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UMF Unit-Wide Lesson Plan Template

Name: Program: Course:


Katelin Carey Mid/Sec Ed Math Field
Lesson Topic / Title:
Transformations
Lesson Date: Lesson Length: Grade/Age:
2/15-2/16 two 80 min periods High School
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will be able to recognize that they can use


transformations in the real world. Students will meet this objectives by creating
their brochure about transformations in the
real world. Students will also be using many
Students will be able to describe rotations and different polygons with rotations in various
reflections that carry polygons onto itself. activities.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.MATH.CONTENT.HSG.CO.A.3 Students will meet this standard during the


Given a rectangle, parallelogram, trapezoid, human grid activity, transformation game,
and the triangle activity n the boards.
or regular polygon, describe the rotations and
reflections that carry it onto itself.

Students will be able to relate


transformations to the real world.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

The teacher will be able to assess each students The teacher will be assessing each students
understandings at stations and during cooperative understandings at stations during
learning activities. The teacher will also be grading cooperative learning activities. The teacher
and giving feedback on their brochures. will also be giving immediate feedback on
brochures while students are completing
them through google docs before the students
actually pass them in for final feedback and
grade.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
Document Camera The students will use all of these materials at
Student Laptops their stations. See station instructions to see
Escher Handout how.
Manilla Folders
Whiteboards and markers
Tape
Brochure Rubric

https://mathequalslove.blogspot.com/2017/11/five
-things-friday-volume-2.html?utm_source=feedburn The triangle activity on the boards can be
er&utm_medium=email&utm_campaign=Feed:+blog found here, and directions on it.
spot/BlyJI+(Math+%3D+Love)​ Triangles reflections
on board

https://www.mangahigh.com/en-us/games/transta The students will play this online


r​ Online transformation game transformation game at a station.

https://tetris.com/play-tetris​ Tetris Game

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Day 1:
Tetris (10 minutes) Students will play​ ​Tetris ​ to see a familiar
Stations: (15 mins each) game most likely, but also to start seeing
Pictionary with vocab words transformations of shapes. Students will then
Notes Worksheet have a discussion on what they observed in
Escher's​ artwork and triangles on board the game. Teacher will lead the discussion
Transformation Game on Computers towards students thinking about the shapes
De-Brief (10 minutes)
and what the shapes are doing in the game.

Homework: Bring back at least 4 examples in Students will break into stations for the class.
r​eal world of different transformations, at least All detail directions for stations can be found
one of each. Write them on a piece of paper to here:https://docs.google.com/document/d/1
show you completed the assignment and to use ZLhEDVTXEe0m8B_mILw5jwbwoV8M6Yob-
on your upcoming brochure. Tpg-VVAs90/edit
At station 1 students will be playing
Day 2: pictionary at with their vocabulary words.
Human Grid Game (35 minutes) At station 2 students will be filling out a note
Brochure work session (40 minutes) packet with ​vocabulary words ​as a group,
solving problems.
Students will create a brochure using
At station 3 students will be exploring MC
Google Docs with examples in the real
Escher’s artwork, and fill out some ​questions​.
world of where they can find
Then students will do the ​triangle board
transformations including rotations, activity.
reflections, translations. At station 4 students will be playing the
online ​transformation game.
When students are done, we will debrief
about every station and what they think
about them, and an overview of what they
learned about transformations.

Homework: Bring back at least 4 examples in


real world of different transformations, at
least one of each. Write them on a piece of
paper to show you completed the assignment
and to use on your upcoming brochure.

Day 2:
Directions for Grid Activity on Floor:
There will be a big scaled coordinate grid on
the floor with tape. Teacher will split the class
into two teams. The teacher will explain the
rules:
1) Do the performed task the teacher
asks
2) Do not ask the teacher for help, just
the classmates
3) If you are right, your team gets a
point. If you are wrong and the other
team can say what you did wrong
and how to fix it, they earn a point.
First team will be asked to make a rectangle
with four people in the first quadrant. Then,
the teacher will ask them to rotate 90 degrees
around the origin. The group will help the
students to get to the right coordinates. The
teacher will tell follow the rules to determine
if those students got the task correct.
The other group is next, and the teacher goes
through the same process with a different
question.
Make a rectangle in the first quadrant. Slide
down 4 and right 3.
Make a triangle in the second quadrant. Flip
across the x-axis.
Make an octagon, anywhere, and flip across
the y-axis.
Make a square, where the x-axis passes
through. Rotate 180 degrees clockwise
around the origin.
Make a right triangle where the x-axis passes
through, rotate 180 degrees counter
clockwise around the origin.
The students will then have a brochure work
session. The students are to share their
google doc brochure with the teacher. The
teacher will go through each student’s
brochure and make sure they know how to
set it up and format it on the page. The
teacher will give the students a rubric on
what is expected of them.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations)

Kinesthetic: Students will be playing the human grid I chose these MI’s because it will be on the
game where they will be able to move around as last couple days before vacation. I think after
coordinates on a grid. the constructions not being super
Intrapersonal: Students will be working together at differentiated, these two days will let the
stations as well as during the grid game with groups students really find a connection in learning
to learn about transformations. transformations that they will be able to have
Interpersonal: Students will be working on their fun while learning.
own to really find real transformations in the real
world.
Logical: Students will have to think logically on how
a polygon can transform and where it would go.
Spatial: Students will be using many shapes and
polygons to transform.
Art: Students will be exploring Escher’s artwork and
finding how it can relate to transformations.

Student with 504 Plan-


He will sit with his friend during notes unless there
are distractions, then he can sit at his own table. If he
needs extended time on homework he will need to
discuss with the teacher and have a plan. The
teacher will check to make sure the student is on
task and refocus if not. He will be allowed to move
around extra if needed.

Student with IEP-


He will sit with his Ed. Tech during class notes. The
teacher will verify understanding of directions with
him after they are given. If he needs additional time
to complete assignments he can discuss a plan with
the teacher.

Absent:
If you are absent, it is the student's responsibility to
make up the assignments and/or tests when they
return. All homework assignments are posted on my
class website. This includes classes missed for field
trips and sports events. It is the student's
responsibility to come in at lunch or after school to
catch up on missed work from their absences. You
should get the notes that you missed from another
student before meeting with me. There are
exceptions for extended absences but the student
must come see me the day they get back to school.
Any notes that students miss they will need to get
from another student in the class. The students will
need to make up the formative assessment the next
day during bulldog block or after they have learned
the material from the lesson. The teacher will then
meet with them for feedback on their formative
assessment and answer any questions that the
students left on the formative assessment.

Field Courses Only – Post lesson

Reflection
Day 1:
Some of the students really loved this and some of the students did not. The Escher
artwork did not go as I wanted it to. Some of it was because one group I had
together did not work well together as they were very off task and were not
interested. Some just didn’t want to actually think deep enough about what I was
trying to get them to do. Also, the tetris at the beginning was blocked on the school
server so they were not allowed to play the game at the beginning. At the pictionary
station, some groups really had fun with it but some did not want to participate. For
the future, I think I would have the possible words at the station for the other team
members to have more of an idea of what it could be. The transformation game on
the computers really went well and I think the students liked it. Overall, I think this
was fun and they gained knowledge of transformations.

Day 2:
This was the day before vacation so students were very rowdy and anxious today. I
allowed the students to play Tetris today because we got it unblocked by the tec
people. The students really enjoyed the game and got into it. The grid game was
hard at the beginning because students had to really think outside the box. I brought
my 3d-Grid over to the first team and they did their transformation on the grid, and
then they understood where they were supposed to move on the human grid. This
was really fun and I really think the students really thought about it and learned
after a few. The brochure did not go as well as I wanted it to at the beginning. I
assumed that students would know what a brochure would look like but that was
not the case. I had all the students share their google doc with me and I went
through all of their brochures and labeled each section and formatted their pages so
they could see where their work would be when they fold the brochure up. One
student was very frustrated with the technology and I let him make a paper one, but
I told him to still print pictures from the internet along with his words. The students
did not get as much work done as I thought they would, so I’m deciding to give the
students a work day on the Monday after vacation for the students to finish their
brochures.

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