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Lesson Plan: Austin Allen & Ashley Nash Mathematics Location and Movement University

The lesson plan teaches pre-service teachers about location and movement in mathematics. It covers key concepts like positional vocabulary, maps, coordinate grids, and transformations. Activities include an I-Spy game, creating coordinate grids, practicing transformations by rotating bodies, and manipulating partner's grids through slides, rotations, or reflections. Formative and summative assessments ensure understanding of concepts. The goal is for future teachers to understand these spatial concepts and strategies to effectively teach them.

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177 views4 pages

Lesson Plan: Austin Allen & Ashley Nash Mathematics Location and Movement University

The lesson plan teaches pre-service teachers about location and movement in mathematics. It covers key concepts like positional vocabulary, maps, coordinate grids, and transformations. Activities include an I-Spy game, creating coordinate grids, practicing transformations by rotating bodies, and manipulating partner's grids through slides, rotations, or reflections. Formative and summative assessments ensure understanding of concepts. The goal is for future teachers to understand these spatial concepts and strategies to effectively teach them.

Uploaded by

api-546993307
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

TEACHER Austin Allen & Ashley Nash


Subject/Class/Cours Mathematics
e
Topic Location and Movement
Grade Level University Duration: 40 minutes Date: April 12th 2021

Objectives/Outcomes (Indicate GCO and SCO)


GCO: Students will understand the properties of location and movement with regards to
mathematics and how to teach them to their future students.
SCO1: Students will learn about location vocabulary and strategies to help their students
develop spatial awareness.
SCO2: Students will learn about mapping and graphing to develop their coordinating skills
using an X and Y axis.
SCO3: Students will learn about transformations and develop some strategies to better
teach them to their future students.

Introduction – 10 minutes
Welcome everybody into the room!

Hook: I-Spy game (3 minutes)


Ask students in the class to find different objects but they are not allowed to point, they can
only use position descriptors.

Introduce topic for the day: Location and Movement and go over agenda (1 minute)

Assessment

Formative Assessment: Teachers will circulate the room during the activities to check for
participation.
Formative Assessment: Random selection when working through class materials.
Summative Assessment: Students will submit their drawings + transformations at the end of
class to ensure that everyone was understanding. Teachers will circulate during this portion
as well to make sure nobody is missing the mark. Drawings must have student’s names on
them so that they can be checked for completion properly.
Develop the Instruction (30 minutes)

1. Begin by introducing the concept of positional vocabulary. (2 minutes)


a. Follow PowerPoint slides for information.
b. Be sure to include examples of how to incorporate this into the classroom.
c. Take a second to ask the class for any input on strategies they may have used.

C4U! * (2 minutes)
Ask students to get from one side of the screen to another, utilizing their spatial vocabulary
with reference to the various shapes on the screen. This will ensure that the students are
aware of (much like the I-Spy game) the intention for this portion of the lesson.

2. Relate positional vocabulary to the Kindergarten curriculum. (1 min)

3. Make cross-curricular connections with Kindergarten ELA (and ELA of most other
grades, more generally) (1 min)
Brain Break! ** (5 minutes)
Have students get up out of their desks and dance along to a couple minutes of the famous
“Cha-Cha-Slide” dance.

Not only is movement proven to help brain-flow when absorbing class materials and great
for the body, it also happens to be directly connected to today’s outcomes on movement
vocabulary!

4. Introduce maps & coordinate grids. (2 min)


a. Refer to PowerPoint slides!
b. Connect to Grade 3 (Social Studies cross-curricular!)
Activity! ** (5 minutes)
Have students create their own grids using the X and Y axis, labelled accordingly with
numbers and letters. Ensure that all students then use their graphs to create a shape, and
take note of the coordinate points for their shapes. This is important for a later group
activity so make sure that everyone has one completed before moving on!

5. Introduce transformations! (2 min)


a. Recognize the technical term which we will be using throughout the lesson –
and ask students to repeat them back to you by randomly calling names and
asking, “what do we call a turn?” (Answer: Rotation) “What do we call a slide?”
(Answer: Translation), “What do we call a flip?” (Answer: Reflection)
6. Cover information on rotations

Stretch/Activity! ** (5 minutes)
Have students stand and rotate their bodies to practice visualizing turns like 1/4, 1/2, 3/4,
180 degrees, etc. Start with the whole class following commands, and then start calling on
individuals to show everyone how to do certain rotations.

7. Slide/Transition information (2 min)


a. Students will have blocks and extra grid paper on their desks from the
beginning that they can follow along with during the transformation slides.
8. Flip/Reflection (2 min)
a. Do not forget to cover the common misconception!!!
b. Connect to grade 6 curriculum.
c. Cross-curricular with visual arts (grade 6)
Activity! ** (5-7 minutes)
Work with a partner or group of 4:
 Pass your grid drawing from earlier to your partner/person to your right.
 Choose which method you would like to use: Slide, Rotation, or Reflection.
 Manipulate your partner’s drawing!
 Once you have done this try other methods of manipulation: Can you represent the
image on a geoboard? What happens to it when you place a Mira on it? Can you
describe the changes with positional vocabulary? Are there new coordinates?
 Discuss! 

9. Briefly cover movement/location vocabulary significance for ELL students of all grade
levels! Very important for new public-school teachers to remember! (1 min)

Closure (~5 mins)


Spend some time covering questions and/or comments regarding the materials presented.
Ask teachers if they have any ideas for other ways that you could incorporate manipulatives
into these outcomes. Were the activities/physical incorporations helpful? Are physical
movements in the class worth it to engage students? How might we differentiate them?

Materials, Technologies, Safety or Special Considerations

 PowerPoint
 Handouts with information
 Graph paper
 Blank paper
 Shape blocks
 Protractors (optional)
 Mira (optional)
 Cha-Cha-Slide music video
 Something to write with!

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