Lesson video

Hello.

I'm Miss Miah.

And I'm so excited to be a part of your learning journey today.

I hope you enjoy this lesson as much as I do.

In this lesson, you'll be able to move objects including polygons on a grid according to directions and mark the new position.

Your keyword is on the screen now, and I'd like you to repeat it after me.

Polygon.

Fantastic.

A polygon is a 2D shape made up of three or more straight lines.

And here on the screen you can see two polygons there.

I wonder if you can name them.

For this lesson cycle, you'll be able to describe a translation on a square grid.

What I'll be doing is showing you how to move polygons by following directions on a grid.

You'll also learn how to mark their new positions accurately after each move.

Now, this skill helps you to understand how objects shift and change places.

And this is an important part of geometry and problem solving.

Let's dive in.

In this lesson, you'll meet Jacob and Sofia.

"A polygon is a flat shape with straight sides that are all connected." "Think of a shape like a triangle, which has three sides, or a square, which has four sides." To be a polygon, the shape must have all its side joined together to make a closed shape with no gaps or open ends.

Polygons can have a number of sides as long as they are straight.

Now, have a look at A, B, and C.

Which of the following shapes are polygons? Explain how you know to your partner.

You can pause the video here and click play when you're ready to rejoin us.

So what did you get? Well, A and B are polygons.

These shapes have all their sides joined together to make a closed shape with no gaps or open ends.

The sides are also straight.

Now, C is not a polygon because I can see a gap.

Let's move on.

Jacob and Sofia are exploring the movement of a polygon on a grid.

Now, there are two polygons there.

Now, Jacob wants to move polygon A to polygon B.

What advice might you give to Jacob to do this? Well, "First we need to identify which polygon we are moving." "Decide the direction in which you need to move the polygon.

The directions can be right, left, up, or down." Now remember, right, left is the same as saying horizontally, and up and down are vertical directions.

"We need to count the number of squares I need to move the polygon in each direction." So say for example, if Jacob wanted to move from A to B, he would count the number of squares.

So, 1, 2, 3, 4.

So, Jacob says he needs to move 4 squares to the right to to get polygon A to overlap polygon B.

There we are.

Jacob and Sofia are exploring the movement of a polygon on a grid again.

So, this time what advice might you give to Jacob to do this? "First, we need to identify which polygon we are moving." So, this time we are going to go from A to B again.

"So, decide the direction in which you need to move the polygon.

Directions can be right, left, up, or down." "We need to count the number of squares I need to move the polygon in each direction." So at this time, because we're going to go from A to B, the arrow is actually in the opposite direction compared to before, and we're going to count 1, 2, 3, 4.

So, Jacob needs to move 4 squares to the left this time.

And this will overlap polygon A with B.

So, this movement can be called translation.

So rather than saying, "Oh, I've moved the square to the right," you can say, "I've translated the square right." So in this case, Jacob can say, "So I can say shape A is translated 4 squares to the left." "Yes.

The translation means the polygon is identical just in a different position." Now, Sofia gives directions to translate polygon A to B.

Is she correct? "Translate A 4 squares down." Over to you.

You can pause the video here and click play when you're ready to rejoin us.

So how did you do? <v ->Well, Sofia is incorrect.

</v> She has miscounted the number of squares to move down, adding an extra square to the translation.

Let's move on.

Jacob and Sofia now want to translate polygon A to B.

Ooh, okay.

What advice might you give to Jacob to do this? First, we need to identify which polygon we are moving, and that's going to be polygon A.

Then, you need to decide the direction in which you need to move the polygon.

Directions can be right, left, up, or down.

We need to count the number of squares that Jacob needs to move the polygon in each direction.

So, Jacob's decided to move right first and by 1, 2, 3, 4 squares.

So, that's right 4 squares.

Now, we need to move down.

So, let's count how many squares that is.

1, 2, 3.

So, Jacob needs to move 4 squares to the right and 3 squares down.

Jacob has translated polygon A to B.

Over to you.

Sofia gives directions to translate polygon A to B.

Is she correct? So Sophia says, "3 squares right and 3 squares down." Have a think.

You could talk to your partner if you'd like about this.

Pause the video and click play when you're ready to rejoin us.

So how did you do? Well, let's have a look.

Sofia is incorrect.

She has miscounted the number of squares to move right, adding an extra square to the translation, so she would not have translated A to B.

The correct translation would've been 2 squares to the right and 3 squares down.

Onto the main task for this lesson cycle.

So for question one, for each example, describe the translation from A to B.

Something squares to the mhm.

And then for question B, something squares to the.

And something squares.

For question C, you're to be doing the same again, but this time with a rectangle.

So, something squares to the.

and something squares.

And you will be doing the same for D.

Remember, you need to count the amount squares and also give the direction in which the polygon is moving.

So for question two, for each example, you're going to be checking if the translation is correct.

If it isn't, you're going to write down the correct translation.

So, for 2A, is it 2 squares to the left and 5 squares down? And for 2B, the direction 1 square right, and 4 squares down.

You can pause the video here and click play when you're ready to rejoin us.

So how did you do? For question 1A, you should have got 3 squares to the right.

For question 1B, you should have got 4 squares to the right and 2 squares down.

For question 1C, you should have got 3 squares to the left and 2 squares down.

And for question 1D, you should have got 3 squares to the right and 2 squares down.

Now for question two.

The correct answer was 2 squares to the right and 5 squares down.

So, the mistake here was that whoever wrote the directions got left and right confused.

For 2B, it was 1 square to the left and 4 squares down.

Again, again, the directions of left and right were confused.

Now, onto Lesson Cycle 2.

Marking the translated position.

So, for this part of the lesson cycle, you'll learn how to accurately place and label points of the moving shapes.

This will make sure that they maintain their correct size and shape, especially when you've translated a polygon from point A to point B.

Let's get started.

Now, Sofia and Jacob move on to playing a game to test each other's knowledge.

"1 square right and 2 squares up.

What's the new position?" Jacob asks.

"Imagine sliding the rectangle 1 square to the right.

The new right side will be 1 square to the right of its original position." Just like that.

"Now, move that side 2 squares up.

The new left side is now in its final position.

Lastly, I'll draw lines using a ruler to show the final position of the polygon." Amazing.

What do you notice? Well, you may have noticed that the size and the shape of the polygon has remained exactly the same.

"Well done, Sofia.

That's correct." So, what you need to do is remember to move the correct number of squares in the given directions to find the new position.

You can also move the sides of the shape first to make it more efficient.

So, Sofia says, "3 squares right and 1 square down.

What's the new position?" So here, I've drawn a line on the right hand side of the polygon, so, of our square.

And I'm just going to move that one side, 3 squares right.

So now, "Imagine sliding the right side of the square 3 steps to the right.

The new right side will be 3 squares to the right of its original position." So, there we are.

That's its new position.

Now, move that side once we are down.

The new left side is now in its final position.

"Then we draw the shape, making sure it's identical." "Well done, Jacob, that's correct." Did you see how much more efficient that was just by moving one side as opposed to the whole shape? So, moving one side at a time makes it simpler and less confusing.

It helps you to place each side correctly so the shape stays the same.

Over to you.

Look at Sofia's directions below.

Which image shows the correct translation? Sofia says, "2 squares right and 2 squares up.

What's the new position?" Is it A or B? You could pause the video here and click play when you're ready to rejoin us.

So how did you do? B is correct.

That's because the shape has been translated by 2 squares right and 2 squares up.

Whereas A is incorrect because you can see that the shape has been translated 4 squares right and 3 squares up.

Jacob moves on to another shape.

"2 squares right and 1 square down.

What's the new position?" "So, I'll move the side of the polygon 2 steps to the right.

The new right side will be 2 squares to the right of its original position." Let's have a look.

Hmm.

Is Sofia correct? "Sofia, you should move the side 2 squares to the right.

Not to the left." Sofia tries again.

"2 squares right and 1 square down.

What's the new position?" "So I'll move the side of the polygon 2 steps to the right.

The new right side will be 2 squares to the right of its original position.

Now, move that side 1 square down.

The new side is now in its final position.

Draw the shape, making sure it's identical." "Well done, Sofia.

You are correct." Moving one side at a time makes it simpler and less confusing.

It helps you to place each side correctly so the shape stays the same.

Jacob tests Sofia's knowledge once more.

"If B was translated 3 squares right and 1 square down, what was the original position?" Ah, good question.

What advice would you give to Sofia? Hmm.

"I'll begin by looking at the left side." Now, Sofia says a key thing here.

She says she has to reverse the translation by moving each side 3 squares to the left.

So, that's the opposite of right.

Because that will help her find the original position.

So, there we go.

She's moved the side 3 squares to the left.

Now, she'll move the left side 1 square up, the opposite of down.

"Well done, Sofia, you are correct." By reversing the directions, Sofia was able to find the original position.

So now, because Sofia knows that the other side is 2 squares apart from the left side, she'll also mark that.

"If you have one side in place, you can draw the next side by counting the same number of squares from the end of the known side." "Well done, Sofia, you are correct." And that is a much easier way of drawing in the shape, so it is exactly the same.

Again, remember, by reversing the directions, Sofia was able to find the original position.

That is the key point here.

Over to you.

Look at Jacob's directions.

How would you find the original position? So, "If B was translated 5 squares left and 3 squares down, what was the original position?" You can pause the video here and click play when you're ready to rejoin us.

So how did you do? You might have said to reverse the steps.

So, that's 5 squares right and 3 squares up.

Well done if you got that.

Fantastic.

Onto the main task for this lesson cycle.

So for question one, you're going to translate the shapes following the directions.

For each, I'd like you to mark the translated position of the polygon.

So for 1A, you're going to move polygon A 4 squares to the right and 2 squares down.

Remember to mark the new position.

And then you're going to do the same for B as well.

But this time, the directions are 4 squares to the left and 2 squares down.

For question two, for each of the following, the end position of the polygon is given.

Find the original position and write down the directions.

So for 2A to get to B, the polygon was translated 4 squares right and 1 square down.

And for 2B, the polygon was translated 2 squares up and 4 squares right.

How are you going to find the original position? Hmm.

And for question three, for each example, translate the polygon and mark its original position.

So 3A, A was translated 3 right and 2 down to position B.

And 3B, A was translated 3 left and 4 up to position B.

Pause the video here and click play when you're ready to rejoin us.

So how did you do? For question one, this is what you should have got.

So, you should have translated polygon A 4 squares to the right and 2 squares down.

Well done if you've got that correct.

And for 1B, this is what you should have got.

So, 4 squares to the left and 2 squares down.

Is there anything that you noticed here? So, you may have noticed that the directions were reversed.

So for question 2A, you should have got 4 squares left and 1 square up.

And for 2B, you should have got 2 squares down and 4 squares left.

And that's because we've reversed the directions.

Not the numbers, just the directions.

And for question 3A, this is where you should have marked the original polygon position.

So, if B was translated 3 right and 2 down, well, actually we would've had to have gone 3 left and 2 up, and that is where our new position is.

And for 3B, if B was translated 3 left and 4 up, well, we would've had to go 3 right and 4 down to find the original position of the polygon.

Fantastic.

We've made it to the end of this lesson.

Well done.

So, let's summarise our learning.

Today, you were able to move objects including polygons on a grid according to directions and mark the new position.

You understand that polygons covering more than one position on a grid can be moved by giving directions.

You know that a shape can be moved to a new position on a grid according to the directions.

And lastly, you also know that if a shape has moved, you can describe the move using left, right, up, down, and the number of squares moved.

Thank you for joining me in this lesson and I look forward to seeing you in the next one.

Bye.