Name: Jonathan Gonzalez

Date: 3/7/16

EDSE 457
Vocabulary Lesson Plan Template
Use this form to complete Lesson Plan #1.
**Be detailed and specific about each topic.**
Your Content Area:
Describe the subject/ topic
of the unit

Explain why students

might struggle with this
unit

List the terms you chose

to focus on
Explain why you chose
these terms (how will
knowing them help your
students to be more
successful in their unit
work?)

Geometry
The topic of the unit will look at various types of
transformations that can be applied on 2 and 3 dimensional
figures. Students will look at how to apply these transformation
on a coordinate plane.
Students may find this difficult because the topic is very
abstract. Students may have trouble visualizing how a
transformation acts on an object. The terminology may also
confuse students because theres several content vocabulary
words that they need to understand in order to develop a
better understanding of the material.
Transformation, Translation, Rotation, Reflection, Glide
Reflection, Coordinate plain, Quadrants
The lesson revolves around transformations so first students
must understand what a transformation is with respect to
geometry and how it can be applied. The next four terms are
types of transformations that can be applied to a 2 dimensional
or 3 dimensional figure. The last two terms are applications of
these transformations in coordinate geometry. Students must
be familiar with the components of the coordinate grid in order

Name: Jonathan Gonzalez

Date: 3/7/16
Explain what background
knowledge you chose to
provide and why knowing
it will help your students
to be more successful in
their unit work.

to do the activity.
Students should be familiar with what a rotation and reflection
are. This information will be useful to connect with geometric
transformations. Students may also be familiar with what a
translation does but not with the definition of the word.
Students may also be familiar with working on the coordinate
grid since it is covered in Algebra 1.

Day #1 Activities
Describe the Day #1
learning goals

Students will know the types of transformations that can be

applied to 2 and 3 dimensional figures.

List the content area

standards addressed on
Day #1

CCSS.MATH.CONTENT.HSG.CO.A.5

List the Common Core

Literacy standards
addressed on Day #1

CCSS.ELA-LITERACY.SL.9-10.1.C

Describe the lesson plan

for the day; be detailed
and include all teaching
steps and activities.

Lesson Plan

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.
Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
Jonathan Gonzalez
Standard
CCSS.MATH.CONTENT.HSG.CO.A.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.
Objective

Students will be able to apply the various types of transformations to 2 dimensional and 3 dimensional

Name: Jonathan Gonzalez

Date: 3/7/16
figures. Students will use various formats to represent a transformation acting on a plane figure.
Prerequisite Knowledge

New Knowledge/ Academic Language

Students will know what a reflection

and rotation are. They may not know
what it is in the context of mathematics.
Students may know what a translation is
but not the word.

Students will learn what new academic language

such as: transformation, rotation, translation,
reflection, and glide reflection. Students will know
what it means to apply a geometric transformation
on a plane or 3 dimensional figure.

Materials
Standard construction tools- straightedge, compass, protractor, plastic models of 2 and 3dimensional figures, and computers with transformational geometry software and internet
access.

Activities:
Day One:
Transformations in the classroom and everyday
(Prep)
Before the class enters the classroom, the teacher must have the class
arranged for the specific lesson. The teacher makes sure a few desks are out
of place throughout the class. Each of those desks that are misplaced will
have a set of instructions in an envelope. In the front of the class, the teacher
has a desk and she awaits for all students to take their seat before introducing
the warm up.
1. The teacher begins by explaining to the class that someone came in and
rearranged some of the desks in the classroom. The teacher then tells the
class that there objective for today will be to restore the classroom to its
original order. The teacher explains to the class they will be broken into
groups and will have to work together to get their desk back to its original
spot. The teacher explains that each desk has a set of instructions that must
be followed when moving their desk. Before breaking the students into

Name: Jonathan Gonzalez

Date: 3/7/16
groups, the teacher ask the students to stand up and asks for two volunteers.
2. Once the teacher has the two volunteers to assist for the warm up, the
teacher asks each student to grab one end of the desk. Before the teacher has
the students move the desk, the teacher asks the class to discuss with their
elbow partners the various directions the two students can move the desk
without changing its orientation. The teacher gives the class 2 minutes to
discuss this with their elbow partners.
3. The teacher calls on students to share their answer to the question that he
asked. As students give out suggestions for ways to move the desk without
changing the orientation, the teacher asks the two volunteers to move the
desk accordingly. The desk is moved forward, backwards, side to side, and
diagonally. The teacher then explains to the class that this type of motion
acted on the desk is called a translation. The teacher then asks the class to
discuss with their elbow partners real life examples of translations. The
teacher then calls on students to share their response.
4. The teacher asks the class to discuss with their elbow partners what direction
the two volunteers can move the desk if one of them were to stay stationary.
After discussing with their partners, the teacher calls on students to share
their response. After concluding that the two volunteers can move clockwise
and counter-clockwise, the teacher explains to the class that this type of
motion is called a rotation. The teacher then asks the class to discuss with
their elbow partners real life examples of rotations. The teacher then calls on
students to share their response with the class.
5. Now the teacher asks the class how the two volunteers could move the desk
from one point to the other, by only flipping desk over, so that the orientation
of the desk remains unchanged at the finishing point. The students are then
asked to discuss the question with their elbow partners. After two minutes the
teacher brings the class together and calls on students to share their
response. After discussing the question, the teacher explains that this type of
motion is called a reflection. The teacher then ask the class to discuss
examples of reflections that they see in real life.
6. After the warm up, the teacher separates the class into groups of four. The
teacher assigns each group a desk. The teacher explains that each desk

Name: Jonathan Gonzalez

Date: 3/7/16
contains a set of instructions which they have to follow in order to move the
desk back to its original spot. After several minutes of intense labor, the class
is finally back in order.
7. With the class back in order, the teacher begins to sum up the activity and
lectures. The teacher defines the vocabulary, such as, transformation,
translation, reflection, and rotation. After giving the formal definitions, the
teacher links each definition to an example that the student provided. The
teacher passes out handouts to the class outlining what was covered. The
hands consist of graphic organizers that contain examples of transformations
and how they act on an object.
8. Concluding the lecture, the teacher hands out plastic models of different 2
and 3 dimensional figures. In addition to the figures, the teacher passes a
hand out that contains a few exercises. The teacher patrols the class as the
students work vigorously on the worksheet. The teacher stops at random
students and asks them to perform the tasks asked on the handout. The
teacher also uses this time to clarify any misconceptions.
9. As the period ends, the teacher asks the class to turn in their work and pull
out a sheet of paper. He then informs the class that they must answer the
following questions before leaving.
Exit Slip
1. Give an example of a rotation you have seen in real life?
2. What other words can you think of that have a similar meaning to a
translation?
3. On a scale from 1 to 5, how comfortable do you feel with the words reflection,
rotation, and translation? Of these terms, which do you have the difficulty
with?
How will these activities
help students overcome
their struggles with this
unit

The warm up sets the foundation for the lesson by probing

their minds and having students think about geometric
transformations and how they act on an object. Once an idea is

Name: Jonathan Gonzalez

Date: 3/7/16

explained, the teacher makes sure to ask students questions

so that they can relate the material to everyday life in order to
build significance. Students work in pairs so that they can
bounce ideas off each other before sharing their inquiries with
the class. After going over the academic language, the teacher
splits students into groups of four for the next activity. The
students must work together to rearrange the desks in the
classroom by applying a set of transformations to their
assigned desk. This activity accommodates kinesthetic
learners since it incorporates a lot of movement. The last
activity has students work out examples using 2 and 3
dimensional figures. This activity will help students learn the
material of the unit because it uses manipulatives to represent
abstract concepts. This allows students to make meaning of
these abstract concepts by giving them something real to
apply the transformations that were taught.
Day #1 teaching context: Be specific about how your lesson plan meets the
developmental needs of the class:
The class is interested in
There are a few opportunities in this lesson for students to
your content area and
apply their knowledge in a concrete manner. After the
they learn well when they
can apply their knowledge transformations have been discussed and related to everyday
in a concrete manner.
life/situations. Students apply their knowledge in order to
rearrange the classroom. Students must read the set of
directions given and apply the set of transformations. In
addition, students get to apply their knowledge in a worksheet

Name: Jonathan Gonzalez

Date: 3/7/16
They can be talkative and
unfocused, but they are
respectful and respond
well to redirection.

incorporating manipulatives.
Throughout the lesson students have the opportunity to talk to
their partners and group members. I did this with the intention
to promote the discussion of mathematics in the classroom.
Only a small portion of the lesson is spent with the teacher
doing all of the talking. In addition, the activities are engaging.
Students arent forced to stay seated throughout the day but
get the chance to walk around and move things in the
classroom. The amount of time given to discuss questions is
also enough for them to bounce a few ideas off one another,
but short enough that they dont begin to carry out a side
conversation.

Day #1 student support: Be specific about how your lesson plan meets the
needs of the students in the class with additional academic needs:
4 Intermediate ELLs
The 4 intermediate ELLs are all conversational fluent,
therefore, pairing them up with a student would help them
practice their conversational fluency and incorporate academic
language in their conversation. Another reason I paired them
up with somebody is to give them the chance to bounce their
idea off someone before participating in the discussion since
they are reluctant to share. In this lesson, the teacher
incorporates the use of realia and manipulatives in order to
represent abstract concepts and help bridge their
understanding. The activity has students move objects and
apply various transformations in order to get the object from

Name: Jonathan Gonzalez

Date: 3/7/16

4 IEP students (2 ADHD; 2

high-functioning ASD)

10 below-grade level
readers (2-4 years below
grade level)

one place to another. The lesson can be related to moving

furniture or objects in the house in order to rearrange
everything. Students will understand that they must apply
transformations along that object if they are trying to move it
with ease. In addition, the teacher has provided the class with
a set of handouts that students can reference. The graphic
organizers will contain visual demonstrations of each
transformation along with the definition.
Similarly, the 4 IEP students will be partnered up with students
to develop their social skills and make them feel more
comfortable working with others. Students will get visual
support in the lesson through the use of manipulatives and
from the handouts. The manipulatives are given along with a
hand out that students will work on. The manipulatives will be
used so that they can actually apply the transformations to an
object in order to see if their prediction was correct. Each
activity that the students participate also have a set of
instructions which the teacher will read over, before allowing
the students to work on the activity. Group work is
incorporated in the lesson plan to accommodate the needs of
the two ASD students. Instructions are given for each set of
assignments and are read aloud.
Having students partner up will stimulate conversation which
the teacher will direct to discuss mathematics. During this
time, students will begin to familiarize themselves with the
academic language that they will be required to learn. They

Name: Jonathan Gonzalez

Date: 3/7/16

will also have to use the academic language when discussing

real life applications of transformations. These students will
also receive a set of graphic organizers with an outline of
examples of these rotations and the definitions. Visual support
will allow these students to develop a better understanding of
the academic language used in this lesson. Manipulatives can
also support these students understand these abstract
concepts. At the end of the lesson, I asked for student
feedback and plan to use that to make adjustments for the
second lesson.
Day #2 Activities
Describe the Day #2
learning goals

With an understanding of how a transformation acts on a 2 and

3 dimensional figure, students will know apply this knowledge
on a coordinate plane.

List the content area

standards addressed on
Day #2

CCSS.MATH.CONTENT.HSG.CO.A.2

List the Common Core

Literacy standards
addressed on Day #2

CCSS.ELA-LITERACY.SL.9-10.4

Describe the lesson plan

for the day; be detailed
and include all teaching
steps and activities.

Lesson Plan

Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other points
as outputs. Compare transformations that preserve distance and angle to those that do not (e.g.,
translation versus horizontal stretch).
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
Jonathan Gonzalez
Standard
CCSS.MATH.CONTENT.HSG.CO.A.2

Represent transformations in the plane using, e.g., transparencies and geometry software;

Name: Jonathan Gonzalez

Date: 3/7/16

describe transformations as functions that take points in the plane as inputs and give other points
as outputs. Compare transformations that preserve distance and angle to those that do not (e.g.,
translation versus horizontal stretch).
Objective

Students will be able to apply the various types of transformations to 2 dimensional and 3 dimensional
figures. Students will use various formats to represent a transformation acting on a plane figure.
Prerequisite Knowledge
Students should have a better understanding of
transformations such as rotations, reflections, and
translations. Students should also have seen the
coordinate plane and should know how to plot points on
a coordinate plane.

New Knowledge/ Academic

Language

Coordinate plane
Quadrant
Students will learn to apply
the transformations that have
been taught on a coordinate
plane.

Activities:

Day 2
Transformations in a coordinate plane
The exit slip is reviewed. During this time, the teacher clarifies any misconceptions
that the students may have.
1. The teacher hands back the exit slips from the previous lesson. The teacher
then proceeds to put each student in groups of four based on yesterdays exit
slip. A group formed will consist of a high achieving student, two mid-level
students, followed by a struggling student or an EL. The teacher then explains
to the class that they will have to work on a project today.
2. The teacher begins to lecture, introducing figures on a coordinate plane and
applying the effects of a transformation on each figure. The teacher models
for the class, the procedure for a transformation of a figure using computer
software. After, the teacher gives the class a worksheet regarding
transformation on a plane. The purpose of the worksheet is to predict

Name: Jonathan Gonzalez

Date: 3/7/16
outcomes of more than one transformation. The students are allowed to work
on the computers in order to verify their predictions.
3. As the class works in groups, the teacher walks around from group to group.
The teacher listens to the groups conversation and assists them when
needed. At this time the teacher clarifies any misconceptions that the
students may have.
4. Following the exercise, the teacher explains the group project. The students
are given a huge sheet of graph paper and are asked to draw a coordinate
plane. Before going over the activity, the teacher reviews coordinate plane
and its components. Students will be given a graphic organizer which they can
reference. The students are asked to come up with a figure and then apply
transformations to the figure in order to get it from quadrant to the other. The
students work together in groups and the teacher begins to walk around. The
teacher asks the students what figure they plan to draw and clarifies any
misconceptions that they may have.
5. After working on the project the teacher brings the class together and has
each group present their image and discuss the transformations that they
applied to their figure. After each group has presented, the teacher has the
class go back to their seats and shows a video.
https://vimeo.com/20300784
6. The teacher then proceeds to discuss that even in music, transformations can
be used to visualize changes between chords. Wrapping up the lesson, the
teacher hands out a homework assignment to the class the class is then
dismissed.

Materials
Standard construction tools- straightedge, compass, protractor, plastic models of 2 and 3dimensional figures, and computers with transformational geometry software and internet
access.

Name: Jonathan Gonzalez

Date: 3/7/16

How will these activities

help students overcome
their struggles with this
unit

Based on the previous lesson, I planned for the teacher to set

up the class so that the groups level of understanding differs
from student to student. By doing so, students can help one
another to complete the activities. Students get to use
geometry software in order to help make more meaning and
verify the transformations that they are applying on an object.
Students will work in groups and give a presentation on the
types of transformations they applied to a figure, in order to
get it from one quadrant to the other.

Day #2 teaching context: Be specific about how your lesson plan meets the
developmental needs of the class:
The class is interested in
The previous lesson plan was used to develop their
your content area and
understanding of transformations, to lay out a foundation for
they learn well when they
nd
nd
can apply their knowledge the 2 lesson. In the 2 lesson, students will apply their new
in a concrete manner.
acquired knowledge in a group assignment. They will work
together in order to apply a set of transformations to move an
object from quadrant to quadrant. Students are now applying
their knowledge in a mathematical setting. This was done,
because I believe that students need to have an understanding
on how the mathematics can apply to real life situations, so
that they feel motivated to learn it.
They can be talkative and
Most of the time in the class will be spent working in groups. I
unfocused, but they are
expect the students to converse and discuss mathematics.
respectful and respond

Name: Jonathan Gonzalez

Date: 3/7/16
well to redirection.

During this time, the teacher will roam around to ask each
group questions and to clarify any instructions. Additionally,
the teacher can use this opportunity to make sure students are
on task and to redirect them if they are not.

Day #2 student support: Be specific about how your lesson plan meets the
needs of the students in the class with additional academic needs:
4 Intermediate ELLs
In this lesson, the teacher will group students based on their
level of understanding. This is done so that students can assist
one another as they go work on the group project. Students
are working in groups which will promote the discussion of
mathematics. Students will once again be given manipulatives
to clarify any misconceptions on how a transformation acts on
an object. In addition, students will get to use geometry
software to verify that they are applying the right
transformation to get a desired a result. Yet again, students will
be given a graphic organizer discussing the components of a
coordinate plane and summing up how to plot points. In
addition, students will present their findings to the classroom.
Ideally, the teacher should have each member in the group
discuss a part of the project. This will reinforce their
conversational fluency.
4 IEP students (2 ADHD; 2
Similarly to the last class, students will be put to work on the
high-functioning ASD)
project in groups based on their level of understanding. These
students will receive a graphic organizer on the components of
the coordinate plane and how to plot points. These students

Name: Jonathan Gonzalez

Date: 3/7/16

10 below-grade level
readers (2-4 years below
grade level)

will also get to use manipulatives and use the geometry

software to check their work. A set of instructions will be given
for each group and an individual copy for these students. As
the teacher roams the class, the teacher can check to see if
these students are having difficulty interacting with their group
members and assist them if needed. At the end, the students
will see a video on how these transformations can be used to
describe the movement between a chord progressions.
To assist these students, graphic organizers will be provided
outlining the components of the coordinate plane and will
describe how to plot points on the coordinate plane. This
lesson is more interactive since they will spend the majority of
the class working on the project. During this time, the teacher
will roam around to check in on students and assist them if
needed. These students will also get to use the geometry
software to verify that the transformation that they are
applying to an object will get the desired result.