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Wanecia Snowton
LESSON PLAN: GRADE 5
THEME:
LESSON TOPIC:
Exploring Cultures
Appreciating the Life of the Navajo Indians
MAJOR GOALS AND KEY CONCEPTS:
Students will learn what translation,
rotation and reflection are. Meanwhile, students will complete their own Navajo Indian
rug, considering that the Navajo Indians made their own rugs as well. Students will use
all three learning styles: kinesthetic, auditory and visual to grasp and understanding of the
Navajo Indians and what they did.
STANDARDS:
(A)
Sketch the results of translations, rotations, and reflections on a Quadrant I
coordinate grid; and
OBJECTIVES:
Content:
After discussing and explaining the Navajo Indians way of life, the
students will make their own Navajo Indian rug.
Language:
After constructing their own Navajo rug, the student will color the rug and
find where the rug has reflection, translation and rotation.
Social: The students will form pairs and find the symmetry, reflection, rotation, and
translation in their partner’s rug.
LEARNING STRATEGIES:
and cooperative learning.
purposeful listening, discussion, guided learning
Cognitive Strategy: Students will listen carefully about the brief facts stated about the
Navajo Indians rugs. They will complete the closure graphic organizer that will be given
over the three types of symmetry. The students will complete this activity with the
guidance of the teacher.
Social/Affective Strategy: They will observe the Navajo Indian rugs as well as my
example so that they can create one of their own. Students will participate in the sharing
of their rugs with a partner to further show their understanding of reflection, translation
and rotation and symmetry.
KEY VOCABULARY: Reflection, Translation, Rotation, Symmetry, Quadrant 1
MATERIALS: Closure Graphic Organizer, Rug worksheet, White copy paper
MOTIVATION:
Have students write their name on a piece of white copy paper
above a coordinate plane. Ask students if they know what reflection, rotation, translation,
and symmetry are. Afterwards ask them to find letters in their name that they can show
these components with. Many will find reflection but you may need to help them locate
the other two components.
PRESENTATION:
(Language and content objectives, comprehensible input strategies, interactions,
feedback)
1. Tell students that in today’s lesson they will be learning what reflection, rotation
and translation mean in regards to mathematical objects. Briefly explain what
each term means with the closure graphic organizer (see attachment).
2. Next show students a copy or two of some Navajo Indian rugs. Show and briefly
discuss the targeted objectives (reflection, translation, rotation and symmetry)
within the rugs.
3. Ask students to sit with a partner (preferably matching non-native with native
English speakers) and give them copies of some Navajo Indian rugs as well as a
closure graphic organizer to take notes; allowing students to help their partner if
and when necessary.
PRACTICE/APPLICATION:
(Meaningful activities, interaction, strategies, practice/application, feedback)
1. While guiding the students through the closure activity, pause and allow students
to ask questions in regards to the vocabulary.
2. Next preview for the students a rug that they must create. Tell students that
although it may be easy to create a rug that has symmetry, their rug must also
include an object that can translate and rotate.
3. Now tell students that they will begin working on their rugs with their partners
(each doing his or her own worksheet). Tell them once everyone is done, we will
have volunteers to show the class the rug as well as the reflections, rotation and
translation within the rug.
REVIEW/ASSESSMENT:
(Review objectives and vocabulary, assess learning)
After completion of the lecture and rugs, gather students and have volunteers review to
the class the key vocabulary from the day (reflection, rotation, symmetry and translation).
After a few volunteers (3-4) have reviewed today’s lesson, allow others (if time permits)
to show their rugs and the reflection, rotation and translation within it.
Students can be evaluated using the following criteria:
 The name activity is complete; meaning they wrote their name on the white copy
paper and found reflection, translation and rotation with at least one letter in their
name. (3 points for doing the activity; minus a point for not finding 1 component
in a single letter).
 Closure graphic organizer is complete. (13 points, minus appoint for every blank
not filled in correctly)
 Rug completely colored and student showed reflection, rotation and translation of
an object within the rug. (4 points, minus a point for the rug not being colored
and/or 3 types of symmetry not shown).
The combination of these two activities can equal a score of 20 points (3+13+4=20)
EXTENSION:
Students can continue to show other students their rugs, mentioning the 3 types of
symmetry shown within their rugs.
Closure: Reflection, Translation and Rotation
Teacher’s Guide

Symmetry- a way of transforming or changing an object. The three types we will
study are:

Translation- when an object is moved, every point on that object is moved by the
same amount of distance; you are not rotating or reflecting.

Rotation- type of transformation that turns a figure about a fixed point.

Reflection- changing an abject into its mirror image; also known as flip.

Quadrant 1- divided by the x –and y-axes, quadrant 1 is located at the top right
hand corner of the coordinate plane.
Word Bank:
Y
right
flip
turns
distance
fixed
mirror
not
object
X
transformation
point
three
Closure: Reflection, Translation and Rotation

Symmetry- a way of transforming or changing an object. The ________ types we
will study are:

Translation- when an _______is moved, every _________ on that object is
moved by the same amount of __________; you are _________rotating or
reflecting.

Rotation- type of ___________________ that ________ a figure about a
_________point.

Reflection- changing an abject into its ____________ image; also known as
_________.

Quadrant 1- divided by the ______–and ______-axes, quadrant 1 is located at the
top _______ hand corner of the coordinate plane.
Word Bank:
Y
right
flip
turns
distance
fixed
mirror
not
object
X
transformation
point
three