Professional Documents
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Class Description: There are 18 students in this Gifted/Talented 6th grade mathematics class.
There are ten females and eight males, with ethnic backgrounds including Caucasian, Korean
and African American. There is one student with a 504 plan that uses visual cues, monitored
Prior Knowledge: The students have just learned how to create triangles from line segments and
are familiar with the use of compasses. The students are also familiar with graphing points on a
coordinate plane.
Alignment:
#6-1 (18); Translation Exploration Packet (18); Exit Ticket 6-1 (18); graphing calculators; rulers;
compasses
Technology Integration/Needs: The teacher will use PowerPoint and the projector to show the
Introduction Activity:
Description: The teacher will have the drill from the PowerPoint displayed on the board
as the students walk in. The teacher will tell the students to “begin working on the drill
and have your homework out for me to check”. The teacher will walk around and mark
off the students that completed the homework before going over the drill. The teacher
will ask a student to share how they constructed their triangle using the compass. After
the drill, the teacher will have the students complete the homework quiz.
Adaptations: The teacher will provide extended time on the quiz as needed as well as
have the instructions written on the board in addition to verbally stating them.
Transition: The teacher will tell the students to “put your homework quiz in the ‘to be
graded’ side of your table folder” as the teacher passes out the “Translation Exploration”
Main Activity:
Description: The teacher will briefly introduce with the students how people in Ghana
create quilts that involve repetitive patterns by sliding the same design along the cloth.
The teacher will then lead into how “we are now going to explore how we can slide
designs on a coordinate plane. I want you to work with the people at your table to
complete the packet I just handed out to you. I know that you have not learned how to do
this yet but I would like you to work with your group members to discover a way to do
so! Be prepared to explain how you and your group members translated the image and
why you know you are correct. I will be around to assist if you are extremely stuck!”.
The teacher will then give the students approximately 30 minutes to complete the packet,
monitoring and assisting students as needed. If the students are stuck, the teacher may ask
guiding questions such as: how can you move just one of the points? How do you know
how much to move it? What direction must you move the point? Do all the points need to
be moved in the same direction? After approximately 30 minutes, the teacher will have
the students share their ideas on how they translated various images, allowing students to
use the document camera as needed to demonstrate to the class. Then the students will
gain more practice as they complete an activity in their textbook (p. 361). This activity
has the students exploring how to translate images in a graphing calculator. Although this
will not be assessed, it will be an exploration introduction for the students’ future Algebra
Adaptations: The teacher will monitor the student’s responses as they are working with
their table to discover how to translate a set of coordinates. The teacher will also have the
instructions written on the board (visual cues) as well as allow for frequent breaks.
Transition: The teacher will pass out the exit ticket to the students as the students return
Closing Activity:
Description: The students will complete a short exit ticket that accesses their
teacher will walk around the classroom, monitoring students and answering any questions
as necessary.
Adaptations: The teacher will monitor the student’s responses and allow for frequent
Safety Valve: If there is extra time after the exit ticket, the teacher may have the students create
their own set of data points that create a simple shape (triangle, rectangle, etc) and have a partner
translate the image on a coordinate plane. The teacher could also have the students create a shape
and translate it, and have their partner determine by how much the image was translated.