AlgebraicThinking.EDLC530LessonPlan.docx

EDLC 530

LESSON PLAN TEMPLATE

DAILY LESSON PLAN TEMPLATE

PRELIMINARY INFORMATION

Candidate Name: Grade Level: 8

Candidate’s Endorsement: Special

Education Secondary Highly

Qualified- Mathematics

Central Focus: To create a better understanding of

the coordinate plane, to understand that

transformation means the changes that a shape goes

through. This lesson will help in our Social and

Emotion lesson, when we discuss our lives have

transformed from being a little kid to the young

adult- somethings are the same, and somethings are

so different. Much like the same shape just sized

differently and in a different location.

Subject: Math Learning Segment Theme: Thinking Algebraically

and Geometric Concepts

Where in the learning segment

does this lesson occur?

☐Beginning ☒Middle

☐End

Lesson Structure or Grouping:

☒Whole Class ☐Small Group ☐1:1

Other (specify): Click or tap here to enter text.

STUDENT ASSETS (KNOWLEDGE OF STUDENTS)

Complete this section if you are in a practicum setting. If you are not in a practicum setting,

please list N/A.

Personal (Interests, family

backgrounds, experiences, etc.)

N/A

Cultural (Traditions, dialects,

worldview, literature, arts, etc.)

N/A

Community (Landmarks,

community events, etc.)

N/A

Developmental (Cognitive,

physical, social, and emotional)

N/A

CONTENT STANDARDS

State Standards 8.MG.3 The student will apply translations and

reflections to polygons in the coordinate

plane.

a) Sketch the image of a polygon that has been

translated vertically, horizontally, or a

combination of both.

National Standards CCSS.MATH.CONTENT.8.G.A.3

Describe the effect of dilations, translations, rotations,

and reflections on two-dimensional figures using

coordinates.

InTASC Standards Standard #8: Instructional Strategies

The teacher understands and uses a variety of

instructional strategies to encourage learners to

develop deep understanding of content areas and

their connections, and to build skills to apply

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knowledge in meaningful ways.

LEARNING OBJECTIVE(S)

These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson

(consider all three domains). Include condition, performance, and criterion.

By the end of the lesson students will be able to apply knowledge of translations in order

to sketch an image that has been translated both vertically and horizontally, with 100%

accuracy.

BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other

techniques will you use to engage students?

The class would begin the transformation video from Generation Genius:

Transformations: Reflections & Translations. (n.d.). Generation Genius.

https://www.generationgenius.com/videolessons/transformations-reflections-

translations/

MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING

For example: How will you engage students with ideas/texts to develop understanding? What

questions will you ask? How will you promote question generation/discussion? What activities

will you use to engage students in learning—for individuals, small groups, or the whole class?

How will you incorporate technology? How will you address the academic language demands?

Detail your plan. Note: For math lesson plans, please write or attach every task/problem

students will solve during the lesson—with the correct answers.

Instruction/Modeling Teacher will say: Today we are going to discuss

transformations, reflections, across the x-axis,

across the y-axis and the coordinate plain. We will

use the vocabulary we learn today throughout the

rest of the unit. Lets define those new vocab terms

and add them to our word wall. Please get out your

math notebooks

Today, our main focus is going to be about

transformations.

Teacher continues with: Please get out your iPads

and open Canvas to get the Desmos join code.

~Teacher has the Desmos Activity on the

Smartboard.

(You Do) Teacher freezes the Desmos activity to the

1st slide: Ok class, everyone drag your points and

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create a new shape. ~The teacher watches iPad

Screens and the SmartBoard. The students’ new

shape will be on SmartBoard when they are done.

~ Desmos Activity is real time, so the teacher can

view all screens and student work at the same time.

The teacher can even turn on alias mode, so

students do not know whose work is whose.

The teachers continues to the next slide and the

students see their transformation.

(We DO) Teacher says: Class what happened?

Students can enter their answer in the text box or

just say it whole class.

The teacher and class discuss the transformation.

The teacher discusses that transformation means

movement and change. That they are watching how

their shape moved and changed.

Guided Practice (You Do) Teacher resets the lock range to

Transformation 2 and Transformation 3 (slide 4-5)

Teacher says: OK class, complete the next two

slides, then we will discuss. ~ Teacher watches iPad

Screens and the SmartBoard (briefly).

The teacher confers with students on what they are

noticing about the transformation, maybe helping

with putting the verbalized words into written

responses.

(We do) Teacher says: Ok class what did you

notice?

Class discusses what they noticed.

The teacher says: Sounds like we are on the right

track. Now let’s finish the next few slides of this

activity.

Class finishes the activity.

~ The next few slides are a bit more difficult. The

teacher will need to work with students that are

struggling and encourage elbow partner conferring.

Teacher say: Ok everyone please get out your math

notebooks and lets take some notes and review

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some vocabulary. Then we will complete our

independent practice.

(We Do- Direct Instruction) Teacher says:

Translation means (students copy board), taking a

shape and sliding the shape to a new location.

Students write the notes and draw a triangle with

an arrow pointing the right and drawing a new

triangle to show movement.

Reflection means (students copy board), is taking a

shape and flipping it. Students draw two triangles

with a dotted line between them to represent a

mirror reflection

Rotation means (students copy the board) turning a

shape about a point and a number of degrees (90,

180, 270 or 360).

Students draw an upright triangle then a tilted

triangle to show rotation.

Coordinate plane means (students copy board), the

x and y axis that divides up 4 quadrants. ~ what we

use to make our graphs. Students draw the

coordinate plane and label the quadrants

Transformations means (students copy board), the

changes that are done to the shape on a coordinate

plane by rotation, reflection or translation.

Students draw a coordinate plane and then draw a

triangle reflecting over the y-axis, then draw a

triangle tilted, draw the tilted triangle rotated.

Independent Practice (You Do): Teacher says: To practice

transformations and to decorate for our Harvest

Party- we are going to complete a Halloween Spider

Transformation.

The teacher continues saying: While this is an

individual project, I encourage you to work in your

table groups.

Teacher walks around the classroom, conferring

with students as they complete their spider activity.

The teacher is checking for understanding and use

of academic language. Teacher will use the data

from conferring with students to decide if a small

group revisiting the information is needed.

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END: CLOSURE

How will you end the lesson in a way that promotes student learning and retention?

Once students have completed the spider transformation project, they may complete

another Desmos Activity: Spinning, Flipping, Sliding, with a partner. Or challenge

themselves to the transformation mystery project. Whatever the student chooses is great,

just that the spider transformation is completed.

EVIDENCE AND ASSESSMENT OF STUDENT LEARNING

How will you know whether your students are meeting your learning objective? What tools

will you use to measure their progress? How will you provide feedback to promote student

learning?

Diagnostic/Pre-assessment(s)

(could be prior to the lesson)

Prior to this lesson the students have been graphing

points, creating lines, and plotting various shapes.

Formative Assessments/

Feedback to Learners (part of the

activities in the lesson)

The formative assessment will come from the

Desmos activity. The teacher will confirm that the

students are understanding transformations of

shapes. The teacher is also conferring with students

during the spider activity and the following Desmos

activity that they are building and strengthening

their understanding of the new skills.

Summative Assessment (matches

the objective)

The Halloween Spider is the student’s formative

assessment.

ACADEMIC LANGUAGE DEMANDS

Language Demand(s) In this lesson there is a considerable amount of

vocabulary and new terms such as reflective,

transformation, and transformation. The teacher

will need to take a few minutes and have the

students do coral reading or I Say You Say,

practice with the vocabulary.

Language Support(s) The teacher will need to add these to the word wall

with definitions and Spanish spellings as well. The

teacher may need to take a few extra minutes and

have the students practice with their table partners

with sharing the vocabulary and definitions.

Essential Vocabulary Translation, Rotation, Coordinate plane

Transformations, reflection

including a review of :

X and Y axis

Coordinate Point

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LU SOE-SPECIFIC LESSON REQUIREMENTS

Character Education Academic Perseverance. There a lot of new

vocabulary terms (such as transformations) and

several that students probably already knew (such

as reflection) but never realized that those words

were math terms. That while this lesson may seem

hard and complicated, if they try, this is not a

difficult task. Like so many other things in life that

seem impossible, just try and you (they) will find

that the task really is not impossible.

Materials SmartBoard for Desmos Activity

Halloween Spider Activity

Pencils/Erasers

Student iPad

Student Math notebooks

If needed: The Transformations Mystery Pack

Technology Connection Use of Desmos Activities, students will need their

iPads and have access to the class’s canvas page

CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:

How will you support students to meet your goals? EXPLICITLY describe what you will do!

List planned supports (instructional strategies, learning tasks and materials, and other

resources deliberately designed to facilitate student learning of the central focus).

Planned Supports I chose to begin the lesson with the video from

Generation Genisus to introduce the vocabulary,

before we discussed anything to help build

background knowledge.

I also started the lesson with a Desmos activity so

that the students can experience transforming

shapes and learning about the vocabulary, without

knowing what they were doing. I like doing Desmos

Activities in class because it teaches students by

exploring, then learning the how and why.

I have the word wall with the vocabulary math

terms and the students math notebooks. By having

the students write the notes and draw the pictures

to match the terms they are using AVID WICOR

strategies, which helps to increase engagement and

understanding to the lesson. The W is for Writing

and the R is for reading.

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The Desmos activity I choose to begin the lesson is

the teacher directed to stop at particular parts of

the lesson to allow for discussions and light bulb

moments.

The teacher will also confer with students and table

groups as they work through the spider project.

For my more struggling students, I will aid them in

“seeing” how reflecting over a or axis, a point leads

to a new point, but it has the same distance. Just

trying to help ease the confusion and

overwhelmingness of the lesson.

For my more gifted students, or those that can see

the pattern, I have planned another Desmos

Activity, I also have another graphing

transformation packet where the transformations

create pictures of animals and flowers. I tend to use

that as more of a chose project than an assessment.

SUPPORTS: DIFFERENTIATION/EXTENSION

How will you provide successful access to the key concepts to all the students at their ability

levels?

Exceptionalities (special needs

[IEPs/504 plans], gifted and talented,

accommodations, etc.)

While I am conferring with the table groups and

individual students, I am noticing who might need

small group instruction to revisit the material or

who might be ready to be challenged.

The graphing transformation packet that I have is

something I use more as a challenge project for

students who are ready to move on, while I work

with those students who need to revisit the material.

ELL Since this lesson has a lot of new or newly defined

vocabulary, I have incorporated the dual language

word wall and an I Say, You say moment. If need

be, I will also use google translate, in the past when

I have lessons like this, with a lot of vocabulary, I

ask to have a translator in my class.

Learning Styles/Student

Engagement

I have the students grouped in table groups of four,

this helps with student collaboration. It is also

beneficial when I am conferring with students, so

that I can discuss with several students at once.

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Extension The second Desmos Activity is called Spinning, 
Flipping, Sliding, it is the second lesson in the 
Desmos Activities. This lesson builds on the first, it 
is a great way to reinforce their learning of 
transformation. I have also incorporated the 
graphing transformation mystery packet. 
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Kuhn, L. (n.d.) Halloween Transformation Project. Teachers Pay Teachers. Halloween 
Transformations Project by Lou Kuhn | TPT (teacherspayteachers.com)
Spinning, Flipping, Sliding. Activity Builder by Desmos Classroom. (n.d.). Desmos Teacher 
Activity.https://teacher.desmos.com/activitybuilder/custom/5cf439026394da6faf473a5
0?r=w.hd&collections=5f8a43dd06b0d9a8bd84c3d0%2C5f8a441e06b0d9a8bd84c3d1
Transformers. Activity Builder by Desmos Classroom. (n.d.). Desmos Teacher 
Activity.https://teacher.desmos.com/activitybuilder/custom/5d1a77ed2dda5c4672e151
05?
r=w.hd&collections=5f8a43dd06b0d9a8bd84c3d0%2C5f8a441e06b0d9a8bd84c3d1
Transformations: Reflections & Translations. (n.d.). Generation Genius. 
https://www.generationgenius.com/videolessons/transformations-reflections-
translations
Waddilove, N. (n.d.) Transformations mystery picture pack. Transformations Mystery Picture 
Pack (Reflection, Rotation, Translation) (teacherspayteachers.com)
This activity is used as an extension project activity. In the past I have had several students 
enjoy completing this project, however, I have found that it tends to be a bit more advanced 
than my LD students like. My LD, or generally lower students, seem to prefer working 
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