SoW: Transformation Cross-Curricular link Maths K/S: 3 Year 7

No of Lessons: 3

Key skills and knowledge:

To develop understanding of transformations
Introduction to 4 areas in mathematics transformation (Reflection, Rotation, Translation and Enlargement) through movement to help
them embody the concepts
Use of basic composition skills how to respond to a basic stimuli relating to translations to compose a section of their dance.
Lesson

Learning Objectives

Learning Outcomes
(levelled on lesson
plans)

Key Concept/
Key words

Activities

Resources

Reflections
Reflect
Rotations
Rotate
x-axis
y-axis

Do now: Fill out the exam paper (to test

existing knowledge and understanding of
the topic).

Music

Warm-up: Stuck in the mud

1- Normal
2- The student copies the stuck
student to free them
3- The student has to reflect the stuck
student to free them
Task 1: Introduction to reflections
1- Students watch a clip about
reflections
2- Students carry out some
mathematical reflections on the
board. Testing their understanding
of how to carry out a reflection.
3- Students do reflections of partners
in the space. Split the class into two
groups A and B, group A places one
or two students in the space. Then
group B have to work out what the
reflection would be.

PowerPoint

1
1. To understand the
1. To be able to
terms reflection and
describe/explain
rotation.
what reflection and
2. To be able to adapt
rotation is.
the set phrase
2. To use reflection and
applying reflection
rotation within a set
and rotations, at
phrase.
four points.
3. To identify where
3. So that you can
someone else has
develop a deeper
used the devices.
understanding of
transformation.

Flipcam

SoW: Transformation Cross-Curricular link Maths K/S: 3 Year 7

No of Lessons: 3

Task 2: Introduction to rotations

1- Students watch a clip about
rotations
2- Students learn about degrees of
turning (90,180,270,360) on the
mathematical grid
3- Students carry out rotations in the
studio. They will have use ribbon
from the centre point to help them
get the correct rotation. Or they
work it out by counting the axis and
rotating it.
Task 3: Set phrase
1- Students learn the set phrase
2- First have them add in two
reflections were they mirror their
partner. Next have them add in two
moments were they rotate the
movement in space, this can be
them changing the facing and
staying that way or coming back to
forward facing.

Learn set phrase.

Add 2 moments where you reflect your
partner.
Add 2 moments when you rotate (change
your direction).

2
1. Understand the
1. To be able to
terms translations
describe/explain
and enlargement.
what translation and
2. To be able to create
enlargement is.
your own translation 2. To display
and enlargement
translations in their

Reflections
Reflect
Rotations
Rotate
Translations
Enlargements

Warm-up: Stage directions

Introduce directions of the stage. The
stage directions are from the performers
perspective. Centre, Stage left, Stage right,
Down stage, Up stage (possible introduce
diagonals)

SoW: Transformation Cross-Curricular link Maths K/S: 3 Year 7

phrase.
3. So that you can
develop a new
section for your
dance.

own phrase(they will

be given a set
position and then
given vectors for
where they are to
move).
3. To identify and
describe how a
translation works in
space.
4. Student will develop
and understanding of
stage directions
through the warm-up.

No of Lessons: 3

Task 1: Introduce Translations.

(Make the classroom into a grid, the
students learn how to move for a
translation.)
1- Introduction to translations
2- Students carry out translation
exercise on the board, have a
shape on the board, and give the
students a new formula to move the
shape.
3- Students carryout translations in the
studio. Split the class A and B
having one student from A give a
position and a formula, one student
from B has to put themselves in the
new coordinates.
Task 2: Create their own movements to
the given translations.
1- Create a position in your group (first
spacing)
2- The teacher will give you the
coordinates you need to move (last
spacing)
3- You need to produce movements,
which will get you from the first
spacing to the last.
Task 3: Perform their adaptations to the
class.
Where did they start?
Where did they finish?
Whats the equation?

SoW: Transformation Cross-Curricular link Maths K/S: 3 Year 7

No of Lessons: 3

Task 4: Recap reflections phrase

3
1. To understand the
four areas of
transformation.
2. To be able to
demonstrate the
four areas of
transformations
within the
performance
through the
choreography.
3. So that you can
demonstrate your
understanding of
transformations in
your assessment.

1. To explain the
levelled outcomes
for performance,
composition and
appreciation
2. To identify their
working level and
suggest strengths
and areas for
improvement
3. To perform a finished
dance from memory
with control and
focus

Reflections
Reflect
Rotations
Rotate
Translations
Enlargements
X-axis
Y-axis

Warm-up: Stage directions

Introduce directions of the stage. The
stage directions are from the performers
perspective. Centre, Stage left, Stage right,
Down stage, Up stage also introduce
diagonals.
Task 1: Recap and refine reflections
phrase.
Do you have two moments when
you reflect your partner?
Are there two moments where
rotation is shown?
Are these shown clearly?
Task 2: Recap and refine translations
phrase.
Is the position still the same?
Have you moved the correct
amount of spaces?
Do all of your group know it?
Could insert peer assessment to check
rehearsal focus from above tasks?
Task 3: Create a binary structure
1- discuss the structure we used the
last unit (ternary)
2- Introduce Binary structure which
they will use for their assessment.
They will connect the reflection and

SoW: Transformation Cross-Curricular link Maths K/S: 3 Year 7

No of Lessons: 3

rotation phrase with the translations

phrase by using one of the five
basic actions in dance.
Task 4: Assessment
Task 5: Fill out the exam paper.

Unit assessment:
Q&A
Class and group Discussion
Formative assessment and feedback during process
Teacher observation

Cross curricular links including literacy:

ICT: Music, YouTube clips on Transformations, use of creative
worksheets for observation and peer assessment tasks,
opportunity for pupils to record and playback pupils work
Literacy: Speaking & listening through group discussions, written
analysis/evaluation of own and others work, knowledge and use of
Dance specific and mathematical specific vocabulary
Numeracy: Learning about transformation (reflection, rotation,
transformation and enlargement, use of group sizes, counting
music
Development of personal skills: Developing skills in working in pairs

During this unit pupils will:

Performance
Learn to perform a study from memory

ECM:
be healthy promotes benefits of healthy living through exercise
enjoy and achieve Promoting fun through performance and
participation.
make a positive contribution Pair and group work
Achieve economic wellbeing Develop understanding of
opportunities for becoming a professional dancer and associated
jobs.

SoW: Transformation Cross-Curricular link Maths K/S: 3 Year 7

No of Lessons: 3

Perform a variety of the 5 basic actions through their own choreography.

Learn to use angular and precise movements.

Composition:
Understand how to respond to a mathematical stimulus
Develop material using transformations as choreographic devices
Extend the set study with their own movement ideas related to the concept.
Appreciation:
Analyse what qualities transformations have.
Use these qualities in our own set phrase and compositional tasks.
Show they understand how to carry out transformations by filling out set peer review sheets.
Assess their own and others work
Helpful websites:
http://www.bbc.co.uk/bitesize/ks3/maths/shape_space/transformations1/revision/1/
http://www.bbc.co.uk/bitesize/ks3/maths/shape_space/transformations2/activity/
http://www.bbc.co.uk/bitesize/quiz/q94011754
http://www.math-aids.com/cgi/pdf_viewer_4.cgi?script_name=coordinate_translation.pl&language=0&memo=&answer=1&x=142&y=24