ELED 533 LESSON PLAN

JMU Elementary Education Program

Student Name: Bryce Curd

A. TITLE/TYPE OF LESSON: Transformations and Congruency: Fun with Letters and

Shapes
B. CONTEXT OF LESSON:
This lesson is designed to be an end of unit review on rotations, reflections
and transformations. I will have assessed their readiness based on their
knowledge of basic two-dimensional shapes as well as their definitions of
rotation, reflection and transformation. This lesson will come after my
students have learned about shapes as well the coordinate grid system. We
will have learned about rotations through tracing, reflections with mirrors
and paper folding and transformations with cut outs. To make sure students
are interested I will assess how they responded to the earlier lessons in this
unit and use this activity as not only my unit review but as a display in the
classroom for students to showcase their work. I will provide them with
similar examples and make sure the lesson is developmentally appropriate
by requiring a deeper level of understanding than the students needed at
the beginning of the unit and using the hierarchy of Blooms Taxonomy with
investigation then creation.
Vertical Planning: The students will have learned about shapes in
Kindergarten, First Grade, Second Grade and Third Grade as well as
introduced to Geometry:
K.11 The student will
b) compare the size (larger, smaller) and shape of plane geometric
figures (circle, triangle, square, and rectangle).

1.13
The student will construct, model, and describe objects in
the environment as geometric shapes (triangle, rectangle, square,
and circle) and explain the reasonableness of each choice.

1.16
The student will sort and classify concrete objects
according to one or more attributes, including color, size, shape, and
thickness.

2.15
a)
b)
symmetry.

The student will

draw a line of symmetry in a figure; and
identify and create figures with at least one line of

2.16
The student will identify, describe, compare, and contrast
plane and solid geometric figures (circle/sphere, square/cube, and
rectangle/rectangular prism).

3.14
The student will identify, describe, compare, and contrast
characteristics of plane and solid geometric figures (circle, square,
rectangle, triangle, cube, rectangular prism, square pyramid, sphere,
cone, and cylinder) by identifying relevant characteristics, including
the number of angles, vertices, and edges, and the number and
shape of faces, using concrete models.

The students will have also covered units on representations and

polygons which include:

4.10
The student will
a) identify and describe representations of points, lines, line
segments, rays, and angles, including endpoints and vertices; and
b) identify representations of lines that illustrate intersection,
parallelism, and perpendicularity.

4.12
The student will
a) define polygon; and
b) identify polygons with 10 or fewer sides.

Horizontal Planning: This lesson fits within the unit of

Representations and Polygons for Fourth Grade Geometry which
covers standards 4.10 through 4.12. This lesson would be part of the
last unit on geometry after having already covered 4.10 and 4.12.
The unit will be a 3 week unit within the school year with each of the
three standards being one week long. This lesson incorporates
aspects of both 4.10 and 4.12 while focusing on 4.11. This unit will
then be followed by a unit on patterns (4.15) and I will use polygons
to introduce geometric patterns.
The lesson is appropriate developmentally because it allows
children to activate their prior knowledge, show what they already
know and engage them on what is new or unfamiliar. According to
the NAEYC position statement regarding promotion of good
beginnings in mathematics, high quality teachers build upon
childrens experience and knowledge, provide deep and sustained
interaction with key mathematical ideas, and provide ample time
opportunities to learn key ideas (NAEYC & NCTM).

C. STANDARDS - VA SOLs and/or CCSS:

Math:
4.11 The student will
a) investigate congruence of plane figures after geometric transformations,
such as reflection, translation, and rotation, using mirrors, paper folding,
and tracing; and
b) recognize the images of figures resulting from geometric
transformations, such as translation, reflection, and rotation.
4.12 The student will
a) define polygon; and

b) identify polygons with 10 or fewer sides.

3.14 The student will identify, describe, compare, and contrast
characteristics of plane and solid geometric figures (circle, square,
rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone,
and cylinder) by identifying relevant characteristics, including the number
of angles, vertices, and edges, and the number and shape of faces, using
concrete models.
3.15 The student will identify and draw representations of points, line
segments, rays, angles, and lines.
3.16 The student will identify and describe congruent and noncongruent
plane figures.
Art:
4.5
The student will use the following to express meaning in works of art:
1 Colorhue, tint, shade, intensity
2 Textureactual, implied
3 Valueshading
4 Patternrepetition to imply movement
5 Varietyto create interest
Language Arts:
4.2
The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic, and
purpose.
D. LEARNING OBJECTIVES
Understand what are the
broad
generalizations/concepts the
students should begin to
develop?
U1: Students will understand
that the orientation of
figures does not affect
congruency or
noncongruency.

Know what are the tools,

vocabulary, symbols, etc.
the students will gain
through this lesson?
Students will know that:
K1: Congruent figures are
figures having exactly
the same size and
shape and that
opportunities for
exploring figures that
are congruent and/or
noncongruent can best
be accomplished by
using physical models.
K2: A translation is a
transformation in which
an image is formed by
moving every point on

Do what are the specific

thinking
behaviors/procedures
students will be able to do
through this lesson?
D1: The student will use
problem solving,
mathematical
communication,
mathematical reasoning,
connections, and
representations to
recognize the congruence
of plane figures resulting
from geometric
transformations such as
translation, reflection, and
rotation, using mirrors,
paper folding and tracing.
D2: The student will
identify congruent figures.

a figure the same

distance in the same
direction.
K3: A reflection is a
transformation in which
a figure is flipped over
a line called the line of
reflection. All
corresponding points in
the image and preimage are equidistant
from the line of
reflection.
K4: A rotation is a
transformation in which
an image is formed by
turning its pre-image
about a fixed point.
K5: The resulting figure of a
translation, reflection, or
rotation is congruent to the
original figure.
E. ASSESSING LEARNING
Objective

U1: Students will

understand that the
orientation of figures does
not affect congruency or
noncongruency.

K1 : Congruent figures are

figures having exactly
the same size and
shape and that
opportunities for
exploring figures that
are congruent and/or
noncongruent can best
be accomplished by
using physical models.

AssessmentTool
What documentation will you
have for each student?

DataCollected
What will your students do and say,
specifically, that indicate each
student has achieved your
objectives?

Day Three: responses to

group activities (checklist)

Day Three: Students will

work together to display
rotations, reflections, and
translations and how they do
not effect congruency
through their
posters/videos/worksheets/dr
awings
Day Three: Students will
work with one another to
show that congruent figures
have exactly the same shape
and size. They will trace their
object to make sure it is the
same and they will
accurately draw and explain
how they found congruency
in their
poster/video/drawing/worksh

Day Three: responses to

activities/ final product

K2: A translation is a
transformation in which
an image is formed by
moving every point on
a figure the same
distance in the same
direction.
K3: A reflection is a
transformation in which
a figure is flipped over a
line called the line of
reflection. All
corresponding points in
the image and preimage are equidistant
from the line of
reflection.
K4: A rotation is a
transformation in which
an image is formed by
turning its pre-image
about a fixed point.

Day Three: responses to

activity/final product

eet.
Day Three: Students will
work together to show a
shape or object sliding
while keeping its shape and
size. They will explain to me
what happened and why this
transformation is a
translation.

Day Three: Responses to

activity/final product

Day One: students will be

able to display a reflection
with their objects from their
presentation as well as
identify where the line of
reflection would be. They
should say things like: Our
hexagon was flipped across
this imaginary line and now
looks like this.

Day Three: responses to

activity/final product

Day Three: Students will

manipulate their objects by
turning the shape about a
fixed point and showing me
that it is a rotation. They will
identify a rotated shape and
explain how it was rotated on
their presentations.
Day Three: On their
worksheet they will identify
the congruent figures and
explain why they are
congruent despite being
rotated, reflected or
translated. On the other
presentations they will have
to describe how they kept
congruency with each
example and tell how no
matter how a shape is
orientated, it is still the
same.
Day Three: The students will
be provided with materials to
prove an objects congruence
by manipulating it and will
be able to use mathematical
language to describe what
they are doing.

K5: The resulting figure of a

translation, reflection, or
rotation is congruent to the
original figure.

Day Three: responses to

activity/final product

D1: The student will use

problem solving,
mathematical
communication,
mathematical reasoning,
connections, and
representations to

Day Three: group

activities/final products

recognize the congruence

of plane figures resulting
from geometric
transformations such as
translation, reflection, and
rotation, using mirrors,
paper folding and tracing.

D2: The student will identify

congruent figures.

Day Three: group activities

When creating their

presentations they can use
whatever strategy they want
to show transformations
including paper folding and
tracing and will be able to
maintain the congruency.
While completing the
worksheet they will be able
to use whatever method they
want to solve the problems
and will use their strategies
to help them explain
congruency.
Day Three: Students will
point out in their
presentations which
objects/shapes are
congruent and use same
shape and same size to
describe them
The students will circle the
congruent shapes on group
ones worksheet and explain
why they circled them much
like in the pre-assessment.

F. MATERIALS NEEDED
Poster Board Mr. Curd
Markers, Crayons, Colored Pencils Students
Video Camera Library
Sheets of paper Mr. Curd
Rulers Mr. Curd
Computers Mr. Curd
Printer Office
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S)
POSED IN THE PROCEDURE
Day Three:
While students are presenting their poster/video/worksheet/drawing they may
struggle to explain their presentation.
o Students will be given a few minutes to review before they present to
the class.
o The goal is for students to create a presentation that accurately
depicts transformations and congruency.
Some students may not remember what they learned yesterday
and present the wrong transformations.

DAY 3

If this occurs I will show them what each is and make sure
they have it down before presenting.
Some students may use this time to goof off since they know the
material already.
I will remind them that this is part of their assessment and
that they need to follow directions.
Some students may get nervous and forget what
transformations they are showing.
I can ask them for the transformation I want and have
them describe what they drew/wrote.
Students will work together to create a worksheet/poster/video/drawing
describing transformations and congruency.
o Students will explain their reasoning for each section.
Some students may struggle to come up with an explanation.
For these students I can ask them to tell me orally or have
them use pictures and arrows to help them explain.
Others may have the wrong explanation.
By having an example of each type of transformation I am
hoping that students will recognize their mistake and fix
it.
This will also be a good way to see what is getting
confused the most.
Some groups may know the answer but cannot explain it or can
explain it but not get the correct answer.
This will help me to see where more time needs to be
spent and whether the group understands congruency
and transformations or is just guessing.
G2 PROCEDURE
Include a DETAILED description of each step, including how you will get the
students attention, your introduction of the activity, the directions you will give
students, the questions you will ask, and appropriate closure. Write exactly
what you will SAY and DO. Think of this as a script.
BEFORE:
The lesson will begin with reviewing the worksheet the class worked on
yesterday. I will hand back each students worksheet and have them look
through it with me. I will say, Okay class, today we are going to review our
worksheets from yesterday. Lets look at each question and go over what we
should have said for each. Students will follow along as we go through each
question. I will make sure the class is paying attention by calling on students
throughout to see if they can recall what I just said to them about the
answer. I will allow for students to make corrections to their worksheets so
that they have them to use as a resource. For number one we will talk about
how the shape has been rotated. I will talk about how it stays the same
shape and size. I can ask students what they think and say, why is this
shape still congruent? Can anyone tell me what they wrote for number
one? For the second question we will look at the translation and explain why
this shape is congruent despite being slid diagonally. I can ask, Are all the

points still equidistant from the original shape? What did you say,
__________ about this shape? For question three we will look at the reflected
shape and I will ask why this shape is reflected and across what. Students
will have a chance to change their answer to include the line of reflection
and explain why the shape is reflected if they did not already say so. I can
ask, how do you define reflection, ____________? For question four I will
show the students which triangles were reflected and then we will talk about
why I circled those three triangles. Students will have the opportunity to
change their answer and write down that the color and orientation do not
affect the shapes congruency.
DURING:
I will tell the students that they are now going to work in groups to complete
different activities. The groups will be assigned based on the previous days
assessments. For the Mastery group they will be told that they are to create
their own worksheet for the class to complete and it will have to be accurate.
They will work together to make a worksheet that is accurate and covers
rotations, reflections, translations and congruency. Group two or the
Approaching Mastery group will work together to create a poster defining
congruency as it relates to transformations. They will be given supplies to
design and create this poster that will be shown to the class. They must have
pictures and every student gets a role. I will assign the roles and tell them
the criteria I am looking for. For group three, Demonstrating Basic
Understanding, there will be a table for them to create a video that shows
rotation, reflection and translation. They will also have to define and show
what congruency means. The video will be shown to the class. Group four or
the Working Toward Basic Understanding group, will work with shapes to
draw transformations. They will be broken into pairs and will have to trace
their shapes then perform a transformation and label it, similar to the name
card activity from the day before. These sheets will be displayed in the
classroom once they are finished. As the groups work I will walk around to
each and make sure they are on task and offer help when needed. I will
probe them with questions like: Are you sure thats what ____________
means? Are there any other words of pictures you can use to define that
and if so what are they? Is everyone working together? Is this helping
you to better understand ____________?/How so? Who can help _________
answer this question/draw this shape?
AFTER:
The class will get together to display their work. Group one will hand out
their worksheets for the class to complete, group two will present their
poster to the class, group three will show their video and group four will hold
up their drawings before I hang them up. The class will then solve the
worksheet as best they can. They will then listen as group two presents their
poster and explains each section. The class will remain quiet until the end of
group threes video. I will help display group fours work as they talk about
what they and their partner created. I can say things like, describe your
thinking or why did you say this? Could that have been done another
way? Is there another word for that, what is it? What are some similarities

we are seeing between the groups? Does anyone have any questions
about ____________? How did this group define
congruency/reflection/rotation/translation?
H. DIFFERENTIATION

Content

Process

Product
Students will be given
the opportunity to
choose how they
present their
transformations to the
class. They can
draw/film/create
whatever they want as
long as they show all
transformations and
relate it to congruency.

Interest

Readiness

I.

Students will be placed

in groups that are
beneficial to the
learners. They will be
grouped based on
understanding so that
they are working on the
same level when
creating their product.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU
DO ABOUT IT?

Think about this specifically for THESE lesson plans. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
Day Three:

Students may not get along when working in groups. If this happens I will do
my best to work out the situation and tell the class that it is important that
they work together for this activity. I will have also worked to create a
classroom environment where every student feels comfortable working with
one another. I make note of the instances where the students do not get

along so the groups will be better the next time or the students will be better
suited to work with each other.
Some students may take over and do all the work/other students may sit
back and allow the other students to do all the work. If this happens I will
make note about it and talk to that individual after class. I will try to prevent
this by having every student be assigned a role and also by monitoring the
activities. I can also call on someone who was not active in participating to
present the poster/video/hand out the worksheet.
Some groups may incorrectly define/draw a transformation. If this occurs I will
be in the front of the class with the group presenting to steer them to the
right answer through questioning. We will also compare answers so everyone
can reach a consensus. This issue will also help me to plan for future lessons
and what to work on next year with students.