LESSON PLAN BASED ON ASSESSMENTS

Your Name Paulo Moncores Date of the Lesson March 15th 2016
Cooperating Teacher Kelly L. Berger, M.Ed. Grade Level 8th
School Westpine Middle School Length of the Lesson 55 min
SUBJECT Geometry
Chapter 9 – Properties of Transformations
9.1. Translate Figures

1. Instructional Objectives and Subject Matter Content

a. This lesson will be taught as part of Geometry, MAFS.912.G-CO.1.5 and 2.1, and the focus will be on given a geometric
figure and a translation, drawing the transformed figure using graph paper and specifying a sequence of transformations
that will carry a given figure onto another.
b. The students will be able to begin developing definitions of rotations, reflections, and translations (Chapter 9).
c. Students’ achievement will be measured through resolution (teacher & students) of some sample exercises from the
Geometry textbook related to the lesson topic (P. 568-571).

2. Instructional Procedures

a. Lesson Initiating Activity: Engagement (10 min)

Using a short PowerPoint presentation on the projector screen, the teacher will deliver an interactive “teasing session” about
real-life application of transformations. The teacher will present two quick videos showing the use of maps and flood
simulation, asking the kids to provide explanations about what just happen. Then, the teacher will use the Florida map (without
labels and subtitles) and zoom in a sequence of maps until reach the school parking lot. A final slide will introduce the main
concept of the chapter, showing the kids the image is just a matter of small quadrilaterals that suffered a geometric
transformation, referenced by a coordinated axis. Concepts of image and preimage and the prime notation will also be
introduced. Finally, the class will realize the connection between this zoom in sequence and the flood simulation showed in the
beginning: ideally, the teacher will convey high expectations from students for learning the content of the chapter 9. The PPTX
original file will be available to all the students on the teacher’s website for optional downloading.

b. Core Activities (35 min)

■ Teacher will use the white board and the example 1 of the textbook (p. 564) to introduce the concept of translation,
rule for the translation and related graphic notation: first parallel to x-axis, then to y-axis and finally a combined one.
The concept of isometry and the translation theorem will be also introduced.
■ The teacher will use the same example to tease the students about how to calculate the distance between two vertices.
■ With the support and reasoning of the students, the teacher will promote a resolution of exercises 3-14 (p. 568), 33-
34 (p. 570) and 43 (p. 43). Scaffolding will be used if students struggle for too long. In addition, diagnostic testing
(informal assessment) will be conducted by the teacher during the learning process in order to modify teaching and
learning activities to improve students’ attainment.

1|Page
c. Closure Activity (5 min)

After finishing all programmed exercises on the textbooks, the teacher will review with students the key vocabulary for the
lesson and the grasp the students have of the main topic: translation of figures and use of vectors.

3. Critical Thinking Questions

According to several scholars, the study of geometry naturally develops and refines critical-thinking skills. Logical reasoning,
problem solving, and the ability to organize make transformations enhance each students’ ability to think critically, and these
skills become tools for success in high school math classes by giving them a strong foundation in mathematics, including
reasoning, problem-solving skills, and the ability to communicate mathematical ideas verbally and in writing.

For this series of activities, students will use inductive and deductive reasoning, explore problems using the process of inquiry,
analysis, evaluation, and synthesis. They will plan and conduct research, solve problems, and make informed decisions using
appropriate digital tools, tools and other resources. They also collect and analyze data to identify solutions and/or make
informed decisions. Assessment will include discussion, independent practice, collaborative experience, and instructional
technology. I will embrace methods for applying both qualitative and quantitative skills analytically and creatively to subject
matter in order to evaluate arguments and to construct alternative strategies. Problem solving applications will be paramount,
used to address an identified task.
a) If you were to flip the point over the y axis, where would that point be now?
b) Where would it be if you flipped it over the x axis?
c) Start from point A again. Now turn your graph 90 degrees clockwise. What are the coordinates now?
d) Pick another point on the graph. Label it point B.
e) What vertical and horizontal movements do you need to get point A to point B?

4. Materials and Technology

a. Materials and technology used by the teacher

■ Laptop or PC connected to a projector
■ Projection screen, a white board, markers, dry erase marker
■ Power Point presentation including the three (3) presentations in different stages of sophistication
■ Document Camera
■ Geometry Textbook
b. Materials and technology used by the students
■ Geometry Textbook
■ Notebook and pencil to take notes

5. Assessment

Students’ achievement will be measured through resolution (teacher & students) of some sample exercises from the
Geometry textbook related to the lesson topic (P. 568-571).

6. Accommodations

My first strategy at the very beginning of the school year is to perform an assessment (a combination of formal tools and
observation) on my students in order to identify the dominant learning style in each one, and then customize my work plan,
content and delivery, to be compliant with my findings. They have different backgrounds in basic math, socio-culture

2|Page
environments and different levels and kinds of intelligence. Different difficulty levels of problems for every workstation will
be provided. I will also customize the delivery process to please multiple intelligences (Garner theory) and taking into
consideration visual, auditory, kinesthetic learning styles, consequently exploring in the process different mental processes of
the kids I am responsible for. Technology-based teaching tools will allow me to customize the instruction experience based on
students’ different learning styles and needs, something nearly impossible in a typical classroom setting. Technology-based
office applications will allow me to smartly extend time to manage and support my sixteen students, through countless web
and social media tools.
Students with ADD or ADHD will have a series of questions to follow in case they get lost during the lesson. ELL students
will have the visual element of the cards and graph to follow along, and they can talk to classmates sitting next to them when
the students are doing group work.

7. Differentiated Instruction

The purpose behind this idea of using laptops connected to Internet to “shaking up” more advanced and interested students on
math classroom so that students have multiple options for absorbing information and different approaches for problem-solving,
making sense of ideas, and expressing what they learn. These recommended activities are designed to reinforce and expanded
the content of this lesson. It could be executed in class (for the more advanced students) or at home. They are 100% optional,
and it will give extra points for completion.

 Shape Mods: Use translations, reflections, and rotations to solve each puzzle
http://www.mathplayground.com/ShapeMods/ShapeMods.html
 Translations: Interactive Activity - Translate a point
http://www.mathwarehouse.com/transformations/translations-in-math.php
 Explore Chapter 9.2 (Introduction to Vectors and Matrixes) by yourself

REFERENCES
Arends, R. (2014). Learning to Teach. (19th Ed.). New York, NY: McGraw-Hill Education.
Cooper, R. (2010). Those who can, teach. Boston, MA: Wadsworth Cengage Learning.
Jurgensen, M. L. (2015). Geometry Student Edition. New York, NY: Houghton Mifflin Harcourt.
Ormrod, J. E. (2006). Educational psychology: Developing learners. (8th Ed.). Upper Saddle River, N.J: Pearson/Merrill
Prentice Hall.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T., & Brimijoin K., Conover, L.A. & Reynolds, T.
(2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse
classrooms: A review of the literature. Journal for the Education of the Gifted, 27 (2/3), 119-45.

3|Page