University of Delaware Common Core Aligned Lesson Plan

Subject(s): pre-algebra Grade:7th grade Date(s): April 15th-16th 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 apply all 3 types of symmetrical transformations they have learned to create a tessellation.

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?)
The reason for this final project is the tie together all parts of symmetry that we have been learning about for three weeks. The students will be
given an image and be asked to reflect the image, translate the image, and rotate the image. This will be an excellent way to assess the students
knowledge of the transformations. Finally, this project is fun! The students will be given the opportunity to color and create a tessellation using the
shapes. At first, I will introduce what a tessellation is to the students during a do now, and then I will get started right into the project. The use of all
the hands on materials supports Piagets learning theory involving manipulatives. It is imperative that the students use hands on materials when
learning so the information stay with them longer. This project should be an excellent end to the unit.
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?)

The assessment for this lesson is actually a summative assessment that I created to tie together the entire unit. The students will be given a piece of
graph paper along with many other materials. On the graph paper, an image will be drawn and they will have to perform three different types of
transformations to the image. The students will know if they have done each step correctly by using their rules for each type of symmetry. I will
analyze the students tables that they are using to perform the transformations. Additionally, I will analyze their final product (the tessellation)
which is where I will be able to see just how well they know all of the types of symmetries and how well they can follow step by step directions.

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:
Who knows what a tessellation is? Well we have been working with symmetry for the past 3 weeks and I think it is time to wrap up
this unit. That being said, we will have a unit project hat is a summative grade. This project is VERY simple if you can follow step by
step directions.

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
I will use the Gradual release of responsibility to MODEL each step so I do not have confused students

Summarizing Strategies (Closure) may include:

Great job today. Follow my directions and put everything away in a SAFE place. If you lose anything you will just have to start over
and it would be a shame to have to do this over the weekend.
6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Graph paper on cardstock
Plain paper or construction paper (4 colors needed)
Scissors
Glue stick
Plastic baggy/paperclips

Sample project I made

Connected Mathematics Text; Kaleidoscopes, Hubcaps, and Mirrors
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 project may be difficult for him but I will pull him aside and go through it
step by step wherever it is necessary. The content to this part of the lesson involves material from the entire entire unit so if the students needs help
I am more than willing to assist him. 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.