Nagata Block Lesson

Teacher: Maika Nagata Date: 2/28/2017

Class: Period 2, 3 10:23-11:57 Level: 8th Grade Math

Purpose:

Reviews transformations and congruence both experimentally and algebraically. Assess the
information that the students know in order to better prepare the students for the test. Create a
foldable that the students can use as a study guide and as an cheat sheet for the test.

Objectives:
Students will be able to create a foldable that they can use as a review sheet using their notes
and each other. The students will be assessed by their exit pass in order to better help the
teacher to assess the students knowledge.

Common Core Standards:

CCSS.MATH.CONTENT.8.G.A.1
Verify experimentally the properties of rotations, reflections, and translations:

CCSS.MATH.CONTENT.8.G.A.2

Understand that a two-dimensional figure is congruent to another if the second can be

obtained from the first by a sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the congruence between them.

CCSS.MATH.CONTENT.8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional
figures using coordinates.

GLOs:
Self-directed Learner (The ability to be responsible for one's own learning)
The students will be using their own notes and classwork to create a review product that they can use. The
students are self directed from the prior classes and have to put their hard work to good use in order to
create this good.
Quality Producer (The ability to recognize and produce quality performance and quality products)

The students will create a foldable that they can use to help them study to learn the content.
They are being judged on how it looks and how informational the product is. The students
will be allowed to use their created work during a test so the better the good is produced the
better that their work is.
Hawaii State Teacher Standards:

The teacher manages the learning environment, organizing, allocationg and coordinating
resources (e.g, time, space, materials) to promote learner engagement and minimize loss of
instructional time. (3d)

The teacher varies learning activities to involve whole group, small group, and individual
work, to develop a range of learner skill (3p)

The teacher links new concepts to familiar concepts and helps learners see them in connection
to their prior experiences (4d, 4r)

The teacher models and provides opportunities for learners to understand academic language
and to use vocabulary to engage in and express content learning (4c, 4h, 4o)

The teacher engages learners in applying content knowledge and skills in authentic contexts
(5b)

The teacher uses data from multiple types of assessments to draws conclusions about learner
progress toward learning objectives that lead to standards and uses this analysis to guide
instruction to meet learner needs. They keep digital and/or other records to support their
analysis and reporting of learner progress (6c, 6g, 6j, 6l, 6o, 6t)

The teacher plans and sequences common learning experiences and performance tasks linked
to the learning objectives and makes content relevant to learners. (7a, 7c, 7k)

The teacher uses data from formative assessments to identify adjustments to planning (7d, 7l,
7q)

Assessments:
Warm up Assessment of previous class homework

Students will be talking with their partners about the steps that they had to take to solve the
homework.

Foldable- See attached documents

Exit Pass
A multistep problem that the students will use their foldable to solve. The teacher will use this
to assess the students understanding of the processes needed to solve a geometric problem.
The exit pass and the answers are attached.

Materials/Set-Up:
Three pieces of paper stapled together to make a foldable per student
Presentation
SMARTBoard
Exit Pass Tickets

Procedures:

a. Introduction (Warm up) 5-10 minutes

Students will come into class and sit down in their seats. They will bring out their notebooks,
planners and prior nights homework. The teacher will go around stamping the students
homework and planners as they do the warm up. During this time period the teacher will be
checking the students understanding of the previous nights learning. Since the students will
be given a tough homework assignment instead of the usual warm up the students will be
correcting and collaborating their work with each other. The students warm up will be
discussing their answers that they got for their homework and the way that they solved it.
After several minutes of discussion the teacher will solve the problems with the students.

b. Developmental 25-30 minutes

The teacher will showcase to the students what the are expected to do with the foldable
review sheet. Each student will be given a foldable and the teacher will explain the process in
which the foldable will be made and graded. The foldable will be graded on their Neatness,
Accuracy and Completeness. Also the students will be using this foldable as a study tool as
well as a cheat sheet during the test.

c. Concluding 5-10 minutes

The students will be given an exit pass that showcases a multistep problem that is similar to
what they have been reviewing. The students are encouraged to use their newly created
foldable as a tool to help them with their learning.

Adaptations and Extensions:

Period2
S7,S13Extensionsteachingotherspairedwithlowerabilitystudents.S13withS5andS7
withS8.ItwillbeS7andS13responsibilitytohelpkeepS5andS8ontask
Period3

S4,S14,S17areELLbutS4doesnotneedanyaccommodationsforELL.S14andS17will
havetheprojectsstartedwiththewrittentitlesandheadings.Thiswaythestudentswillhave
aclearunderstandingofthematerialthattheyareexpectedtohave.S4hasa504that
includesextendedtimeandastablechair.

Management Considerations:
Period2
S1andS19movedawayfromotherstudentstokeepthemfocusedandtonotdistractthe
otherstudentsduringthelessontime.

S2hasa504andthereforehaspreferentialseatingforhimtostayontask.Teacherwillmake
suretokeephimrefocusedandontaskbyhisbehaviorsupportplan.
S15Newstudentwhojusttransferredintotheschool.Hewillbepairedwithahigherstudent
inordertoensuremasteryofthematerial.Hemighthavebeenin7thgrademathinhis
previousschoolsotheCTandIwillhavetocheckwiththecouncilorsandtheregistrar.

Period3
S1,S10,S13,S24needsrefocusing
S15makesureshestaysinherseatandmotivatedtowork

Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]