UW-Platteville SoE Lesson Planning Template

Name: Darrik Johnson Lesson Title: Properties of Reflections Grade level(s)/Course: 4 Date taught: 4/30/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Everyday Mathematics: Volume 2 Publisher: Wrigth Group/McGraw-Hill Date of Publication: 2007 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Topic chosen by teacher, SMART slides created by another teacher, worksheets from Study Link packet and Everyday Mathematics book Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 1.5 hours each day Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. None List any other special features of your school or classroom that will affect the teaching of this lesson. SMART Board INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students___26____ Males___13__ __ Females___13_____ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students work with special education teacher in the classroom Students with IEPs 3 while the lesson is taught English Language 0 Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders 0 0 3 Students work with special education teacher in the classroom while the lesson is taught

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UW-Platteville SoE Lesson Planning Template

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards CCSS.Math.Content.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Enduring Understanding and/or Essential Question What are the basic properties of reflections? GLE(s) or EOC and Symbolic Notation DOK

Outcome(s) Students will be able to list the basic properties of reflections. Students will be able to draw reflections of images using transparent mirrors. Students will be able to draw reflections using a grid. Academic Language related to the lesson Line of Reflection Congruent Spatial Visualization Prior Learning/Prior Thinking Students have encountered reflections in daily life (mirrors, reflections in everyday objects, etc.) Students have had two prior lessons on reflections.

LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Students will be asked to use a transparent mirror to copy a picture of a dog. Students will then be asked to list the similarities and differences in the two pictures. Focus/Purpose Statement The basic properties of reflections are that the images are identical in size and shape but reversed in direction. Procedures 1. Students will be asked to get out their white boards, markers, and erasers for the review activity. 2. Students will rewrite the given numbers from the SMART Board on their white boards in standard notation. 3. Students will quietly choose a partner from their group. If the group has an odd number, the teacher will assign one of the students a partner from another group with an odd number. 2|Page

UW-Platteville SoE Lesson Planning Template

4. Teacher will explain reflection warm-up activity to students. Student 1 will pose and students 2 must mirror the pose as if there were a line of reflection between them. 5. Students will share their pose reflections with the class. 6. Students will return to seats and get out Study Link packets and open to Lesson 10.3. As students do this, teacher will hand out transparent mirrors. 7. Teacher will explain problem number one and students will complete the problem. Students must use transparent mirrors to draw a reflection of the dogs head on the opposite side of the line of reflection. Students will then list similarities and differences of the preimage and image on the back of the paper. 8. When students are finished, class will discuss what is the same and what is different about the two images. Teacher is looking for the word congruent in the answers. 9. Teacher will instruct students to mark a point A anywhere on the preimage. Then the teacher will instruct students to look through the mirror and mark the image of point A on the image and mark the new point, point A`. 10. Students will then measure the distance from point A to the line of reflection and from point A` to the line of reflection. The class will discuss its findings. 11. Students will mark and measure several other points on the preimage and image to check their findings. 12. When students are finished, they will draw a preimage on the left side of the line of reflection for problem number two. They will then exchange papers and students will reflect each others images using the transparent mirrors. 13. Once the preimage is reflected by the partner, students will fold page 309 in half and hold it up to the light to see if the preimage and image are congruent. 14. Students will then be called up to the SMART Board to practice making reflections on a grid without using a mirror. Differentiation Students can create designs using pattern blocks and reflect those designs. Students can create 3D designs with centimeter cubes and reflect those designs. Closure Students will practice problems similar to the problems on the Study Link and review the properties of reflections. Materials and Resources Study Link 10.2 Math Journal Pages 278, 329-331, and 338-339 Transparent Mirror Ruler Pencil Classroom Management/Democratic Practices Students each have a clip on the clip chart and the clips can be moved up or down depending on the behavior of each individual student. The word RESPECT is written on the board. The class loses a letter if they are misbehaving and can earn letters back for good behavior. If the day is finished with all seven letters, the class receives a tally. After twenty tallies, the class receives a reward of their choice that is approved by the teacher. 3|Page

UW-Platteville SoE Lesson Planning Template

ASSESSMENT Before the lesson Gathering information about student knowledge

Pre-assessment that may be used Students list properties of reflections on back of dog picture. During the lesson Informal Formative Assessment Students participate in all class activities Formal Formative Assessment

At the end of the lesson Formative Study Link 10.3 Math Boxes 10.3 Summative Unit Test after completion of unit Assessment Rubric

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it?
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UW-Platteville SoE Lesson Planning Template

Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.

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