Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Chapter 8- Transformation Lesson Title: Transformations, Grade/Period: 8A &8B

Section 1- Translations Reflections, and Rotations
Section 2- Reflections and
Symmetry

CCSS or State Standards:

8.G.1.a, 8.G.1.b, 8.G.1.c
8.G.1 Verify experimentally the
properties of rotations, reflections,
and translations:
8.G.1.a Lines are taken to lines,
and line segments to line segments
of the same length.
8.G.1.b Angles are taken to angles
of the same measure.
8.G.1.c Parallel lines are taken to
parallel lines.

Resources and Materials:

(can be attached)
8A/8B Textbook
8A/8B Minute Math 76

Objective: I can: identify and graph translations, reflections, and lines of

What students will know and be able to do symmetry.
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Essential Question(s): When exploring reflections, what did you discover?

Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?

Inclusion Activity: Minute Math 76.

Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
All students are expected to participate in the daily Minute Math
(Daily Do Now). This school has a no opt out policy, meaning
students are not allowed to refuse to participate in classroom
activities.
After going over them they are to collected and students receive a
grade daily for their completion.
0:00 Students are invited into the classroom, and collect their
Minute Math and subject notebooks from their files.
0:01 Students will find their assigned seats.
0:02 Time allotted for Good News and student pledge.
0:08 Students will complete Minute Math skills review.
0:15 Go over the answers to Minute Math together.
0:20 Allow students to ask any questions from the previous night's
homework assignment.
0:25 Students will open their textbooks to chapter 8.
0:25 Whole group instruction. Begin lesson by covering vocabulary
for this section , translation, transformation, pre-image, and
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
image.
0:27 Have students skim through section 1. Ask the class What do
you need to understand in order to write the rules for translations?
- Discuss as a class.
0:37 Using the document camera work through both examples
within this section.Write out the rules for writing translations.
0:42 Check for understanding problems 1-6 on page 255 as a whole
class.
0:47 Have students skim through section 2. Ask the class How do
you show a reflection?, How is a reflection different from a
translation?
- Discuss as a class.
0:57 Whole group instruction. Begin lesson by covering vocabulary
for this section reflection, line of reflection.
Using the document camera work through all three examples within
this section.
0:67 Have students break off into small groups.
- Each students will work together with their group in order to
complete the check for understanding problems 1-7 on page
261.
- As students are working I will walk around the classroom
and formatively assess how they are doing with the material.
This will allow students to ask questions as they are working
on the assignment. Determine groups (highs, mediums, lows)
Assign HIGHs p. 256 7-14 odd, p. 261 8-19 odd, assign
mediums the check for understanding group work, I will
work one on one with the low students at this time in order to
ensure they comprehend the material before we move on to
the next section.
0:75 Regroup the class. This will allow for students to ask any
further clarifying questions.
0:78 Students will pack up, push their chairs in and begin lining up
at the door in line order.
0:80 Class dismissal.
Whole group instruction, small-groups, formative assessment,
targeted interventions based on student learning levels, identified
possible at-risk population for further interventions.
Formative: See lesson 0:67
During instruction check for understanding after every
example/problem. Thumbs up if you get it, thumbs down if your
lost, thumb in the middle if we are almost there.
Summative: Homework Quiz Friday
- This homework quiz will cover Chapter 8 Sections 1-5.
High students will receive support through an advanced problem set.
p. 256 7-14 odd, p. 261 8-19 odd
Mid level students receive some level of remediation based on the
formative assessment. Work together with their small group through
the check for understanding questions
Low level students have opportunity for remediation working one on
 Baker College Teacher Prep Lesson Plan Form

one with me throught the check for understanding questions to

ensure they comprehend the material before we move one to another
section tomorrow. I also offer tutoring during lunch as well as after
school.
Summary, Integration and Regrouping the class after small-group.
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
Minute Math is a skills review that is completed by students every day. Students have the prior knowledge
pertaining to graphing functions. We will therefore be building upon that foundation of prior knowledge and
learn about what rotations, reflections, and translations are and graphing them.
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
In the beginning of every class I set aside time for students to share good news. Once good news is
complete, students will move on to their Minute Math.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them? Reflections may be difficult for some students to visualize. Help them to see the change,
make sure that students are labeling the sides and points of the corresponding triangles.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn? Allow plenty of time for
questions, both new and older material. Students will complete assignment in small-groups and we will
check that assignment as a class prior to dismissal.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned. Complete check for understanding 1-7 in
small groups. Review and correct as a class prior to dismissal.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future? This section is the introduction to the rest of
the chapter. This section is also an introduction to Geometry. Only one day is planned for this lesson, but
if needed another day can be dedicated to Transformations, Reflections, and Rotations.
 Baker College Teacher Prep Lesson Plan Form

For use in all Baker EDU courses: 4/13/16 per Dr. Schram