Math 2
Ms. Martin, Unit 1 Lesson 6
OBJECTIVE
What will your students be able to do?
SWBAT draw transformed figures on graph
paper and specify the sequence that
transformed the figure.
Big Idea: Students will perform a variety of
transformations on a single object and describe
how the object was transformed.
Standards: HSG-CO.A.5, MP6
PRE-PLANNING
PREREQUISITE SKILLS
What will your students need to know to master
the grade-level objective?
- Transformation definitions: Translation,
Reflection, Rotation, Dilation
- Plotting points on a coordinate grid
- Basic understanding of compositions
- Single Transformations performing and
analyzing
- Congruent Transformations
Discovery Phase (Jones) these are
the skills that students need to have
previously mastered before moving
forward. If they have not mastered
these skills, we will need to spiral in
remediation during todays activities
END OF LESSON ASSESSMENT
How will you know whether your students have made progress toward the objective?
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CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
- This objective requires skills learned in previous
lessons. In the previous lessons, students looked
at specific transformations in isolation. For this
objective, students must distinguish the different
transformations on the same grid. This leads to
the guided lesson activity where students will
explore compositions of transformations.
- This objective will help students master our big
goal of building confidence in their work,
providing academic feedback to their own work
(analyzing their thinking), and discussing their
reasoning with others (Think-Pair-Share and
whole group discussion).
Reflection: With this learning target, as
Jennifer L. Jones, 2009, suggests, I aim to
carefully sequence every learning
experience within a lesson to reach a desired
end (357). This is something that I am still
working on as a beginning teacher, and I
notice there are still gaps in my lesson that
should align with my overall goal more
consistently.
DIAGNOSTIC
How will you assess students mastery of these
foundational skills?
- Students will first complete a review of
single transformations in the Do Now
(See Do Now attachment for details). As
we review the Do Now, I will re-loop and
readdress any misconceptions students
may have.
- While we review the Do Now answers,
students will add any clarifying and
essential information onto their content
map they have been working on during
previous lessons
Discovery Phase a chance to review
previous skills and begin to focus on
what students will need to accomplish
by the end of the lesson
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Students will complete their daily exit ticket, a formative assessment that will require them to make
connections between all of the skills they have learned up to this point, articulate their responses in a
concise 2-3 sentence explanation, describe their explanations to a partner, and reflect on their answer
based on feedback. The following question is their Exit Ticket:

Name _________________________________
Exit Ticket

Consider the following prompt: Composition is commutative if the transformations can be performed in any order and result in
the same image. Which compositions of transformations, generally or specifically, are commutative?

1. Jot down your answers below, and write out in 2 - 3 sentences how you would explain your answer to your classmates.

2. Write down your partners answer:

3. Now that you have had time to share your thoughts and listen to the thoughts of others, how would you rate your initial answer?
(1 5)
Circle one

0 1 2 3 4 5

Now, give yourself feedback and modify your initial response (2 3 sentences)
KEY POINTS
What three to five key points will you emphasize?
1) You can perform more than one transformation to get a specific object (Basic concept of
composition)
2) There can be multiple ways of transforming a pre-image onto an image
3) Students should be able to precisely use the notation for compositions (MP6)
4) The most important thing to remember about the notation for compositions is the order in which the
transformations are performed. The right-hand transformation is performed first and the left-hand
transformation is performed second.

Discovery Phase students will need to accomplish all of these by the end of the lesson

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OPENING (_15_ min.) MATERIALS

LESSON

(Consider: How will you communicate what is about to happen?

CYCLE

How will you communicate how it will happen?

How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?)

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Do Now: Students have a weekly Do Now sheet they keep in their binders. - Do Now
Students know the expectations when they enter the room, and they are placed on Sheet
the overhead - Weekly
1. Greet Ms. Martin at the door Transformation
2. Enter into the room at a voice level 0, ready to learn! Graphic
3. Grab all lesson materials and sit in your assigned seat Organizer
4. Begin working on the Do Now independently - Lesson
5. You have 4 minutes and the timer will sound Handout
- Graph Paper
In the Do Now, Students are asked to describe specific transformations that map - Colored
one triangle onto another. This activity requires skills learned in previous lessons. In Pencils
the previous lessons, students looked at specific transformations in isolation. For this - Expo
activity, students must distinguish the different transformations on the same grid. Markers/
After about 4 minutes, I go over the answers to ensure students are familiar with the Transparency
different transformations.
Discovery Phase Student need to have accomplished these learning targets
from yesterdays lesson. I will conduct a check for understandings to track
student mastery.

As we go over the warm up, I am asking guiding, formative questions to check

students understanding and to probe their thinking further. I will cold call students to
set the tone for todays lesson that everyone is expected to be active and engaged.
Exploratory Phase this section allows for potential scaffolds that students
may need in order to achieve their goal. Students will need some extra
guidance to switch their thinking from single transformations to compositions
Example Questions:
1. How did you get to your answer?
2. Did you see how this could have been another type of transformation?
3. Can you show me how this graph would have looked if it was a dilation?
4. Could I perform another transformation to map this image back to its pre-image?
Exploratory Phase these guiding questions will scaffold students
understanding to master the objective

From the Warm Up, success criteria is:

Most students should have identified the single transformation as a reflection over
the x-axis.
Interventions if students did not recognize this we will pull out our graphic
organizer and revisit the characteristics of each transformation and look at visuals to
represent each.

This will then segue into introduction of new material where students will perform
multiple transformations on the same image.
I will ask, Are there any other transformations that can be performed on triangle C
to result in triangle B? We discuss the idea of performing more than one
transformation on a figure to get a specific image. This is called a composition.

This week we have been looking at Louis Carrolls Alice in Wonderland to map our
transformations. Lets revisit this, but lets open our minds to look at it in a different
way.
I will hand out our mini-lesson handout as we begin our guided practice.

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INTRODUCTION OF NEW MATERIAL (_5_ min.)

(Consider: What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate? Why will students be
engaged/interested?)
How will you ensure that students actively take in information? - Weekly
- Students will take notes on their note sheet (they will be held accountable for these Transformation
notes at the end of the week when they are given a classwork grade). Students will Graphic
have timed assignments that will be checked periodically throughout the assignment Organizer
to make sure they are working consistently and not falling behind. I will also be cold - Lesson
calling. Handout
Exploratory students will need to be held accountable and their progress will be monitored. I - Graph paper
will give feedback to improve their understanding - Colored
Pencils
How will you vary your approach to make information accessible to all students? - Expo
- Students are sitting in diversified groups, and I will make rounds to check on their Markers/
progress. I will ask checks for understanding. Because we have attendance issues Transparency
at our school, we have videos and class materials online that students will review if for rotations
they are struggling

Which potential misunderstandings will you anticipate? Why will students be

engaged/interested?
- Students have been struggling with graphing points on a coordinate grid, so I
anticipate there will still be some learning gaps with graphing. In addition, I
anticipate students struggling with composition notation. To address this, I will check
for understanding independently and whole group. Students will stay engaged and
interested because they will constantly have something to be working on, there will
be no pauses in activities, and they will be rewarded for their involvement.
Exploratory students will need to master bridge these learning gaps in order to master the
objective

Formative Assessment for this portion of the lesson: - Blank sheet

- I pose the following question to the class: Does order always matter when of notebook
composing transformations? How can we tell? I first have students jot down two or paper that is
three sentences analyzing this question and constructing a response, then students kept in
share their responses with a partner. Lastly, we discuss their answers whole-group students
and students refine their original answers based on feedback given. This allows
binder
students to practice the steps necessary to master the objective and the assessment
for the day while I model the expectations.
Discovery and Exploratory Phase (Discovery it is modeled after their Exit
Ticket which directly aligns with what students must accomplish by the end of
the lesson; Exploratory These guiding questions and discussions will help
students gain the skills and confidence to master the Exit Ticket)

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GUIDED PRACTICE (__15 min.)

(Consider: How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard? How will you monitor
and correct student performance? Why will students be engaged/interested?)

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How will you clearly state and model behavioral expectations? - Lesson
Guided Practice Rules: Handout
1. Voice level 0 during Teacher Instruction - Graph paper
2. Voice level 0 during student demonstration - Colored
3. Voice level 1 during Group Discussion (Think pair share or class discussion) Pencils
- Expo
How will you ensure that all students have multiple opportunities to practice? Markers/
- After I introduce a new concept and model the problem, I provide 2 questions for Transparency
students to try independently then think- pair- share in their groups. for rotations

How will you scaffold practice exercises from easy to hard?

- Examples on the worksheet are in order from easiest to hardest to build student
confidence. Students start with single transformations then compose easier
transformations (translation, reflection). Last students perform more complex
transformations (with rotations and dilations). At the end of the lesson, students will
have to look at composition of transformations and explain the composition.
Exploratory students will start with easier problems to build confidence, then they will answer
problems that demonstrate full mastery of the objective

How will you monitor and correct student performance?

- I will constantly be circling the room to check for understanding. Everything in
class is timed and stamped when the timer goes off. Students have to not only
complete the work but also have it corrected based on feedback.

Why will students be engaged/interested?

- Students will stay engaged and interested because they will constantly have
something to be working on, there will be no pauses in activities, and they will be
rewarded for their involvement.

What will happen during guided practice:

I hand out the worksheet, Compositions of Transformations Mini-Lesson and we

discuss the notation for compositions. On the worksheet, I included a pictorial
example using a picture of Alice to connect to previous lessons where we
investigated transformations in the context of Alices Adventures in Wonderland, by
Lewis Carroll. Students need to be able to precisely use the notation for
compositions (MP6). The most important thing for students to remember about the
notation for compositions is the order in which the transformations are performed.
The right-hand transformation is performed first and the left-hand transformation is
performed second.

We work as a class to practice three examples of compositions on the same triangle

before students work independently.
Exploratory Phase students are given a visual representation of compositions with Alice in
Wonderland in order to start off with a simpler example to build confidence

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Formative Assessment for this portion of the lesson: - Notebook

- Students will analyze a composition of transformation and do an error-analysis. paper that will
They will work independently, then discuss in their groups, and lastly, we will have a be kept in their
whole-group discussion. notebook
Discovery Phase - Expo
markers
INDEPENDENT PRACTICE (_30 _ min.)
(Consider: How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective? How will you provide opportunities for extension? Why will students be
engaged/interested?)
How will you clearly state and model behavioral expectations? - Lesson
1. Students must remain working at all times Handout
2. Students must work on section one independently at a voice level 0 - Graph paper
3. Students can work on the rest of the handout in their groups at a voice level 1 - Colored
4. Students have until the timer goes off to complete all problems. The assignment Pencils
will be graded at the end of class - Expo
Markers/
In what ways will students attempt to demonstrate independent mastery of the Transparency
objective? for rotations
- Students will work through the examples, show all work, and then when the timer
goes off they will compare their answers to their partner. Students will then have
time to take this feedback, ask me questions, and reflect on their answers. They will
then continue with the rest of the handout at a voice level 1.
Discovery Phase

How will you provide opportunities for extension?

- I will ask guiding questions where students will explain the How and the Why
behind their work. Students who demonstrate mastery will be given the opportunity
to model their work for the class and will be rewarded with a shout out and tickets.
Exploratory Phase

Why will students be engaged/interested?

- Students will stay engaged and interested because they will constantly have
something to be working on, there will be no pauses in activities, and they will be
rewarded for their involvement.

** See handout for independent practice for specific questions

Formative Assessment for this portion of the lesson: Expo Markers

2 Examples will be on the overhead projector, and students will be asked to answer and white
the questions on their white board and explain their reasoning when cold-called boards

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CLOSING (_10_ min.)

(Consider: How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?)
How will students summarize what they learned?
- Students will summarize what they learned in their Exit Ticket (See Attached). They - Graph paper
will write their summary and discuss it. - Colored
Discovery Phase Pencils
- Expo
How will students be asked to state the significance of what they learned? Markers/
- As a closing question, I will have the class come up with a one-sentence summary Transparency
of what they learned today. We will post this summary on our word wall. for rotations
- Exit Ticket
How will you provide all students with opportunities to demonstrate mastery of (or Slip
progress toward) the objective?
- Students will demonstrate their mastery independently on their exit ticket, and they
will have the opportunity to assess and revise their answers based on feedback (see
attached Exit Ticket).

Why will students be engaged/interested?

- Students will stay engaged and interested because they will constantly have
something to be working on, there will be no pauses in activities, and they will be
rewarded for their involvement.

Lesson Plan Resources:

Betterlesson.com

Works Cited

Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). An integration of backwards planning unit
design with the two-step lesson planning framework. Education, 130(2), 357360.

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Notes, Handouts & Materials:

Warm Up:

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Guided Practice:

Activity/Independent Practice

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Exit Ticket

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Name _________________________________
Exit Ticket

Consider the following prompt: Composition is commutative if the transformations can be performed in any
order and result in the same image. Which compositions of transformations, generally or specifically, are
commutative?

1. Jot down your answers below, and write out in 2 - 3 sentences how you would explain your answer to your
classmates.

2. Write down your partners answer:

3. Now that you have had time to share your thoughts and listen to the thoughts of others, how would you rate
your initial answer? (1 5)
Circle one

0 1 2 3 4 5

Now, give yourself feedback and modify your initial response (2 3 sentences)

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