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Teacher
Date
Claire Glomm
4/17/15 Subject/ Topic/ Theme
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:
Describe real world examples of how they see rotations and dilations in real life.
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.
State and apply formulas for rotations of 90, 180, and 270 degrees.
Describe what you need to dilate a figure and the process for dilating that figure.
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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
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.
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):
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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.
Components
10:00
Motivation
(opening/
9-15-14
10:01
introduction/
engagement)
10:05
homework.
10:08
10:12
10:15
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)
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.
9-15-14