectangles and triangles before students are expected to 
rotate 2-D polygons independently.
At this grade level, the emphasis is on drawing rotation images and 
identifying a rotation image with a turn centre on one of the vertices, 
limited to , and turns, clockwise or counterclockwise.
Start with a polygon drawn on paper. Using tracing paper, trace the 
polygon. Using a pencil tip to hold the traced image on the specified 
vertex, rotate the traced image in the direction and amount specified (e.g., 
clockwise turn). Draw the image and label it with prime notation. 
When students begin working with rotations, they identify them in terms 
of fractions of a circle: , , and turn. In addition to describing the 
amount of turn, students should also identify the turn direction (clockwise 
or counterclockwise). Sometimes clockwise and counterclockwise are 
abbreviated as cw and ccw.
Many online resources, such as Math 5 Live, address Motion Geometry.
Sometimes, however, they use the terminology: slides, flips and turns.
Teachers should model use of proper terminology for transformations and 
encourage students to use the terms translation, reflection, and rotation 
rather than slides, flips and turns.
Teachers should model various rotations. Demonstrate how to rotate 
figure ABCD turn clockwise about turn centre (vertex) C.
Teachers could then use the same figure but rotate turn or turn. 
Counterclockwise rotations should also be modelled.