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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Claire Glomm


Date

4/12/15

Subject/ Topic/ Theme Geometry Transformations: Mappings and Functions

Grade __9 & 10__

I. Objectives
How does this lesson connect to the unit plan?
The lesson for today mainly focuses on the definition and application of mapping points in a plane and the terminology that goes
along with this concept. Students must also be able to understand and apply these foundational components of moving points so that
they can be able to move a series of points, and therefore shapes, in the future lessons to come.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional
R, U

Describe the difference between mapping and a function


R

State definitions of image and preimage


U, R, Ap

Identify if a mapping is 1-1 or not


R, Ap

Express a mapping using proper notation


Ap

Map a set of points using a given function


Ap

State the definition of transformation and isometry


R

Determine whether or not a transformation is an isometry


R, Ap
Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9-12.G.CO.2 Represent transformations in the plane using, e.g., transparencies and geometry software; describe
transformations as functions that take points in the plane as inputs and give other points as outputs. Compare
transformations that preserve distance and angle to those that do not.
Communication: The ability to properly read, write, present, and comprehend ideas between a variety of mediums and
audiences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

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Students should have already developed a basic concept of functions. Also, students must be able to do
basic algebraic operations. Students should also know and be able to apply the Pythagorean Theorem
to determine the lengths of the sides of a triangle.
Pre-assessment (for learning): As students come into the classroom they will complete a practice review
on the board that covers what it means for something to be a function. I will walk around the room
while students complete this review to be sure students are correctly identifying functions vs. things
that are not functions.
Formative (for learning): Students will complete practice questions that, upon completion with be
discussed and corrected during class time.
Formative (as learning): Students will participate in the lecture by asking and answering questions. By
doing this, they will be contributing to what they already know, as well as asking questions over the
content that they are still struggling with.
Summative (of learning): Students will complete a homework assignment following the lesson. The
assignment will then be corrected the following day during class.
Provide Multiple Means of
Representation

Provide Multiple Means of


Action and Expression

Provide Multiple Means of


Engagement

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide options for perceptionmaking information perceptible


Students might struggle to see how
a set of points can go through a
transformation and sometimes
preserve distance and sometimes
not. I will help them understand
this by drawing out graphs of points
undergoing transformations so the
students can see why shapes
sometimes preserve distance and
sometimes do not.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Many mathematical expressions
might be foreign to students. I will
begin by presenting a definition of
new concepts/expressions and I will
ask students to apply the new
concepts in a sample question.

Provide options for physical actionincrease options for interaction


During the lesson I know some
students might get restless. To
decrease the chances of this
happening, I will allow students to
work on one sample problem with
one group of students and then get
up and move and work with a new
group of students for the new
sample question.

Provide options for comprehensionactivate, apply & highlight


I will ask students to apply the new
concepts and definitions from the
lesson by completing a series of
sample questions.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies
At the end of the lesson, I will
foreshadow how what we learned
today will be applicable in future
lessons. I will also review some of
the concepts that we are going to
further develop in future sections.

Provide options for expression and


communication- increase medium
of expression
I will encourage students to
problem solve and to go about
solving a question in a way that
makes the most sense to them. I
will encourage creativity in the
methods used to solve the problems
at hand.

Provide options for recruiting


interest- choice, relevance, value,
authenticity, minimize threats
To show the students how this
lesson will be relevant to the rest of
the unit, I will be sure to emphasize
that by learning to map points, we
will eventually be able to map sets
of points and therefore we will be
able to put shapes through
transformations and move them
around in the plane.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Throughout the lesson, I will
encourage students to work
together in groups to try the sample
questions that pertain to the
material that I have just described. I
will encourage them to discuss
what the best method is for going
about solving the question and I
will encourage them to try different
methods if the first method that
they tried did not work.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
At the end of the lesson, I will ask
students to summarize what they
learned today, as well as ask them
to state a few concepts that they are
still struggling with and need more
development with.

For this lesson I will be using Microsoft PowerPoint. Thus, I will need my computer and the projector
and the whiteboard and whiteboard markers so that I can project my lesson onto the board for the
students to see and write on the board over the top of some diagrams and examples that are being
projected. The students will just need the note packet I made so that they can work through sample
questions. Students might also want their textbooks so that they can follow along with the definitions
and example problems, if they so please.
For this lesson, the desks will be arranged in rows that are four desks deep. The desks will be facing
the front of the classroom so that the students can all see the whiteboard. When the students go to
work in groups or with a partner, they will simply push their desks up against one another and they
will return their desks to the standard position when the class is complete. I will be at the front of the
room at the board when teaching the lesson, however throughout the lesson when the students are
doing sample questions, I will be walking around the room to see how the students are progressing
with their work.

III. The Plan


Time
10:00

10:05

Components
Motivation
(opening/
introduction/
engagement)

10:07 Development
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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will have already written out some review
As they come into the classroom, students will
questions on functions for the students to work on
begin to work on the sample questions from the
as they enter into the classroom.
board.
A few minutes after the bell rings, I will outline the
schedule for the day and the material that we are
going to cover during the day.
I will briefly review functions with the students by

Students will think back to algebra when they

(the largest
component or
main body of
the lesson)

stating the definition and a brief example. I will


also go over the sample questions that the students
were working on as they entered into the
classroom.

covered this material. If the students are still


struggling with the sample questions, they will be
able to ask questions and discuss how to come up
with the correct answer with their peers.

Next I will start to describe what it means to map a


set of points and how mapping is different from a
function. I will also state the definitions for image
and preimage. Next, I will give my example of how
the earth being laid out on a flat map is an example
of mapping.

The students will take notes on this information


and they will then collaborate with one another to
see if they can come up with another real world
example of mapping.

Next I will describe what it means for something to


be a 1-1 mapping. I will then give a series of
examples of images and preimages that are 1-1
mappings and images and preimages that are not 11 mappings.

The students will work through these examples


while I do them, contributing their input. Once I
finish my series of examples, I will set them loose
to try a series of examples on their own. After the
students work on these examples individually, we
will go over them together as a class.

Next, I will give an example of how to write a


mapping using function notation. Then I will do a
couple of examples of how to map point P to point
P.

After I do a couple of examples, the students will


then work individually to write a mapping using
proper notation and they will work to map a set of
points to a new set of points. After a few minutes,
we will again go over the correct answers as a
class.

10:25

Then I will state the definition of a transformation


and I will give examples using pictures of what I
transformation is. I will allude to the fact that we
will be using transformations throughout the rest of
the unit and I will also briefly list the types of
transformations that we will be working with.

Students will continue to take notes on what a


transformation is.

10:27

I will then also state the definition of isometry and


describe to the students how to tell if a
transformation is an isometry or not. We will then
do an example (using the Pythagorean Theorem) as
a class to determine if the transformation is an
isometry.

Again, the students will work through an example


on their own that is similar to the one that I gave.
Students will work to see if the transformation
given is an isometry. After the students have work
on this for a while, we will discuss the correct
answer and reiterate why or why not the function is
an isometry.

10:12

10:17

10:22

10:32
Closure
(conclusion,
culmination,
wrap-up)

In conclusion, I will reiterate how we will be using


transformations in the coming lessons in the unit. I
will also describe how it is important in real life to
be able to analyze how things (i.e. points, numbers,
data) change so that we can see what effect these
changes will have.

Finally, I will ask students to summarize what they


Students will reflect on the lesson and consider the
learned and what they think they are struggling
things that they still do not understand and what
with still and need more practice with.
they could use more practice with.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
10:35

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The biggest thing that I would have changed about this lesson is that I would have projected my presentation onto the board
before the start of class because when I went to start the lesson, I discovered that my PowerPoint presentation did not fit the
screen as it was supposed to and this, I am sure, made it difficult for the students to see the information in the presentation. I
adapted by rewriting some of the information on the white board instead of using the presentation. Also looking back, I
would have covered less information. Although the students had plenty of time to ask questions throughout the lesson, I was
barely able to finish my presentation on time and so the students did not have time to look over the homework before leaving
class and so I was not able to answer questions on the students homework if they had them. Overall, I think that this lesson
went well. I was well prepared with note sheets and my PowerPoint. I had practiced many times and felt prepared in terms of
knowing and being able to explain my information. The students were engaged and constantly asking questions. The only
things I would have changed are that I would have shortened the lesson and that I would have projected my presentation
onto the board before coming to class.

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