Rationale

Why are you spending class time on this? Why would their futures be ruined if they didn't know this?

Expectations

Overall Expectations

• sketch three-dimensional figures, and construct three-dimensional figures from drawings; 6m44
• describe location in the first quadrant of a coordinate system, and rotate two-dimensional shapes. 6m45

Specific Expectations
• build three-dimensional models using connecting cubes, given isometric sketches or different views (i.e., top, side, front) of the structure (Sample problem: Given the top, side, and front views of a structure, build it using the smallest number
of cubes possible.); 6m50
• sketch, using a variety of tools (e.g., isometric dot paper, dynamic geometry software), isometric perspectives and different views (i.e., top, side, front) of three-dimensional figures built with interlocking cubes. 6m51
• explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane; 6m52
• identify, perform, and describe, through investigation using a variety of tools (e.g., grid paper, tissue paper, protractor, computer technology), rotations of 180º and clockwise and counterclockwise rotations of 90°, with the centre of rotation
inside or outside the shape; 6m53
• create and analyse designs made by reflecting, translating, and/or rotating a shape, or shapes, by 90º or 180º (Sample problem: Identify rotations of 90° or 180° that map congruent shapes, in a given design, onto each other.). 6m54

Settings

Students

What the students are expected to know before they can handle this unit. Include a diagnostic test, or point to a unit that you will teach before hand. Ideally, you can get this from the previous grade's curriculum.

Teacher

What you need to study up on before you can handle this unit. List teacher resources.

Classroom

What you need or would like in your classroom to do this lesson.

Community

Any community resources you need or could draw on to enhance the project.

Assessment

What you will be testing in your final, summative test/assignment.

Task Overview

1. Go from isometric drawing to a shape and back
2. Go from a top, side, front view to a shape and back.

Accommodations

Level 4
What will your best students do when they finish early, or how you will keep them busy.
Level 1/IEP
What modifications will be applied to the assessment. Differentiated instruction will probably be listed on the individual task plans.