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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Claire Glomm
4/17/15 Subject/ Topic/ Theme

Geometry Transformations: Rotations and Dilations Grade _9&10___

I. Objectives
How does this lesson connect to the unit plan?
This lesson includes the definitions, the methods, and the real-world applications of rotations and dilations. Each of these topics
begins with a definition so that the students can begin to understand what these transformations are. Next each of these topics gives a
real world example so that the students can see how we use transformations in real life. Finally, there are several examples on how to
do each type of transformation so that the students can begin to apply the definitions they have learned. This lesson follows logically
after the lesson on translations, reflections, and glide reflections because they are slightly more complicated transformations that
require more knowledge and practice with transformations. For this reason, I teach the other transformations before these ones so that
the students can get extra practice working with easier transformations before they have to deal with more complicated
transformations.
Learners will be able to:

State definitions for a rotation and a dilation.

Describe real world examples of how they see rotations and dilations in real life.

Use proper notation with regards to rotations and dilations.

Measure angles and state other names for angle measures (i.e. 30 degrees = 390 degrees)

Describe what you need to rotate a figure and the process for rotating that figure.

Correctly rotate a set of points a given number of degrees.

State and apply formulas for rotations of 90, 180, and 270 degrees.

Know the difference between contraction and expansion in regards to dilations.

Describe what you need to dilate a figure and the process for dilating that figure.

Correctly dilate a figure by a given scale factor.


Common Core standards (or GLCEs if not available in Common Core) addressed:

cognitiveR U Ap An E C*

physical
development

socioemotional

R
U, Ap
R
R, U, Ap
R, U, Ap
R, U
R, Ap
R, U
R, U
R, U
R, U, Ap

CC.9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it
onto itself.
CC.9-12.G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines,
parallel lines, and line segments.
CC.9-12.G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph
paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
CC.9-12.G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string,
reflective devices, paper folding, dynamic geometric software, etc.)
CC.9-12.G.SRT.1 Verify experimentally the properties of dilations given by a center and a scale factor: a. A dilation takes a line not
passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. B. The dilation
of a line segment is longer or shorter in the ratio given by the scale factor.
Collaboration: Working together to share, advocate, and compromise on issues critical to teams success.
Communication: The ability to properly read, write, present, and comprehend ideas between a variety of mediums and audiences.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

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Students should know what it means to map one set of points to another. In addition, they should also
know and understand what a transformation is. They should also be able to perform basic algebraic
operations and be able to graph points on a coordinate plane. Students must also know how to measure
angles using a protractor and how to measure distances using a ruler or a compass. Lastly, students
must know the difference between clockwise and counterclockwise.
Pre-assessment (for learning): At the beginning of the lesson, I will have review questions for the students to
work on as they come into the class. As the students work, I will walk around to be sure they are getting the right
answers.
Formative (for learning):

Students will complete practice questions that, upon completion with be discussed and corrected
during class time.

Formative (as learning):

Students will participate in the lecture by asking and answering questions. By doing this, they will be
contributing to what they already know, as well as asking questions over the content that they are still
struggling with.
Summative (of learning):

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
From the definitions, students
might struggle to understand what
it looks like for points to go through
rotations and dilations. For this
reason, I will be sure to use
diagrams, pictures, and graphs to
make clear to the students what
happens to a set of points when
they go through these
transformations.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
I will continue to define
mathematical terms to the students
so that they are not lost in a sea of
math terms.

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction
During this lesson students will be
physically engaged because the
examples require the aide of a
protractor and a ruler or compass
and so they will be stimulated since
they will be doing hands-on work.

Provide options for comprehensionactivate, apply & highlight


I will ask students to apply the new
concepts and definitions from the
lesson by completing a series of
sample questions and also by
asking them to think of real world
situations in which they see
transformations.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies
At the end of the lesson, I will talk
about how we will use these
transformations in the future to
make composite transformations.

Provide options for expression and


communication- increase medium
of expression
For all of the practice problems,
the students can work in groups to
discuss how best to go about
solving a problem.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
For each of the transformations I
will give examples of how we see
them in the real world. I will also
ask students to come up with
examples of transformations that
they have seen. Since they see
transformations in real life, this
will make the lesson more relevant
for the students.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will have several sample
problems to work on. If they get one
incorrect, I will help them get the
correct answer and then they will
have an opportunity on the next
question to master the methods. In
this way, students will learn to be
persistent.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
At the end of the lesson, I will ask
students to summarize what they
learned today, as well as ask them
to state a few concepts that they are
still struggling with and need more
development with.

For this lesson I will be using Microsoft PowerPoint. Thus, I will need my computer and the projector
and the whiteboard and whiteboard markers so that I can project my lesson onto the board for the
students to see and write on the board over the top of some diagrams and examples that are being
projected. The students will just need the note packet I made so that they can work through sample
questions. Students might also want their textbooks so that they can follow along with the definitions
and example problems, if they so please. Lastly, students will need a protractor and a ruler or compass.
I will need the large version of these that can be used on the white board.
For this lesson, the desks will be arranged in rows that are four desks deep. The desks will be facing
the front of the classroom so that the students can all see the whiteboard. When the students go to
work in groups or with a partner, they will simply push their desks up against one another and they
will return their desks to the standard position when the class is complete. I will be at the front of the
room at the board when teaching the lesson, however throughout the lesson when the students are
doing sample questions, I will be walking around the room to see how the students are progressing
with their work.

III. The Plan


Time

Components

10:00

Motivation
(opening/

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
As students come into the class, I will ask them
Students will ask questions over things they are
about how they thought the lesson went and what
struggling with and they will also pass up their

10:01

introduction/
engagement)

10:05

they struggled with.

homework.

As the students come into the classroom, they will


work on a series of review questions. I will walk
around the room to be sure that the students are
understanding and completing the practice
questions correctly.

Students will work on review questions until the


beginning of class time.

Once all the students have arrived, I will list the


last two types of transformations we will be
covering.
10:05

We will begin by discussing rotations. I will state


the definition and describe how to denote it. I will
also give a real-world example of how we see
rotations. Then I will ask the students for examples
of when they see rotations in the real world.

Students will take notes on the definition of


transformations. They will also collaborate together
to try to come up with real world examples of
rotations and then they will share their examples
with the class.

10:08

Next I will talk about how to measure an angle and


what makes an angle negative or positive. We will
then collaborate as a class to decide on other names
for a given set of angles (ie a 90 degree angle = 270 degrees).

Students will collaborate in groups and offer


suggestions for other names of the listed angles.

10:12

Next I will describe what things one needs in order


to rotate a figure (ie a figure, a center of rotation,
an angle of rotation, and a direction to rotate), then
I will describe the process for rotating a figure.

Students will record these features in their note


packet and ask questions when needed.

10:15

Next I will give an example of how to do a


rotation. Then I will allow the students to try one
on their own and then I will go over the correct
answer for what the students worked on.

Students will work along with me during the


practice problem. Then they will try a practice
problem on their own and correct their answers
after ample time has been given for them to attempt
the question.

Next I will give formulas for how to conduct a


rotation of 90, 180, or 270 degrees.

Students will record this information in their note


packets.

Next I will give an example of how to do a rotation


of 90, 180, or 270 degrees using the formula. Then
I will allow the students to try one on their own and
then I will go over the correct answer for what the
students worked on.

Students will work along with me during the


practice problem. Then they will try a practice
problem on their own and correct their answers
after ample time has been given for them to attempt
the question.

Then I will give the definition and notation for a


dilation. I will also give definitions for expansions
nad for contractions. Then I will give a real world
example of dilations and ask students to come up
with examples as well.

Students will record the definitions on their note


sheet and work to come up with real world
examples of dilations.

Next I will describe what one needs to dilate a


figure (a figure, a center of dilation, and a scaling
factor) and I will also describe the process of how
to dilate a figure.

Students will record this information and ask


questions if they have them.

Lastly, I will give an example of how to do a


dilation when given a center of dilation and a
scaling factor. Then I will allow the students to try
a sample question on their own and then I will go
over the correct answer for what the students
worked on.

Students will work along with me during the


practice problem. Then they will try a practice
problem on their own and correct their answers
after ample time has been given for them to attempt
the question.

10:23
10:26

10:30

10:36

10:39

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Development
(the largest
component or
main body of
the lesson)

10:44

Closure
(conclusion,
culmination,
wrap-up)

At the end of the lesson I will check to see how the


students are feeling about the material. I will ask
them what they are struggling with and what they
need to work on. I will also describe how we will
use these transformations in tomorrows lesson to
perform compositions.

Students will think about how they are interacting


with the new information and they will supply
answers about the help that they might need to
better understand the material.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Again, I believe that this lesson was very engaging for the students. The students all asked questions when they had them,
took notes on the concepts, and worked to graph examples of rotations. Although I think the students were engaged and were
learning a good deal of new information, there is a lot that I would change about this lesson. First of all, I discovered during
this lesson that teaching rotations is very difficult and the students need more time than I gave them to understand how
rotations work. For this reason, in my future I would not try to cover rotations and dilations in the same day. Instead, I
would split these lessons into two days so that I dont need to rush through the content in order to finish on time. Also during
this lesson, one of my students was so confused that she started asking questions non-stop. Eventually, she ended up
consuming at least five minutes of the lesson time. If I had it to do over, I would tell her that we needed to get through the
lesson and I could help her understand better after class. I would do this so that this one student wouldnt take up the lesson
time of the rest of the class. Although this lesson was difficult to teach because of the complexity of the topic and because of
the time limitation, I believe that the students were still engaged and learning. Some of the students, however, did not appear
to be fully grasping the concept and for this reason, in future lessons, I would split this lesson up into two days.

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