Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Claire Glomm

Date 4/16/15

Subject/ Topic/ Theme Geometry Transformations: Translations, Reflections, Glide Reflection

Grade _9&10_

I. Objectives
How does this lesson connect to the unit plan?
This lesson includes the definitions, the methods, and the real-world applications of translations, reflections, and glide reflections.
Each of these three topics begins with a definition so that the students can begin to understand what these transformations are. Next,
each of the three topics gives a real world example so that students can see how we use transformations in real life. Finally, there are
several examples on how to do each type of transformation so that students can begin to apply the definitions that they have learned.
This lesson follows logically after the lesson on mappings because they are applying how to relocated a series of points in three
different kinds of transformations. This lesson comes before the other transformations because they are more basic and students must
be able to understand these transformations before they can move on to others.
Learners will be able to:

State definitions for a translation, reflection, and glide reflection.

Describe real world examples of how they see translations, reflections, and glide reflections in
real life.

Map a set of points given a translation function.

Perform reflections of points using three different methods (the fold over the line, the
measuring of distance to the line, and the use of formulas)

Use three different formulas for reflecting points over the x-axis, y-axis, and line y=x.

State the definition of composition and describe how and why a glide reflection is a
composition.

Combine translations and reflections in order to produce a glide reflection in which they can
map points from their preimage to their image.
Common Core standards (or GLCEs if not available in Common Core) addressed:

cognitiveR U Ap An E C*

physical
development

socioemotional

R
U, Ap
R, U, Ap
R, U, Ap
R, Ap
R, U
R, U, Ap

CC.9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it
onto itself.
CC.9-12.G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines,
parallel lines, and line segments.
CC.9-12.G.CO.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.
CC.9-12.G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string,
reflective devices, paper folding, dynamic geometric software, etc.)
Collaboration: Working together to share, advocate, and compromise on issues critical to teams success.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

Students should know what it means to map one set of points to another. In addition, they should also
know and understand what a transformation is. They should also be able to perform basic algebraic
operations and be able to graph points on a coordinate plane.
Pre-assessment (for learning):
At the beginning of the lesson, I will have a review conversation with the students by asking them to describe what
it means for something to be a transformation and what it means to map one set of points to another. I will be
sure that all of the students are clear on what these definitions mean and how they are applied by a group
discussion.
Formative (for learning):

Students will complete practice questions that, upon completion with be discussed and corrected
during class time.
Formative (as learning):

Students will participate in the lecture by asking and answering questions. By doing this, they will be
contributing to what they already know, as well as asking questions over the content that they are still
struggling with.

9-15-14

Summative (of learning):

Students will complete a homework assignment following the lesson. The assignment will then be
corrected the following day during class.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
From the definitions, students
might struggle to understand what
it looks like for points to go through
translations, reflections, and glide
reflections. For this reason, I will
be sure to use diagrams, pictures,
and graphs to make clear to the
students what happens to a set of
points when they go through these
transformations.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
I will continue to define
mathematical terms to the students
so that they are not lost in a sea of
math terms.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
When trying out practice problems
in groups, students can get up and
move to work with a new group of
students for every couple of
practice problems so that they are
not always in the same place. Also,
students will complete examples of
reflections by folding paper which
will make this lesson more
physically engaging.
Provide options for expression and
communication- increase medium
of expression
This lesson includes three different
methods for completing a
reflection. These methods allow
students to express a reflection in
multiple ways and to choose the
one that works best for them.

Provide options for comprehensionactivate, apply & highlight

I will ask students to apply the new
concepts and definitions from the
lesson by completing a series of
sample questions.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
At the end of the lesson, I will
foreshadow how what we learned
today will be applicable in future
lessons and how we will use
reflections and translations to make
more compositions (other than the
glide reflection) in lessons to come.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
For each of the transformations I
will give examples of how we see
them in the real world. I will also
ask students to come up with
examples of transformations that
they have seen. Since they see
transformations in real life, this
will make the lesson more relevant
for the students.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Throughout the lesson, I will
encourage students to work
together in groups to try the sample
questions that pertain to the
material that I have just described.
I will encourage them to discuss
what the best method is for going
about solving the question and I
will encourage them to try different
methods if the first method that they
tried did not work.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
At the end of the lesson, I will ask
students to summarize what they
learned today, as well as ask them
to state a few concepts that they are
still struggling with and need more
development with.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

For this lesson I will be using Microsoft PowerPoint. Thus, I will need my computer and the projector
and the whiteboard and whiteboard markers so that I can project my lesson onto the board for the
students to see and write on the board over the top of some diagrams and examples that are being
projected. The students will just need the note packet I made so that they can work through sample
questions. Students might also want their textbooks so that they can follow along with the definitions
and example problems, if they so please.

How will your classroom

be set up for this lesson?

For this lesson, the desks will be arranged in rows that are four desks deep. The desks will be facing
the front of the classroom so that the students can all see the whiteboard. When the students go to
work in groups or with a partner, they will simply push their desks up against one another and they
will return their desks to the standard position when the class is complete. I will be at the front of the
room at the board when teaching the lesson, however throughout the lesson when the students are
doing sample questions, I will be walking around the room to see how the students are progressing
with their work.

III. The Plan

Time

Components

9:42

Motivation
(opening/

9-15-14

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
As students come into the class, I will ask them
Students will ask questions over things they are
about how they thought the lesson went and what
struggling with and they will also pass up their

introduction/
engagement)
9:45

9:47
9:48

9:51

9:57

9-15-14

Development
(the largest
component or
main body of
the lesson)

they struggled with.

homework.

When the students have passed in their homework,

we will review the definition of transformation. I
will ask the students to supply me with a definition
and after a few minutes I will again give them the
correct definition.

Students will suggest definitions for a

transformation.

Next I will list the types of transformations that we

will be covering.
We will begin by discussing translations, one of the
five transformations. I will give a definition and a
real-world example of translations. I will then ask
the students for other real world examples of
translations.

The students will take notes on their note sheet and

also think to come up with more examples of how
we see translations in our everyday lives.

Next I will give an example of how to perform a

translation. Then I will let the students try one on
their own and after that I will demonstrate the
correct answer on the board.

Students will work through the example problem

together with me as I do it. Then they will try one
on their own without my help. When the have
finished working on the problem, they will look at
my example and correct theirs to match mine.

Next I will give a definition and real world

example of reflections. Again, I will ask students to
come up with a real-world example of their own.

Students will record the definition and work to

suggest real-world examples of reflections.

10:01
I will describe to students the first method of how
to reflect a figure across a line by simply folding
the paper along the line of reflection and then
tracing the figure through the paper. We will do an
example together as a class.

Students will reflect an image given to them by the

methods just described to them.

I will describe the second method (measuring

distance between point and line of reflection) of
reflecting images to the students and then we will
work through a sample problem. Then I will set the
students loose to try a sample problem of their
own. Then I will give the correct demonstration of
the sample problem the students just worked on.

Students will work along with me on the first

sample problem. Then they will try one on their
own or in groups. Finally, students will correct
their sample problem upon completion.

Finally, I will give formulas for the last method of

reflection. I will do a sample problem, then the
students will try an example on their own, then we
will correct their answers.

Students will work along with me on the first

sample problem. Then they will try one on their
own or in groups. Finally, students will correct
their sample problem upon completion.

10:20

Lastly, I will give the definition of glide reflection

to the students. I will describe how it is a
composition of a translation and a reflection and
then I will give a real world example to the
students. I will also ask students if they can come
up with a real world example of their own.

Students will record the definitions and work to

come up with a real world example of their own.

10:23

Then we will do one last example as a class of

doing a glide reflection where the students have to
discover how to get from one shape to another. I
will go over the correct answer when they have had
time to work with their groups to come up with the
right answer.

Students will think about and then describe to a

partner how to get from one shape to another. Then
they will correct their answers at the end of the
exercise.

In conclusion, I will ask students what they

enjoyed from this lesson and what they are still
struggling with.

The students will discuss what they liked and what

they need more practice with.

10:04

10:14

10:27

10:29

Closure
(conclusion,
culmination,
wrap-up)

I will then lay out what we will be discussing in

tomorrows class.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson could not have gone any better. I honestly wouldnt change anything about this lesson. The students were
engaged, asking questions throughout the lesson, taking notes on the new information, and graphing the transformations
along with me. There was plenty of time to teach the lesson. We had about ten or so minutes left of class after I taught the
lesson so the students had time to look over their homework and ask questions if they needed to. They also had time to clarify
new concepts and information that they did not quite understand from the lesson. I also had time to pass back their
homework so that they could see what they had missed and reflect on the information that they got wrong. Also for todays
lesson I double checked to be sure that my lesson fit properly on the screen, which it did. Overall, this lesson went
phenomenally and I was very happy with the student learning and engagement.

9-15-14