Kelley Buckley Effective Elements for Instruction Model I. Benchmark/Standard: CCSS.M.8.G.

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. Behavioral Objective: The learner will define rotations, reflections, and translations. The learner will demonstrate congruency of similar triangles using rotations, reflections, and translations. This will be demonstrated by physically manipulated triangles, and drawing the paths. The learner will write a step-by-step sequence of events that explicitly explains the methods used to show congruency. Anticipatory Set: Start the Triangle Song by Rockin the Standards a minute before the bell rings. Let the two and a half minute song play out. http://www.youtube.com/watch?v=DUNxLGhFCqM Objective/Purpose I can rotate triangles. I can reflect triangles. I can translate triangles. I can determine if two similar triangles are congruent. Input: a. Task Analysis i. Information ii. Step-by-step procedures Listen to the Triangle Song Introduce Triangle Project: Students must show congruency between triangles, using rotation, reflection, and translation. o Present a few examples (self made) Students take 1 minute to discuss project with pair to come up with a question Discussion on questions Students are placed into groups based on the type of project they want to do. [its ok if theres a project no one wants to do.] Project Choices: o Write a story about two triangles Solo or group o Create and answer a story problem Solo or group o Create an Olympic-style event

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Solo or group o Create a video or slide show Solo or group o Write & perform a song Solo or group Groups make drafts must contain material list o Turn in a copy of list of materials Groups spend rest of hour working I circulate to make sure students are on task, see if I can be of any assistance Work continues on day 2, presentations hopefully by day 3 b. Thinking Levels: Blooms Taxonomy i. c. Learning Styles and/or Accommodations i. Remediation: extra time & assistance ii. Extension: take it to the next level! (add another aspect: a visual, costumes, etc) iii. Differentiating: N/A d. Method and Materials i. Ways of presenting: Lecture introduction of project ii. Materials needed: varies depending on students Modeling Examples for each category are provided Checking for Understanding a. Class Q&A session b. Teacher circulating / watching / listening c. Project progress Guided Practice N/A Independent Practice (if appropriate) Project? Closure (bring it back to objective) At end of project: presentation day: students evaluate another group based on the learning targets.