Teacher: Ms.

Vallarta
Lesson Title: Grade Level: Duration: 2 Days

Congruency Geometry Date: Monday-Tuesday

G-CO Experiment with transformations in the plane.

G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and
line segment, based on the undefined notions of point, line, distance along a line, and
distance around a circular arc.
Common Core,
NGSS, and/or G-CO.2 Represent transformations in the plane using, e.g., transparencies and
Content geometry software; describe transformations as functions that take points in the plane
Standards as inputs and give other points as outputs. Compare transformations that preserve
distance and angle to those that do not (e.g., translation versus horizontal stretch).

Materials/ PowerPoint with written definitions and visual representations of each and examples to
Resources/ help students relate the vocabulary.
Lesson
Preparation 3 blank pages per student

Objectives Students will be able to define, identify and analyze the difference between angle, circle,
perpendicular line, and line segments

Pre-teaching Some students will already have understanding of the terms and will feel the lesson is too easy but
Considerations will be required to take notes in order to have the definintions.

There could be language barriers, if so there will be translation of the definitions on the
PowerPoint along with the English one so that students can link the two and find more
accommodating.

Assessments: Formative:

The project will test their understanding and application of the vocabulary terms. Students will be
Formative expected to be able to relate the shapes and line definitions in order to create their flip chart.

Summative

Lesson Delivery
Instructional Check method(s) used in the lesson:
Methods
☐Modeling ☐Guided Practice ☐Collaboration ☐ Independent Practice
☐Guided Inquiry ☐ Reflection
Lesson Prior Knowledge, Context, and Motivation:
Opening
Talk about shapes observed in the classroom and where they are found in the every day life.
Discuss the main shapes and how they form together. In groups come up with examples of
where they would use/find shapes in their commute to school.

Some walk, skate board, bike, bus, car or other forms of transportation so students would
find shapes in the wheels, sidewalks, street signs and other items on their commute.
Step-by-step UDL Guidelines:
instructions http://www.udlcenter.org/aboutudl/udl
for the lesson 1. Introductions: guidelines
delivery
a. Begin by pointing out shapes found
within the classroom and give the
UDL Multiple Means of…
This section
example of a clock being a circle and the
will include whiteboard a rectangle. Representation (what):
the following: b. Have students raise their hand to answer
Language & Symbols – promote
what shapes they find in the classroom
understanding across languages,
itself. mathematical notation, and illustrates through
Activities/
c. Within their group, they must try to come multiple media
Tasks/ up with as many shapes they find in their
Strategies/ Comprehension – highlight patterns,
commute to school, it could include
relationships, guide information processing
Technology/ things they see(house, sidewalk), use and visualization
(car, bike), and other objects found along
Questioning/ Engagement (why):
the way.
Engagement/ d. Discuss as a class the findings to compare Recruiting Interest – optimize relevance,
Writing/
to see which group had the most unique value and authenticity, minimizes threats
Checks for ideas that were not thought by other and distrations
Understand- groups
ing Self Regulation- Promote expecetations and
2. PowerPoint:
beliefs that optimize motivation
a. Go through powerpoint with details of
each of the shapes, lines, line segments, Expression (how):
etc with detailed descriptions and unique Expression & Communication – use of
multiple media for communication
identifiers
b. Students must take notes and if questions Executive Functions – guide appropriate
arise, they are able to ask them at this goal-setting, facilitate managing information
point and resources and capacity for monitoring
progress
3. FlipChart:
a. Students will be given 3 pieces of blank
paper and will be instructed to fold in a
 staggering way to created a flipchart. Differentiated Instruction/
b. Students will then lable each tab Accommodations

accordingly and create a title.

c. Students will work independently to have
definition and a unique example drawn to
English Learners:
represent the figure whether it’s a type of
line or shape. Students can be creative in Translations on the powerpoint so they can
identify the vocabulary to their own language
this portion to decorate or in the figure
drawn.
Special Needs:

Would be able to work with partners to generate

ideas and have a support.

Accelerated Learners:

Students would be able to be more

creative with their project or the concepts
discussed with in class.

Lesson Reflection

Teacher
Reflection on
Lesson The beginning students will feel the lesson is too simple but with the added vocabulary there
Planning should be some added challenge.

I anticipate when doing the flipchart, some students will attempt to finish as soon as possible
and not put any creativity. There will be some guidance to promote creativity and more visuals.
What
challenges do
you anticipate?
What will be The most enjoyable for students would be creating the flipchart and where they are able to add
most enjoyable uniqueness to their visuals. They will be able to share with their classmates how the related the
for students? vocabulary into their everyday life.