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# Mild/Moderate Program Lesson Plan Format (2018)

## Name: Tory Stout

School: Subject: Math
Theme/Title: Transformations Date and Time: 4/4 8:25-9:05

1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

## I will perform rotations, reflections, 8.G.A.3 Describe the effect of dilations,

dilations, and translations on two- translations, rotations, and reflections
dimensional figures on the coordinate on two-dimensional figures using
plane coordinates.

2. Methodology
What instructional strategies will you use?
X Constructions Library Research
X Cooperative Learning Peer Editing
Discussion/Questioning Practicum
Problem Solving Field Study
Reflection/Response Graphic Organizers
X Independent Learning Role Playing
X Practice/Drill Experiment
Lecture Discovery
Reporting Journal
Simulation Other: Visual Aids
Why did you choose these strategies/methods?

These strategies will allow the students to practice the skills for the different
transformations that they have been learning the past week. They will have the
opportunity to make the transformations on their graphs independently, but they
will also be able to work with their classmates and ask the teachers for help if they
need it.

## How will you group students for instruction?

Students will be moved so that there are at least 2 students at each table.

## List below your activities/steps including 1. HOW you activate background

knowledge, 2. GAIN student attention (set induction), 3. DEMONSTRATE processes
and desired outcomes (a. modeling, b. guided practice, c. independent practice), and 4.
BRING closure to the lesson. Finally, 5. ARTICULATE how you will evaluate your
lesson/determine if student learning occurred. PLEASE MAKE SURE YOU
INCLUDE EACH OF THESE FIVE COMPONENTS IN THE ACTIVITIES/STEPS
Activity/Step Time Allocated
(Explain each step)

## 1. How you activate background ~6 minutes

knowledge….
Bellwork. The bellwork will have a
matching sequence where the students have
to match the picture of a shape on the
graph to the correct transformation that is
being done. The pictures and the options
will be on the whiteboard. Students will
write down the transformation to each
corresponding graph on their whiteboards. ~4 minutes

## 2. Gain student attention….

Go over the bellwork and discuss answers

3. Demonstrate .. ~ 5 minutes
a. modeling….
I will put an example on the board of a
triangle on a coordinate plane. I will draw
from the cards and perform the
transformation I draw. During this time I
can also remind the students of how to
perform the other transformations as well
if they are confused.
~7 minutes
b. guided practice…..
I will draw another card and instruct the
students to do the problem with me on their
paper as I do it on the board. I will ask
them to help walk me through what I am
supposed to do. ~20 minutes

c. independent practice…..
One student will draw a card then they and
the rest of the class have to do that
transformation on their graph. After each
problem, we will compare answers before
moving on to the next card. Students can ~3 minutes
use their notes on transformations to help
them.

## 4. Bring closure to lesson.

After the activity is done, I will call out
different definitions of the transformations
and the students will name the
transformation that matches.
5. Articulate how you will evaluate how
learning has occurred…..

## I evaluate how learning has occurred when

I check the students graphs throughout the
lesson. If some students are having a lot of
trouble during the class period, I will know
that they may need extra support.

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
- Whiteboard - Pencil Overhead Computer
- Index cards - Coordinate Slides Distance
with plane on Learning/Webcast
Transformations graph paper Tape Recorder Internet
on them - Notes TV/VCR/DVD Laser Disk
- Whiteboards Assistive Tech. Smart Board
Digital/Video Other
Camera

4. Assessment/Evaluation
Assessment Alternatives When the students are completing the
(check=process, x=product) transformations, I will be able to observe
Application Exam Objective Test
the students who are and are not
Concept Mapping / Observation
Parent Evaluation Contract understanding the material. This objective
Peer Evaluation Checklist takes a lot of practice, so after this
Self-Evaluation / Performance activity I will be able to see what
Inventories Portfolio transformations the students understand,
Quantitative Rating Scales and which ones they are having difficulty
Scales
with. I will also collect their
Rubric Scored
Discussion transformations that they worked on and
Journals Problem-Solving evaluate how they did, and what common
Assessment mistakes might have been made.
X Other: Worksheet