Lesson

Plan Template
Name: Jaymie Karn Subject(s): Math Grade: 5
Lesson Title: Translations Bedroom Redesign

Curriculum Connections
Curriculum Area: Math

Curriculum Area: Visual Art

Overall Expectations:

Overall Expectations:

identify and describe the location of an object, using the

D1 Creating and Presenting

cardinal directions, and translate two-dimensional shapes

Specific Expectations:

Specific Expectations:

identify, perform, and describe translations, using a variety of

tools
create and analyse designs by translating and/or reflecting a
shape, or shapes, using a variety of tools

D1.3 use elements of design in art works to communicate ideas,

messages, and understandings
D1.4 use a variety of materials, tools, and techniques to determine
solutions to design challenges

Learning Goals:

We will use translation as a tool to redesign our bedrooms or an imagined bedroom

We will learn how to describe translations using full sentences

Assessment & Evaluation

SUCCESS CRITERIA/HIGHLIGHTS & SUMMARIES:

A Google Drawing of both your bedroom the way it is as well

as a rendering with the furniture translated/moved around
A paragraph describing the movement of each piece of
furniture
Participation in moving and finding a point on the floor-graph

ASSESSMENT STRATEGY:
What will you focus your assessment on? Are you looking at the product or
process, metacognition skills etc.?
o
Assessment of learning
o
Knowledge &
! Assessment for learning
understanding
! Assessment as learning
! Thinking
! Communication
o
Application

ASSESSMENT TOOLS:

ARTS INTEGRATION/SOCIAL JUSTICE FRAMEWORK:

! Anecdotal
o
Rating Scale
o
Checklist
o
Rubric
o
Other
Sample assessment tool MUST BE ATTACHED

Key Elements:

What kinds of room set-ups could we have? Does everyones

bedroom look the same? Some people may not have bedrooms at
all.

BLOOMS TAXONOMY:
o
Remembering/Knowledge
!
Understanding/
ComprehensIon
o
Applying/Application
!
Analyzing/Analysis
o
Evaluating/Synthesis
!
Creating/Evaluating

PROBLEM SOLVING PROCESSES

IN MATH:
o
o
!
o
o
!
!

ACCOMODATIONS/ MODIFICATIONS:
o
o
!
o
!
o
o
!

Decreased workload
Peer tutoring
Increased time
Different mode of response
Visual aid/Manipulatives
Use of a timer
Technology
Teacher assistance
Other

MULTIPLE INTELLIGENCES:
!
!
o
o
o
o
!
o

Reasoning & Proving

Reflecting
Representing
Selecting Tools
Computational Strategies
Connecting
Communicating

Spatial/Visual
Linguistic/Verbal
Musical
Intrapersonal
Interpersonal
Logical/Math
Bodily Kinesthetic
Naturalist

DIFFERENTIATION:

What to learn (content)

To plot the points on a coordinate grid with accuracy

Ways of learning (process)

Paper and pencil can be used instead of computers

Ways of demonstrating learning (product)

Prior Learning

They have been working with coordinate grids and finding/moving select points
This project had been introduced the class prior

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch


Materials and Resources
Google Slides presentation
Netbooks
Google Classroom
Tape
Floor

Time
80 minutes
total

5 mins.





5 mins.

Steps/Activities
Minds On
1.

2.

3.

40 mins.

30 mins.

Action

Assessment For
Students discuss options for
describing the translation of
the runner and share that
thinking with the class

Assessment Opportunities
Introduce new learning or extending/reinforcing prior to learning
Provide opportunities for practice and application of learning (guided/independent)

1.

One table group at a time goes to get their laptops from the cart
based on their patience.
2. Students open and log on to their computers to work on their
bedroom redesigns. Circulate to support with this process.
3. While circulating, call out prompts to the class, questions with no
spoken answer: What kinds of furniture does a room have? How
many people live in this room? Does it have a window? Or a door?
How would someone move and walk through the space, consider
how you move in your home.
4. Conduct small interviews with each student, ensuring they have
planned and thought out their rooms. Take anecdotal notes during
this process.
Consolidation and Connection

Assessment As
Students work and reflect on
what components to include
in their designs
They discuss with me what
they have done so far and
what they plan to still do

Assessment Opportunities

Helping students demonstrate what theyve learned

Providing opportunities for consolidation and reflection

1.

Regardless of the state that their redesigns are in, each student
Assessment For/As
should submit it on Google Classroom as a diagnostic assessment,
Using physical movement in
again focusing on the process.
relation to other students
Tape out a grid on the floor and give each student a coordinate pair,
bodies consolidates and
each student has to find their coordinate.
reveals understanding of
Students write out a coordinate on a sticky note and give it to
coordinate pairs as a whole
someone else. That person has to find the point on the grid and then
swap their sticky notes with someone else on the grid, allowing them
to translate on the grid.

2.
3.

Project a slide showing a stick person running on a curvy trail on a

coordinate grid. They stop at 4 different points on their journey and
the scale is in kilometers. Think, pair, share: How can I describe the
movement between each place where this runner stopped on this
map?
After students thought and shared their ideas, begin to talk about
how to prove the movement. How can I know for certain that the
runner ran 4 km West and 1 km South? Try to lead students to pick a
point on the shape and count over from that point to wherever it
moves next.
Review methods of finding ways to describe this movement. How
else can I say this besides just using cardinal directions? Left, right,
up, down? That certainly works as well.

Assessment As/For/Of Learning

Assessment Opportunities

Next Steps
Finish up the bedroom redesigns.

Teach the textbook way of going about these exercises.

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch