Eileen Rogers

FRAMING GRAPHIC: Defining a Learning Progression The Framing Graphic Organizer (Ellis, 1998) provides a good structure for drafting and representing your learning progression. A frame graphic essentially contains the following structures. Use the table below to create a Frame of a typical learning progression in the topic area you are focusing on in the course. In the top box, indicate the topic area. Define three levels of performance. Replace the labels inside the cells of the Framing Graphic with labels that fit your topic area. Use language that most meaningfully defines a learning progression in your topic area.

Learning Progression in My Topic Area Is about.. 9.7.07 Analyze the results of a combination of transformations Novice: Defining CONCEPT(S) Understand components of a graph Practitioner: Defining CONCEPT(S) Rotate, translate, and reflect using manipulatives Independent/Expert: Defining CONCEPT(S) Combine multiple transformations and accurately complete translations, reflections, and rotations, in the designated order

Essential DETAILS Distinguish between the x and y axis Graphing points on the coordinate plane Determine the distance between two points on the x and y axis

Essential DETAILS Distinguish between the original and prime transformation Demonstrate that a translation is a slide either, vertically, horizontally, or both. Demonstrate that when completing a translation first slide with the x and then with the y

Essential DETAILS Distinguish between prime A and double prime A after two transformations. Conclude that a reflection over the x axis the y changes but the x stays the same. Conclude that a reflection over the y axis the x changes but the y stays the same

Vocabulary of the coordinate plane- quadrants I-IV, x axis, y axis, origin Demonstrate that a reflection occurs over either

Eileen Rogers

Identify coordinates The x axis is the horizontal line and the y axis is the vertical line Before graphing always start at the origin, then move right or left for the x, last move up or down for the y axis. Know that when graphing first plot the x on the x axis (horizontal line) and then the y on the y axis (vertical line) Clockwise, turned to the right Counterclockwise is turned to the left

the x axis, y axis, or both. The distance that the point is away from the axis, is where it will be located on the other side (in the other quadrant). Use the rectangle manipulative labeled A, B, C, D in the vertex. Place the manipulative on its blank side and correctly label A, B, C, D to use in the lesson. Demonstrate how to reflect the rectangle over axis and locate the new point. Demonstrate how to rotate about the origin, means one point of the rectangle stays at the origin the whole time and the other 3 points are rotated 90 degrees is rotated over one quadrant 180 degrees is rotated over two quadrants 270 degrees is rotated over three quadrants

Conclude that a slide to the right is positive, simply add to the x Conclude that a slide to the left is negative, simply subtract the x Conclude that a slide up is positive, simply add to the y A slide down is negative, simply subtract from the y

So what? Why is it important to understand this learning progression?- in high school and in the real world In 8th grade, and further on into their math careers, students need to know the basics of a coordinate plane and how objects transform. If students want a job in the future in math or science, they will need to be able to correctly use the coordinate plane and build off of their knowledge.

Eileen Rogers

I teach 7th grade math and science at Curtis School of Excellence. For my learning progression I chose transformations. There must be a great progression for students in order to grasp the concepts and meet the standards. Students must be able to understand the components of a graph in order to be in the novice section of the transformation learning progression. This includes: distinguishing between the x and y axis, graphing points on the coordinate plane, determining the distance between two points on the x and y axis, understanding the vocabulary of the coordinate plane, and identifying coordinates. In order to appropriately group my students so that I could differentiate my lesson, I would first have the students plot ordered pairs on the coordinate plane. I would make sure that the points covered all quadrants so that I would be able to tell if students were struggling with one quadrant more than another. This is a novice skill and at the 7th grade level, the majority of the students should be able to meet this portion of the learning progression. For those students that were not able to meet this portion, they would be pulled into a small group. The next step of my learning progression is the practitioner which includes: distinguishing between the original and prime transformation, demonstrating that a translation is a slide either, vertically, horizontally, or both, demonstrating that when completing a translation first slide with the x and then with the y, demonstrating that a reflection occurs over either the x axis, y axis, or both, use the rectangle manipulative labeled A, B, C, D in the vertex, place the manipulative on its blank side and correctly label A, B, C, D to use in the lesson, demonstrate how to reflect the rectangle over axis and locate the new point, and demonstrate how to rotate about the origin, means one point of the rectangle stays at the origin the whole time and the other 3 points are rotated. This progression will be more detailed and thus I will create more small groups during this portion. I will start out with translations since those are the most easily

Eileen Rogers

understand transformation usually for 7th grade students. During this progression students need to understand that we always go over and then up. Many times students want to change the y axis first which is incorrect. This is the most basic part, so students that struggle with this will be placed into a group. After that I will move on to reflections with using the manipulatives. Students will have the manipulatives labeled on both sides and should be able to see that the reflection over an axis is simply the same distance on both sides. I will scaffold the students so that they are able to complete the reflections without using the manipulatives. For students that are still struggling unless they have the manipulatives, they will form another group. The final transformation is rotations which students struggle the most with. For the students that are ready to move on, they will start with the manipulatives. They will take the rectangle and start with A at the origin. They will then rotate it 90, 180, 270, and 360 degrees and notice the change in the coordinates. Students may have difficulty seeing that the point at the orgin must always stay there and not rotate. Students must understand that you rotate about a point, so that point stays the same. Some students might become confused after the simply 90 degree rotation. The manipulatives are there to scaffold them, but for students that are not ready to move on, they will form a group. So far we have the novice group that is working on plotting points, the translation group, reflection group, and rotation group. The final group will be the independent/expert group. Between these 5 groups, I will meet with them 2 times a week on a rotation schedule during this learning progression on transformations. The final group needs to synthesize all of the information thus far, and complete a combination of transformations. They will need to: distinguish between prime A and double prime A after two transformations, conclude that a

Eileen Rogers

reflection over the x axis the y changes but the x stays the same, conclude that a reflection over the y axis the x changes but the y stays the same, conclude that a slide to the right is positive, simply add to the x conclude that a slide to the left is negative, simply subtract the x, conclude that a slide up is positive, simply add to the y, and a slide down is negative, simply subtract from the y. These students will start with combining translation with reflections since those are the two easiest transformations. Once students feel comfortable with this stage, they can move on to adding rotations. It is important that the students complete the first transformation correctly, because if they do not complete it correctly then the second step will also be incorrect. Once the students have mastered this learning progression I will give them a final assessment completing questions 2,3,5, and 6 on the worksheet (see attachment). I will grade this assessment to see if I need to re-teach any part of the learning progression and recognize where there are student trends. My 7th grade students have an abnormally high rate of students with disabilities. This has been a part of my teaching that has greatly improved since September. I wanted to see the relationship between students with math disabilities and reading disabilities because many of my students receive special education for reading but not for math. I researched that although MD is a common disorder, the majority of research has been directed toward children with RD (Swanson, 2006). This is definitely the case because throughout the year my mentor, co resident and I have been struggling to find math curriculum for special education students that are accredited. There are many for reading but not a lot for math. Since this is the case, I need to pay close attention to my students with disabilities as they complete the transformations learning progression. Results from research on student learning have highlighted the importance of using multiple representations for the construction of

Eileen Rogers

meaning for mathematical notions (Mesa 2004). This means that I am going to need to vary my types of instruction to meet the needs of all of my students. For my May turnaround visit I will be teaching 7th and 8th grade science at Piccolo. The students are separated by gender so I was interested to see how this would affect the learning progression. The experience of being taught in at least one single-sex math or science class- room for Grades 9 and/or 10 had a significant positive effect on girls' math and science performance and persistence (Shapka 2003). I found this to be very interesting because I have read throughout my education career mixed reviews on gender specific classrooms. Since it is known that in general females tend to struggle with math and science more than males, I feel like this is a very interesting topic that I will have to further research so that I can meet the needs of my students. Overall I feel that the learning progression for transformations will greatly help my teaching and further help the students excel in both math and science.

Eileen Rogers

Plot the following points:

1. (9,7) 2. (5,6) 3. (-3,-3) 4. (-7, 5) 5. (4,-3) 6. Translate rectangle ABCD (4,0) 7. Translate rectangle ABCD (-2,1) 8. Reflect rectangle ABCD over the x axis 9. Reflect rectangle ABCD over the y axis 10. Rotate rectangle ABCD 90 degrees about A 11. Rotate rectangle ABCD 180 degrees about A 12. Rotate rectangle ABCD 270 degrees about A 13. Translate rectangle ABCD (5,1) and reflect over the x axis 14. Translate rectangle ABCD (1,1) and reflect over the y axis 15. Translate rectangle ABCD (5,1) and rotate 90 degrees about point A 16. Reflect rectangle ABCD over the x axis and rotate 90 degrees about point A