AEG5203/AEB3309

LESSON PLAN TEMPLATE

Unit/Topic: _Isometric Transformation_____________________________________________
Lesson #: _2____________________________________________________________________________
Year Level: _8_________________________________________________________________________
Lesson Objectives:
Strand(s), Content Description(s) and Elaboration(s) covered:
Define congruence of plane shapes using transformations and use transformations of
congruent shapes to produce regular patterns in the plane including tessellations with and

Lesson
Objectives
without the use of digital technology
(VCMMG291)
Define and decompose real-world problems taking into account functional
requirements and sustainability (economic, environmental, and social), technical and
usability constraints (VCDTCD040)
Design the user experience of a digital system, generating, evaluating and
communicating alternative designs (VCDTCD041)

(Key Knowledge and Skills students should achieve in the lesson)

Able to identify and perform isometric transformation including translation, rotation

and reflection
Able to communicate about their experience with a software game and propose
alternative designs regarding to functional requirement (isometric transformation),
technical and usability constraints (game rules, user manual, sound, colours,
performance)

Resources
(Include equipment required for class and/or for teacher preparation)

White board, colour pens , ruler and compass to practise isometric transformation
Personal computers or laptops for all students
Projector to guide the class through all activities
Internet available for all devices

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Lesson Structure
Time

Major Content:

Teaching Strategies/Approaches

Register class and mark roles

Keeping class quite with voice and eye contact

State objectives of this lesson

Revise isometric
transformation
Playing games in a group
Give feedback about
game design and propose
other design related to
practising isometric
transformation

Narrating firmly and writing on a corner of the

white board.
No laptop opens yet.
Students need to listen carefully.

10

Play shape mods game online

http://www.mathplayground.co
m/ShapeMods/ShapeMods.html

10

Play Transformation
workshop online and in pair
http://www.mathplayground.co
m/TransformationWorkshop/Wo
rkshop.html

Discuss about experience while

playing, look-and-feel design

Teacher explains briefly the rule of the game

and letting students explore it by themselves
Students playing individually and quietly.
Teacher going around to observe
misconception
Students picking their partner. One filling
other computer with requirements (original
shape and transformations). Then their partner
should guess the position of final shape and
double check with the software.
Teacher facilitating the class at reasonable
level of noise.
Teacher leading discussion and suggesting
questions such as
How do this games help you to understand
isometric transformation?
How do you feel about their layouts such as
information tab (too small and plain), dragand-drop steps (responsive), colours and
sound?

Discuss about functions and

other game design

Revise and pack up

Teacher suggesting questions such as

Which transformation included in the games
and are they adequate? (The rotation is only
done with centre of origin, the reflection is
only done with horizontal lines!!!)
What can be improved and how to design it?
Teacher reminding about what have been done
in the class and telling them play in their spare
time if they like.

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Safety Considerations/Materials
(If relevant)

Monitoring/spying software to see students computer screens in order to better control the
class

Assessment
(How will you assess the students understanding?)

Depending on completed level a student can finish and observation, teacher can see if a
student is capable of doing the math correctly and fast, correctly but slowly or
incorrectly.

Through discussion, students have opportunities to speck out their understanding so

teacher can judge their abilities based on that.

Another assessment on the lesson can be done in the next session with online at

https://au.ixl.com/math/year-8/identify-reflections-rotations-and-translations (easy)

http://www.regentsprep.org/regents/math/geometry/multiplechoicereviewg/transformatio
ns.htm (challenging)

Self -evaluation and Reflection

(You may consider your thoughts as your assignment progresses and after having presented
your lesson overview to the class)

The maths is suitable for year 8

The discussion of software and improvements are understandable at level 7-8
however it lacks of advanced design software so students can practise with their
ideas

Evaluation from Mentor/Supervisor

(To be completed by your class tutor)

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