SESSION #1 :
PROPERTIES AND INVESTIGATION OF SYMMETRY
SPECIFIC OBJECTIVES
At the end of this Unit students
will be able to:
1.
Define the terms
symmetry and
asymmetry.
VOCABULARY
Fold, match, pattern,
line of symmetry,
asymmetry,
symmetrical, vertex,
two-dimensional
shapes
PREVIOUS
KNOWLEDGE
Students are able to
represent two
dimensional shapes
Students understand
the basic concept of
congruence (ie. Same
size and shape) of
two dimensional
shapes.
SUGGESTED
RESOURCES
SUGGESTED
ASSESSMENT(S)
Pictures,
Pattern blocks,
Dynamic Geometry
software,
Laptop,
Multimedia Projector,
Miras
Classroom and it’s
components, as well
as the school
environment
Students are asked to
relate verbally the
meaning of symmetry and
asymmetry and/or show
by giving examples on the
board
Activity:
Using pattern blocks or
geoboard to complete
missing halves of
symmetric shapes
Activity sheet - Draw the
line(s) of symmetry on
2.
Classify patterns and
pictures (of architecture,
nature, sports, graphic
design, and objects that
surround them every day)
in terms of symmetrical
and asymmetrical
3.
Use symmetry to predict
the form of a complete
shape
Pattern blocks or
Geoboards
Miras
4.
Identify the different
lines of symmetry in
Paper cut-outs of the
capital letters of the
Students identify and list
a specified number of
items which are
symmetrical in the
environment and those
which are not
letters of the alphabet,
and numbers
SESSION #2 :
the given capital letters
and numerals
PROPERTIES AND APPLICATIONS OF TRANSLATION
SPECIFIC OBJECTIVES
At the end of this Unit
students will be able to:
1.
alphabet and the
numerals 0 to 9
Define what is a
translation
VOCABULARY
Coordinate/Cartesian
plane, coordinates,
transformation,
translation, image,
slide, x-axis, y-axis,
origin, point, line
segment, plane,
object, image
PREVIOUS
KNOWLEDGE
Student can identify
the basic twodimensional shapes
of a square, a
triangle, and a
parallelogram.
Students are familiar
with the concept of
Directed Numbers
Technological:
Students must be able
to perform basic
mouse manipulations
such as point, click
and drag, and use a
browser for
experimenting with
the assessment
SUGGESTED
RESOURCES
Pictures of various
translations
Tangram Pieces
Geoboard
Coloured Rubber Bands
to demonstrate
translations of shapes
SUGGESTED
ASSESSMENT(S)
Students are asked to relate
verbally what is a
translation and/or show by
giving examples on the
board
activities
Students must have
knowledge of how to
draw the Cartesian
Plane and :
label the x-axis, yaxis, and origin,
Plot points in the
form (x,y),
Deduce the
coordinates of given
points plotted
2.
Identify translations
given various
objects and their
images.
3.
Generate geometric
patterns using the
properties of
Given examples and non
examples, students in
groups of three’s classify
given pictures into
translations and nontranslations. Students
explain verbally the
reason(s) for classifying
each picture the way they
did.
Any instrument(s) of their
choice: geometric
instruments, Colour
Pencils, Ruler, etc….
Students will create
original individual designs
using the concept of
translation of shapes of
translation
their choice
4.
Perform translation
of a given point
and, by extension, a
line (as a series of
points) on the
Cartesian Plane,
given the movement
in terms of number
of units to the
left/right and
number of units
up/down
Two Worksheets:
On given templates of a
Cartesian Plane with
a) a number of plotted
points, and
b) a number of
specific line
segments
respectively,
students are required to
perform the specified
translations given as
movement in terms of
number of units to the
left/right and number of
units up/down
5.
Perform translation
of given shapes
(including capital
letters of the
alphabet)
6.
Describe given
object and image
Graph paper,
Graph Board,
Whiteboard,
Dynamic Geometric
Software,
Laptop,
Multimedia Projector
Graph paper,
Graph board
Worksheets:
Perform translation of
shapes on graph paper
Worksheets:
Describe fully translations
points/ line
segments/ shapes on
graph paper as
movement in terms
of number of units
to the right/left and
number of units
up/down.
SESSION #3:
(objects and images) given
on graph paper
PROPERTIES AND APPLICATION OF A SINGLE REFLECTION IN A LINE OR SURFACE
SPECIFIC OBJECTIVES
At the end of this Unit
students will be able to:
1. Define what is a
reflection.
VOCABULARY
PREVIOUS
KNOWLEDGE
Coordinate/Cartes Student can identify the
ian plane,
basic two-dimensional
coordinates,
shapes of a square, a
transformation,
triangle, and a
reflection, x-axis,
SUGGESTED
RESOURCES
Tangram Pieces
Mira Reflection Tool
SUGGESTED
ASSESSMENT(S)
Students are asked to relate
verbally what is a
y-axis, origin,
point, line
segment, plane,
object, image,
mirror line, flip,
orientation,
equidistance,
perpendicular
parallelogram.
Students are familiar with
the concept of Directed
Numbers
Geoboard
Coloured Rubber
Bands to demonstrate
reflection of shapes
reflection and/or show by
giving examples on the
board
Pictures of examples
and non-examples of
reflections
Given examples and non
examples, students in
groups of three’s classify
given pictures into
Technological: Students
must be able to perform
basic mouse
manipulations such as
point, click and drag, and
use a browser for
experimenting with the
assessment activities
Students must have
knowledge of how to draw
the Cartesian Plane and :
label the x-axis, y-axis,
and origin,
Plot points in the form
(x,y),
Deduce the coordinates of
given points plotted
2. Identify
reflections given
various objects
and images.
reflections and nonreflections. Students
explain verbally the
reason(s) for classifying
each picture the way they
did.
3. Perform
reflections of
given shapes
(including capital
letters of the
alphabet) and the
mirror line.
Whiteboard,
Dynamic Geometric
Software,
Laptop,
Multimedia Projector
Worksheets:
4. Generate patterns
using the
properties of
reflection
Any instrument(s) of
their choice: geometric
instruments, Colour
Pencils, Ruler, etc….
Students will create
original individual designs
using the concept of
reflection of shapes of their
choice
5. Perform reflection
of a given point
and, by extension,
a line (as a series
of points) on the
Cartesian Plane,
given specific
Graph board
Graph Paper
Long Meter Rule
Two Worksheets:
On given templates of a
Cartesian Plane with
a) a number of
plotted points,
and
b) a number of
mirror lines
specific line
segments
respectively,
students are required to
perform reflections given
specified mirror lines
6. Deduce the mirror
line given the
object and image
of a reflection
Set Squares
Graphboard
Compass
Students are required to
find the mirror line given
the object and image of a
reflection, showing all
constructions clearly
7. Describe a
reflection fully, in
terms of the
object, the image
and the mirror line
Whiteboard,
Dynamic Geometric
Software,
Laptop,
Multimedia Projector
Worksheets:
Students are required to
describe, in writing, given
diagrams showing various
reflections