Lesson Plan for edTPA

(No more than 4 pages for each lesson)

Lesson Title: Rotation

Grade Level: 9th

Interdisciplinary Connections: ELA

Lesson Duration: 42 minutes

Language Function: (Bloom’s Taxonomy) apply

Syntax and Discourse Students will use their understanding of rotation to write the characteristics of the
term.

Special Ed
Communication Needs: I have students that are bilingual in Spanish and English. I will translate the major
mathematical vocabulary to support their learning.

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Central Focus/Purpose Statement: In the previous lesson, students applied their understanding of
input/output tables to perform various translations. In this lesson students will expand upon their
knowledge of transformations by applying their understanding of a rotation to describe the
characteristics of the term. This lesson will help students as they create their final product because they
will describe the transformations they perform.

NYS Next Generation Learning Standards: (All phases) Develop definitions of rotations, reflections, and
translations in terms of points, angles, circles, perpendicular lines, parallel lines, and line segments.
Special Ed: Alternate Achievement: Dynamic Learning Maps- (DLM) Use properties of geometric
shapes to describe real-life objects.
Objective(s): Students will be able to understand the meaning of rotation. Students will be able to
apply their understanding of rotation to describe the characteristics of the term.
Special Ed: IEP Goal(s) addressed: Students will use their notes to complete the fayer model for
rotation.

Academic Language: rotation

MATERIALS/RESOURCES

Technologies and Other Materials/Resources: smartboard

STUDENT ASSESSMENT

Before the lesson: Students will be assessed in the beginning. The teacher will display a graph with a
square on it. Students will be asked “Consider the shape below. What happens when you change the
original coordinates so that they are written in this form: (-y,x)?”. Students will be asked to list the
original and new coordinates of the square. As students are working, the teacher will walk around the
room to assess students ability to rotate the shape based on the given instructions. Specifically, the
teacher will be assessing students ability to rearrange the original coordinates to follow the format of
(-y,x).

During the lesson: Students will be assessed during the lesson. As students are completing their fayer
model for rotation, the teacher will walk around the room to assess their ability to apply their
understanding of rotation to describe the characteristics of the term. Specifically, the teacher will be
assessing their ability to write the correct definition, create an accurate visual representation, create
a correct example and create a correct mathematical example.
At the end of the lesson: Students will be assessed at the end of the lesson. Students will complete an
exit ticket at the end of the lesson in which they display their understanding of how to rotate a shape
based on a provided input/output table and graph. The teacher will collect the exit tickets at the end
of the period. When the teacher looks over the exit tickets she will assess students ability to
rearrange the coordinates to perform the rotation and their ability to correctly graph the rotated
shape. In addition, the teacher will assess the students ability to understand the degree of the
rotation performed based on the picture and the input/output table.

CONTENT AND PEDAGOGY

Anticipatory Set/Hook: The teacher will display a graph with a square on the board. Students will be asked
“Consider the shape below. What happens when you change the original coordinates so that they are written
in this form: (-y,x)?”. Students will be asked to list the original and new coordinates of the square. As students
are working, the teacher will walk around the room to monitor student progress. The teacher will ask student
volunteers to put their answer on the board, then she will conduct a class discussion. The teacher will review
the answers on the board by reading them out loud. She will ask the class to describe what happened when
they drew the square with the new coordinates. The teacher will prompt the students to realize that they
square was turned.

Procedures (Overview of lesson):

Time Instructional Strategies/THE FIVE E’S

# minutes 1. The teacher will introduce todays topic of rotation and encourage that students take
notes in their notebook. The teacher will read the definition of rotation that states,
“Rotation: a transformation in which a figure is turned about a fixed point”. The
teacher will go back to the do now and show students that the square was rotated
because it was turned about a fixed point. The teacher will remind students that they
can remember that rotation means turn because it has a t in it. The teacher will
present students with the different ways they can rotate an object. The teacher will
explain that students can rotate an object 90 degrees by arranging the original
coordinates as (-y,x) and they can rotate an object 180 degrees by arranging the
original coordinates as (-x,y).
2. The teacher will demonstrate an example of rotating a shape. The teacher will
display a graph with a square and an input/output table. The teacher will ask student
volunteers to list the original coordinates of the square as the teacher lists them
under the (x,y) column of the input/output table. The teacher will model how to
rotate the shape by following the (-y,x). She will say “The first point is (-3,1). In order
to rotate the shape we must change the coordinate to be in the form (-y,x). The new
coordinate requires the original y-coordinate to be listed first and negative.
Therefore, we will put negative 1 first. Now the new coordinate requires the x
coordinate to be the same in the second spot. As a result our new coordinate is (-
1,3). The teacher will select student volunteers to create the new coordinates for the
 rest of the table. The teacher will ask higher order thinking questions, such as “How
can you determine the degree in which the square was rotated?”. The teacher will
then draw the new shape on the graph.
3. The teacher will inform students that today they will be completing graphic
organizers to help them organize the characteristics of each transformation they
have learned. The teacher will demonstrate how to complete the frayer model for
the word transformation. The teacher will state, “In the previous class, we learned
about translations. Today I am going to complete the graphic organizer for
translation on the board and you can follow along at your seat”.
4. The teacher will display a blank frayer model that has components for word,
definition, picture, example, mathematical example. The teacher will use think aloud
to complete the graphic organizer. The teacher will write translation in the middle of
the frayer model. The teacher will mention that the definition for translation is on
the word wall and point to it. The word wall says, “Translation: A transformation
that moves every point of a figure the same distance in the same direction. The
teacher will draw a picture of shape moving to the right in the picture box. In the
example box, the teacher will write the sentence “the shape translated to the right”.
The teacher will create an input/output table in the mathematical example box. The
teacher will create an input/output table that has “x+3” and “y-4” at the top.
5. Students will model the teacher and independently complete the frayer model for
the word rotation. Students will copy the definition from their notes for the
definition box. They will complete the picture, example and mathematical example
boxes. As students are working the teacher will walk around the room to monitor
student progress and assist struggling students. The teacher will also ask higher
order thinking questions such as, “What is the relationship between the final product
and the input/output table?”.
6. When students have finished their frayer model, they will work with their elbow
partner to discuss how they can use their completed frayer models in the future to
determine the transformation performed. Students will work with a partner that
speaks the same language as them. They will receive all resources in their native
language and English. They will be encouraged to answer in either language. All
students will be provided with the following sentence starters, “I will look for
___________ in the input/output table to know it is a ___________. I will look for the
shape to ________ to know it is a ______________”.
7. The teacher will conduct a class discussion and select student volunteers to
contribute their ideas.

Differentiation : This lesson can be differentiated to meet the needs of various students. The frayer model
can be provided to students in a larger font or in a digital format. Students can also use a text to speech device
to talk with their elbow partner.
Specially and Culturally Designed Instruction (e.g. Students with IEPs, 504s, ELLs etc.): This lesson can be
translated to various languages to meet the needs of bilingual students. For example, the definition for
rotation can be translated in Spanish to say, “Rotación: una transformación en la que una figura gira sobre un
punto fijo”. In addition, all the instructions can be read out loud to meet the needs of students with IEPs.

Closure: Students will be given an exit ticket and will be asked to work on it with their elbow partner. Each
pair will be asked to hand in their own worksheet and indicate who their partner was. Students will be
provided with an input/output tables with a rotation listed as well as a graph with the original shape. Students
will be asked to complete the original and new coordinates for the input/output table. They will also be asked
to indicate the degree in which the shape was rotated as well as how they know. Students will complete two
questions in this format.