Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Geometric Transformations, 3 Rigid Transformation Types
Grade Level/Content Area: 9th-12th Geometry
Content Standard Addressed: : MGSE.9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or
regular polygon, describe the rotations and reflections that carry it onto itself. MGSE.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.

ISTE Technology Standard Addressed: 1.1
Empowered Learner 1.1.c Students use
technology to seek feedback that informs and
improves their practice and to demonstrate their
learning in a variety of ways.
What would you like students to know and be
able to do by the end of this lesson: At the end
of this lesson, my goal is for students to identify
and categorize the three rigid transformations of
geometric shapes within the coordinate plane.
The class will know that the shape and size of the
figures do not change in rigid transformations,
but their placement does change.

What is the student learning goal(s) for this lesson idea? The student learning goals are to i dentify
and characterize the rigid transformation types of rotation, translation, and reflection as well as the
common language used for each (turn, shift/slide, mirror). Using the EDpuzzle communication and
collaboration tool, students will take advantage of the technology to review the video and persevere
in answering the guided prompts.

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

During the EDpuzzle video instruction, students are asked to analyze how these mathematical
concepts are used in everyday life. This will provide connections to how geometric transformations
are used in engineering, technology, and other career choices.
How do you plan to implement this lesson and integrate the technology? Check all that apply:

☒ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the student and are
mostly practice-based.

☐ Student-Led: Students are given a voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems

and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing it via an outside source.)

SBooker, 2022
 Web 2.0 Tools for Communication and Collaboration
Lesson idea implementation: Students will engage with the EDpuzzle communication tool within the
classroom or as an enrichment activity outside of the classroom. This would also be good for a
substitute teacher lesson to review concepts prior to year-end assessments. Students can pause the
video instruction at any time and answer the guided prompts as many times as is needed to fully
understand the material. Teacher notes and feedback have been added to the EDpuzzle
collaborative tool to allow students to learn, even in a remote environment. Student learning will be
assessed through the classroom assessment and summary tools within EDpuzzle. Depending on how
well students persevered on the EDpuzzle task, additional review or collaborative instruction will be
provided. I conclude the lesson by reviewing the content discussed in the EDpuzzle video and begin
a transition into non-rigid transformations and how they are used in everyday life and business.

Managing student learning: The EDpuzzle communication and collaboration tool will allow students
to move from simply watching an instructional video online. It will allow for teacher-guided question
prompts that encourage students to pause and think at appropriate moments during the online
instruction and pause and answer questions and receive immediate feedback on their answers. If
students struggle with the content, they can review the video and repeat the question prompts until
they are able to move forward with the correct answers. The students are not allowed to skip
forward in the video instructions and are required to answer each prompt (including open-ended
question prompts) before completing the lesson.

Universal Design for Learning (UDL): Students are allowed to complete this lesson at their own
pace. The lesson design allows for visual engagement as well as audio engagement. Teacher prompts
are included to provide further clarification on the concepts as well as guided questions and
feedback to ensure that the key points of the video instruction are communicated effectively. Closed
captioning of the video is also included to provide adaptive learning options.

Reflective Practice: I like the communication and collaboration tools that EDpuzzle provides to
educators. The software interface takes a video that is effective by itself and enhances the student
experience so that teachers can effectively pause and offer guided prompts as they would do in a
classroom setting. I think this tool would be useful to have as a supplement to classroom teaching
for occasions when remote learning is needed (inclement weather days) and when a review and
assessment are needed in content areas.

SBooker, 2022