University of Delaware Common Core Aligned Lesson Plan

Subject(s): Pre- Algebra Grade: 7th grade Date(s): April 13th Time: 11:33-1:01
1. Common Core Learning Standard(s) Addressed: (Have you identified integration of multiple content standards?)
CCSS.MATH.CONTENT.8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
CCSS.MATH.CONTENT.8.G.A.4
Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
2. Learning Target(s)/Objective(s): (What will students know & be able to do as a result of this lesson? Are these learning
target(s)/objective(s) appropriate based on your prior assessment/knowledge of students understandings?)
Students will be able to identify a basic design element in translation symmetry.
Students will be able to perform translations of a figure on a graph when given directional commands.
3. Relevance/Rationale: (Why are these outcomes essential for future learning? Why are the learning tasks appropriate according to
personal/cultural/community assets of your students? How does research/theory support your instructional decisions?)
It is important for the students to be able to identify what a basic design element is for their future learning. Eventually, the students will be using
all the different symmetrical transformations that they have been learning, with equations and more complicated math problems. The students must
be aware of what a basic design element is and how is it used in mathematics. Additionally, in the images the students will be observing, the
students will be asked to identify the basic design element and say how it was used to create the final image that has the translational symmetry.
This will be a perfect way to tie into what exactly translational symmetry is. The students must be able to perform translations of an image on a
coordinate grid when given directional commands. This is incredibly important because the students will be performing translations with much
more complicated figures and equations in the future. The students need to have an introduction to the material before they are then eased into the
complicated area of the material, which will eventually be translating an equation rather than an image on a graph. The students will also use a
game during this class period to perform the translations on a graph. This fun way to break up the class will be an excellent way to have the
students practicing their translational skills while incorporating a challenge into the skill by making it a competition.
4. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What
specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like? What evidence will
you consider to analyze individual and collective understandings?)

One of the formative assessments that I will be used during this lesson is the classwork which is the students performing translations on their
whiteboards. They will be given initial points and be asked to perform a translation of the initial point when given a particular directional
command. This will then ease my way into another quick formative assessment that is the translation game. This is a mini assessment in my mind
since I will just be circulating the room to see if the students are playing the game correctly by performing the correct directional commands.
Finally, my last form of formative assessment is their homework that is a worksheet that has images and they have to perform the translation that is
being asked, and write the command using (x,y) notation. This homework will be the grade for the first day of my connected lessons.
5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products
as formative assessment opportunities?)
Activating Strategies may include:
Do Now: List two types of symmetry we learned before break (and welcome back!) Include and example for each type of symmetry we
have learned.
We will then go over reflection and rotational symmetry; this quick review will be the launch of their re-introduction to the final
symmetry they have not learned, translational. The students will be asked to identify and define what all of the terms that have to do
with reflection and rotational symmetry are: line of symmetry, rules for reflection symmetry, order of rotation, angle of rotation, rules
for rotation on a graph
The students will then transition to whole group instruction
Break up the class with whole group, whiteboards, and then a game

Teaching Strategies may include:

Students will use their previous knowledge about the different types of symmetry to ease their way into translational symmetry
Students will be asked to stay on task and I will use my 5,4,3,2,1 method of getting their attention
eyes on me 1 2 3 , if this isnt done then I call the students out and have no problem doing so
students who finish early will be rewarded by beginning their homework
Summarizing Strategies (Closure) may include:
what did we learn today? (look for the key terms that are basic design element and translational symmetry and how to perform
translations of a figure on a graph). Tomorrow we will look at writing our own translational symmetry rules for a figure or and image on
a graph

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Note sheet
SB lesson- lesson, examples for the whiteboards
worksheet from online as their homework
Translation game
Whiteboards
Connected Mathematics Text; Kaleidoscopes, Hubcaps, and Mirrors
Connected Mathematics Text; Teacher Resources Book
Connected Mathematics Text; Butterflies, Pinwheels, and Wallpaper
7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? What curriculum
modifications and/or classroom accommodations will you make for students with disabilities in your class? Consider all aspects of student
diversity.)
For the pre-algebra class there is only one student who has an IEP. Truthfully, I did not even notice that this student had a learning
disability because he excels in the class and doesnt seem to have many questions. He has an 88 average and is always able to perform the
same tasks as all of the other students. If this student seems to be struggling I will use the time where the students are playing the translation
game to pull him aside for individual one-on-one instruction. As for my ELLs, there are 3. For these students I will make sure the ELL
teacher is able to help out these students if they are struggling with the language. They are pulled out of the class every so often to get help
and learn more English, so at this point they are successfully bilingual. Finally, I will make sure that I have the homework ready for those
students who may finish the in class activity early. I call these students my fast finishers and I will reward them by letting them get a head
start on the homework. I do not want these students to have to do more work because if they finished the work early, this means that they
have worked the hardest. By having this work ready, I have found a way to differentiate the classroom.