University of Delaware Common Core Aligned Lesson Plan

Subject(s): Pre-Algebra Grade: seventh grade Date(s): April 14th Time: 11:33-1:01

1. Common Core Learning Standard(s) Addressed: (Have you identified integration of multiple content standards?)
CCSS.MATH.CONTENT.8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
CCSS.MATH.CONTENT.8.G.A.4
Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
2. Learning Target(s)/Objective(s): (What will students know & be able to do as a result of this lesson? Are these learning
target(s)/objective(s) appropriate based on your prior assessment/knowledge of students understandings?)
Students will be able to write translational commands by using an image on a graph translated from one spot to another, recording the
coordinate points for the original image and the translated image, and finally recognizing a pattern between the coordinate points.
3. Relevance/Rationale: (Why are these outcomes essential for future learning? Why are the learning tasks appropriate according to
personal/cultural/community assets of your students? How does research/theory support your instructional decisions?)
Students have to be able to look at images on a graph and record the points. Once they record the points, they must be able to use their
mathematical skills to recognize a pattern for the x-value and the y-values. In the future, students will be observed much more complicated graphs
and determining a command for the translation that occurred. Therefore, students must have practice writing their own translational commands by
observing an image translated on a graph. This will become incredibly essential as the students move to higher level mathematics courses. Once the
students are in high school math, they will be writing their own equations of a line on a graph and performing translations, reflections, and
rotations all to the same. Before they get to the higher level math courses, students must be able to perform a translation when given a command,
but they must also be able to write their own. According to Vygotsky, students should all be within the same zone of proximal development before
learning new material. Here the students will be obtained in that same zone of proximal development involving symmetrical transformations so
they are ready to move onto the harder material together as a unit since they will all see the harder material at the same grade levels in their future.
4. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What
specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like? What evidence will

you consider to analyze individual and collective understandings?)

On of the formative assessments that will be used during this lesson is the worksheet that corresponds with the around the room activity. This
worksheet will have images where they will be asked to write the translation rule, and then they will identify the rule located somewhere around
the classroom. Finally, their other formative assessment will be writing translations homework. The homework will be additional practice where
they are given an image translated 4 different times and they will be asked to write a translation rule from image 1 onto each of the other 4 images.
Success for these lessons will have the proper translational commands written down and the students being able to write the commands with the
correct sign (+, -). That is one thing I know my students struggle with, so if they are able to write their translational commands correctly with the
correct sign as well I will be incredibly pleased. If the students do not have the correct sign, but they have the write number for the translation, I
will give partial credit since I would at least be aware they understand what it is they are doing.
5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products
as formative assessment opportunities?)
Activating Strategies may include:
Do Now: identify the basic design element of the following images. Explain which way the translations are taking place.
Today we will be able to write our own command for the translational symmetry taking place using images on a graph. This is a
difficult topic so I need everyones undivided attention today
Teaching Strategies may include:
Students will use their previous knowledge about the different types of symmetry to ease their way into translational symmetry
Students will be asked to stay on task and I will use my 5,4,3,2,1 method of getting their attention
eyes on me 1 2 3 , if this isnt done then I call the students out and have no problem doing so
students who finish early will be rewarded by beginning their homework and if they need additional practice I will have another
worksheet ready for them
Summarizing Strategies (Closure) may include:
What did we learn today? (look for an answer than involves how to write commands for translations). Tomorrow we will use
everything we have learned about all three types of symmetry for a final summative assessment to finish up the unit! This will be a two
day project and you will definitely need both days and to pay attention in order to be successful. It can be an easy A if you can follow
directions.
6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Note worksheet to follow along use pg. 82 for images

Around the room activity using a corresponding worksheet
HW writing translations pg. 277
Smart board lesson
Connected Mathematics Text; Kaleidoscopes, Hubcaps, and Mirrors
Connected Mathematics Text; Teacher Resources Book
Connected Mathematics Text; Butterflies, Pinwheels, and Wallpaper

7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? What curriculum
modifications and/or classroom accommodations will you make for students with disabilities in your class? Consider all aspects of student
diversity.)
For the pre-algebra class there is only one student who has an IEP. This lesson may cause this particular student some difficulty. The
content to this lesson is a bit more difficult, but I do think this student will be able to handle the higher cognitive demand that is asked of
this lesson. If the student needs any help at any time, I will pull him aside particularly during the around the room activity to work
individually with him to make sure he is a successful learner. As for my ELLs, there are 3. For these students I will make sure the ELL
teacher is able to help out these students if they are struggling with the language. They are pulled out of the class every so often to get help
and learn more English, so at this point they are successfully bilingual. Finally, I will make sure that I have the homework ready for those
students who may finish the in class activity early. I call these students my fast finishers and I will reward them by letting them get a head
start on the homework. I do not want these students to have to do more work because if they finished the work early, this means that they
have worked the hardest. By having this work ready, I have found a way to differentiate the classroom.