Teacher Education Lesson Plan Template

Teacher: Patricia Moormann Date: 2/26/2020

Title of Lesson: Geometry: Dilations Cooperating Teacher: Jessica Sheldon

Core Components
Subject, Content Area, or Topic
Math 8th: Graphing - Dilations
SOL 8.7: The student will
a) given a polygon, apply transformations, to include translations, reflections, and
dilations, in the coordinate plane;
Student Population
 Caucasian: 13

 African-American: 27

 Asian: 1

 Hispanic: 9

 Two or More: 3
Learning Objectives
I can dilate a figure on a graph.

Virginia Essential Knowledge and Skills (SOL)

SOL 8.7: The student will

a) given a polygon, apply transformations, to include translations, reflections, and
dilations, in the coordinate plane;

VDOE Technology Standards

Chrome books, schoology, and Math Space for extra practice.

English Language Proficiency Standards (ELPS)

Not applicable.

Materials/Resources
Chrome book, pencil, paper, white boards, dry eraser marker, dry eraser, notes, worksheets, and
spiral review.
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
● Bell Ringer – Spiral Review
● Teacher will ask if the students have ever heard the word dilation before, and if
they have, where did they hear it. The teacher will then ask what does it mean. The
teacher will explain how we can dilate figures in math as well on a graph. The
teacher will explain how we dilating the figure in math means we can make it
smaller or larger, and how this works very similar to when the pupil dilates.
*State the Objectives (grade-level terms)
I can dilate a figure on a graph.
*Instructional Input or Procedure
1. Notes on a dilating a figure using an integer.
a. Teacher will explain to students that to dilate a figure it is relatively easy.
All we need to do is find the points of our figure. Then, we multiply the x
and y by the dilation. We do this for each point. Once we are done, we
graph those points and we get the dilation.
b. The teacher will provide an example on the Smartboard.
c. The students will be given a quick check that will be used as independent
practice. This will help the students gain confidence in the new material.
2. Notes on dilating a figure using a fraction.
a. Teacher will tell the students that dilating with a fraction is no different then
when we have an integer. All we need to do is divide our x and y by the
dilation. Then, we plot those points and connect them to get the dilated
figure.
b. The teacher will provide an example on the Smartboard.
c. The students will be given a quick check that will be used as independent
 practice. This will help the students gain confidence in the new material.
*Modeling
Teacher will model how to dilate a figure using different colors to help distinguish which
is the dilation.

*Guided Practice
Teacher will complete a guided practice using the examples in the notes with the students.
The teacher should ask questions on how we are to solve the problems and get the students
intuition on how to complete the problems as each one gets a little harder and more
complex. This is essential for the students to be able to gain confidence in using the
properties properly.
*Check for Understanding
Teacher will go around the classroom checking on the student’s quick check question in
their notes.
Teacher will have the students write down how we dilate using an integer and a fraction as
an exit ticket on a whiteboard as a group.
*Independent Practice
1. Students will be completing a worksheet that gives them insightful questions about
dilations, and requires them to dilate a graph using an integer and a fraction.
2. Students will be completing a worksheet that has them completing a bunch of dilations
as practice.
3. Students will be allowed to complete IXLs Q.2 and Q.3 in place of the worksheets.
Assessment
Students will complete a either the worksheets or the IXLs Q.2 and Q.3 for the lesson.
Students will complete a concept check on translating and reflecting figures from the
lesson prior.
*Closure
For the closing of the lesson, students will write down how we dilate using an integer and a
fraction at the end of the class.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Visual aids are used throughout the lesson on the smart board for students who are visual learners.
Asking questions about the problems and how we can solve these problems for auditory learners.
Hands-on work for kinesthetic learners.
Using different colored markers for different meanings such as having all examples done in blue
and having all key words down in red for visual learners.
Notes with clear instruction for learners who are more of a reading learner.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date