Rachel White

EDI 431
EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Compositions of Transformations Activity
Standard

CCSS.MATH.CONTENT.HSG.CO.A.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.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs
and give other points as outputs. Compare transformations that preserve distance
and angle to those that do not (e.g., translation versus horizontal stretch).

I can perform a composition of transformations on a figure in the coordinate plane

using Geogebra.

Lesson Management:
Focus and
Organization

Students will be working in groups throughout the hour to work on some of the
example problems that will be completed in class.
We will engage in class discussion and use the gradual release model, I do, we
do, you do together, and you do alone throughout the lesson.

Objective/Target and
I can statements
student friendly
language

Introduction:
Creating excitement
and focus for the
lesson target

The teacher will demonstrate the different functions of Geogebra and how to create
figures in the program.

The students will spend some time learning to create their own figure and how to use
the transformation functions.

Input: Setting up the

Lesson for Student
Success

1. Task Analysis
The students will work on the activity during class time with their groups.
The teacher will walk around the room while the students are working to see if
they are understanding the task and helping with questions about the computer
program.
The lesson will be summarized the next day at the beginning of class so that
they students will have as much time as possible to work on the computers
today.
2. Thinking Levels: Revised Blooms Taxonomy questions to engage students thinking:

Application: Apply a composition of transformations on the coordinate plane to

points, lines or figures using technology.

3. Accommodations; differentiating to meet student needs

Rachel White
EDI 431

Remediation/Intervention: students who have not mastered the target will have
the opportunity to come in at lunch or after school for extra help after trying the
learning opportunities that are due the next day.
Visual: The students will be able to see how to solve the problems as the teacher
shows these problems on the projector.
Intrapersonal: Students may choose to work on the homework on their own.
Interpersonal: Students may choose to work on the homework with their group
members. Students will be required to work with their group during the activity.

4. Methods, Materials, and Integrated Technology

Instructional techniques: group work, brief class discussion
Engagement strategies: the students will have opportunities to work with their
groups and technology to complete the assignment.
Materials and Integrated Technology list: completed 9.5 frame, Geogebra activity
sheet and program instructions, computers, projector

SHOW/TELL - (i.e. Visual/Verbal Input)

Show: the teacher will show how to set-up Geogebra for use during the activity
Tell: the teacher will model the correct way to use Geogebra to perform a
composition of transformations

HOW/WHAT
How: the students will be asked questions throughout the activity so that they can
complete the parts that they already know how to do
What: redirecting, wait time and prompting will be used to get the students to
participate in their group work on the activity

Checking for
Understanding:

While the students work with their groups to solve the problems that they are learning
how to do, the teacher will walk around the room and see how the students are doing
to determine who is mastering the concept and who needs more practice

Guided Practice:
WE DO

Modeled first, then practice together as the students begin to try some of the
problems on their own.

Collaborative (YOU
DO TOGETHER)
and/or Independent
Practice (YOU DO)

Practices what was demonstrated or modeled with their group members.

Students will share what they got when trying the problem with their groups or on
their own.
Students will have to complete their learning opportunities at the end of class and if
they do not finish then they are required to take them home and finish them.

Closure

Modeling: I DO

Ask if the students have any questions about what they learned that day.
Remind the students that they need to complete their homework which will allow
them to practice the skills that they learned in class today.

Rachel White
EDI 431
Assessment

The information gathered while going around the classroom while the students are
working will be used to inform the instruction for the next day.
The completed learning opportunities will be turned in the next day and reviewed by
the teacher to see if the students are mastering the topic.