Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Claire Glomm
4/19//15

Subject/ Topic/ Theme

Geometry Transformations: Compositions

Grade ___9&10__

I. Objectives
How does this lesson connect to the unit plan?
This lesson combines the last 3 lessons of the unit. In other words, it continues to map points from their preimage to their image by
means of combining transformations such as translations, reflections, rotations, and dilations. A glide reflection (which we learned
about in lesson two) is actually an example of a composition. We briefly discussed compositions in lesson two when we talked about
glide reflections, but this lesson will cover compositions more in depth.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional
R, Ap

State the definition of a composition and give an example of it.

R, U, Ap

Perform basic compositions such as a glide reflection or two reflections.

R, Ap

State the definition of identity and describe what sort of transformations form identities.
Common Core standards (or GLCEs if not available in Common Core) addressed:

CC.9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it
onto itself.
CC.9-12.G.CO.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.
CC.9-12.G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string,
reflective devices, paper folding, dynamic geometric software, etc.)
Collaboration: Working together to share, advocate, and compromise on issues critical to teams success.
Communication: The ability to properly read, write, present, and comprehend ideas between a variety of mediums and audiences.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Students should know what it means to map one set of points to another. In addition, they should also
know and understand what a transformation is. They should be able to perform all five transformations
(ie translations, reflections, glide reflections, rotations, and dilations) They should also be able to
perform basic algebraic operations and be able to graph points on a coordinate plane. Students must
also know how to measure angles using a protractor and how to measure distances using a ruler or a
compass. Lastly, students must know the difference between clockwise and counterclockwise.
Pre-assessment (for learning): At the beginning of class, the students will take a kahoot quiz over the
transformations so that I can be sure they have the necessary knowledge for being able to continue with
compositions.
Formative (for learning): Students will complete practice questions that, upon completion with be

discussed and corrected during class time.

Formative (as learning): Students will participate in the lecture by asking and answering questions. By
doing this, they will be contributing to what they already know, as well as asking questions over the
content that they are still struggling with.
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students might struggle to see how
one figure can go through multiple
transformations. I will do my best
to illustrate this by demonstrating
the transformations on a graph for
the students to see.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
During this lesson students will be
physically engaged because the
examples require the aide of a
protractor and a ruler or compass
and so they will be stimulated since
they will be doing hands-on work

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
In this lesson, students can combine
any two transformations that they
want together. This gives them a
choice to perform whichever
transformations they want, either
the ones they feel most comfortable
with or the ones they need more
practice with.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
I will remind students of the
definitions of each transformation
as we use them as well as the
definition of composition and how
it just means that we are going to
combine transformations.

Provide options for expression and

communication- increase medium
of expression
For all of the practice problems,
the students can work in groups to
discuss how best to go about
solving a problem. Students can
also submit answers through
kahoot which is an additional
medium for them to use.

Provide options for comprehensionactivate, apply & highlight

In this lesson, I will ask students to
apply all of their previous
knowledge from the past lessons by
combining the transformations they
know together to make new
transformations.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
At the beginning of the lesson, I will
discuss how everything that we
have learned has culminated to
allow us to do what we are doing
today and that we have reached our
goal of being able to combine these
transformations.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will have several sample
problems to work on. If they get one
incorrect, I will help them get the
correct answer and then they will
have an opportunity on the next
question to master the methods. In
this way, students will learn to be
persistent.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Throughout the lesson I will walk
around the room to ask students
which concepts they understand
and which ones they need to work
on and if they feel as if they are
prepared for the final project in
terms of feeling comfortable with
combining and applying the
transformations.

For this lesson I will be using Microsoft PowerPoint. Thus, I will need my computer and the projector
and the whiteboard and whiteboard markers so that I can project my lesson onto the board for the
students to see and write on the board over the top of some diagrams and examples that are being
projected. The students will just need the note packet I made so that they can work through sample
questions. Students might also want their textbooks so that they can follow along with the definitions
and example problems, if they so please. Students will need a protractor and a ruler or compass. I will
need the large version of these that can be used on the white board. Lastly, each student will need his
or her own computer or smart phone to participate in the kahoot lesson.
For this lesson, the desks will be arranged in rows that are four desks deep. The desks will be facing
the front of the classroom so that the students can all see the whiteboard. When the students go to
work in groups or with a partner, they will simply push their desks up against one another and they
will return their desks to the standard position when the class is complete. I will be at the front of the
room at the board when teaching the lesson, however throughout the lesson when the students are
doing sample questions, I will be walking around the room to see how the students are progressing
with their work.

III. The Plan

Time
9:42

Components
Motivation
(opening/
introduction/
engagement)

9:44
10:00

10:03

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
As students come in I will collect their homework
Students will pass in their homework and reflect on
and discuss with them about what content they feel their own skills and how well they are interacting
comfortable with and what content they are still
with the material.
struggling with.
When all the students have arrived, they will begin
a kahoot quiz to review translations, reflections,
glide reflections, rotations, and dilations.
After the students have finished the kahoot quiz, I
will ask them to recall the definition and an
example of a composition (from lesson two). After
the students have supplied some answers, I will
provide the correct answer.

The students will recall old material while trying to

solve questions on the kahoot quiz.

I will ask the students to reflect an image across the

same line twice. Once I have given them enough
time to work on it, I will demonstrate how to come
up with the correct answer and explain that this

Students will work through this practice problem in

groups and then correct their answers when I go
over them. They will also try to apply the definition
of identity to come up with other examples for of

Students will think back and try to remember and

describe the definition and an example of a
composition.

gives us an identity. I will then provide the official

definition for an identity and ask for other
examples of an identity.

what transformations could produce an identity.

Next I will ask students to reflect an image across

two parallel lines. When I have given them
sufficient time to work on it, I will go over the
answer with them.

Students will work in groups to solve this problem

and they will correct their answers when I am
going over it.

10:13

Next I will ask students to reflect an image across

two intersecting lines. When I have given them
sufficient time to work on it, I will go over the
answer with them. Then we will discuss as a class
how reflecting across the same line, parallel lines,
and intersecting lines are different.

Students will work in groups to solve this problem

and they will correct their answers when I am
going over it. Students will also contribute to the
discussion on how reflecting across different lines
affects the transformation.

10:18

Next I will ask students to rotate a triangle and then

translate it. First I will ask them to predict where
the shape will end up and then they will go about
solving the problem. Again, I will go over the
correct answer after the students have had time to
work on it and discuss why the figure ended up
where it did.

Students will think about what happens when

figures go through certain transformations to
determine where the figure will show up. Then they
will work in groups to solve the problem and
correct it when I go over it.

10:23

Next I will ask students to translate a triangle and

then dilate it. First I will ask them to predict where
the shape will end up and about how large it will
be. Then they will go about solving the problem.
Again, I will go over the correct answer after the
students have had time to work on it and discuss
why the figure ended up where it did and the size
that it is.
Lastly, I will remind students of the definition of
composition and why the examples that we did are
transformations.

Students will think about what happens when

figures go through certain transformations to
determine where the figure will show up and how
large it will be. Then they will work in groups to
solve the problem and correct it when I go over it.

10:08

10:28

Closure
(conclusion,
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Overall, this lesson also went really well. Again, the lesson overall fit into a comfortable amount of time that allowed for
questions during the lesson and individual questions after the lesson. The students also had time at the end of the lesson to
look over their homework and ask questions over it, which I think it important. Since the students had already used many of
these transformations, I was able to ask more for student input which I believe kept the students even more engaged and
promoted their learning. The one thing that didnt go well with this lesson was the Kahoot. Some of the students were unable
to connect to the Wi-Fi and were thus unable to participate fully in the Kahoot. Since they were unable to connect, I had
these students share computers and work with another students. This however resulted in some students simply not
participating instead of sharing their computers. For this reason, I ended the Kahoot lesson earlier than I had planned and
started teaching the lesson instead. Overall, I could not have done anything to allow the students to connect to the Wi-Fi. I
believe that I adapted well to the situation and that in the future I will know that I cannot always plan on having my
technology work and must have a back up plan in case the technology I need does not work. Despite the fact that the Kahoot
did not work, I still belive that this lesson went over well.

9-15-14