CEP Lesson Plan Form

Teacher: Sierra Londenberg Date: September 30, 2020

School: Rocky Mountain High School Grade Level: 10 Content Area: Mathematics

Title: Intro to Transformations Lesson #:_1_ of _6_

Identify which part of the lesson meets 1 or more of the 4 part Mission of the National Network for
Educational Renewal (Equal Access and Excellence, Stewardship, Nurturing Pedagogy and
Enculturation.): The format of the lecture portion of the lesson meets the Equal Access and Excellence
mission of the NNER since students will be able to take notes in live time or print out blank notes or
filled in notes. I will also be building Nurturing Pedagogy with students during the check in question.

Lesson Idea/Topic and Rational/Relevance: This lesson is an introduction to the transformations,

What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?
translations, rotations, and reflections, as well as
isometries. At this point in the class, students have
experience graphing in the Cartesian Plane as well as
an understanding of parallel lines and congruent
angles. This topic fits into the sequence of class
because students will use geometric reasoning in
formal proofs and this lesson will help to prepare them
for that. During this lesson I will be using a teaching
strategy called Chat Blast to engage students. I chose
this method because it allows students time to think
through a problem on their own and then everyone
shares their answer at the same time.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
HS.G-CO.A.2 Compare transformations that preserve distance and angle to those that do not.

HS.G-CO.A.4 Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using appropriate tools. Specify a sequence of transformations that will carry a given figure onto
another.

Understandings: (Big Ideas)

Students will gain an understanding for the reflections, translations, and rotations.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

1. What is the relationship between functions and geometric transformations?

2. How is a figure’s symmetry connected to congruence transformations?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can: identify isometries, find reflections, describe translations, and identify rotation images of figures.

This means: I will be able to identify a rotation, reflection, and translation by the end of the lesson.

List of Assessments: (Note whether the assessment is formative or summative)

Formative assessment will take place during the lesson by gauging student understanding during the
Chat Blasts.

Summative assessment will come in the form of an assignment after the lesson covering
transformations.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and
what materials will you need?
Intro to Transformations
Purpose: for students to gain an understanding of the transformations: reflections,
rotations, and translations.
This lesson should take about 45 minutes for the notes and then students can spend
the remainder of class working on the assignment.
Materials: laptop/computer, note page, assignment in Google Classroom

Anticipatory Set Provide the learning target to the students and then gain student input on defining
The “hook” to grab students’ attention. These are reflection, translation, and rotation.
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
• To focus student attention on the lesson.
• To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is class discussion_______________________________

Why are you using it at this point in your lesson? I am using this strategy here because: I want to gain student input on defining different
types of transformations.

Procedures Minutes 1-5: Check in question for attendance

(Include a play-by-play account of what students Minutes 5-45: Guided notes with student input and multiple chances to stop and check
and teacher will do from the minute they arrive to for understanding

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CEP Lesson Plan Form

the minute they leave your classroom. Indicate the Minutes 45-90: Students will have time to work on their assignment for the lesson.
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is chat blast__________________________________

Why are you using it at this point in your lesson? I am using this strategy here because: it gives students a chance to think through the
question on their own and then get ideas from their peers as they all enter their
answers at the same time.

Closure The closure on this lesson is a game called Transformation Golf. This game is a good
Those actions or statements by a teacher that are closure because it has students apply what they know and learned about basic
designed to bring a lesson presentation to an transformations to a fun game. So, they are using their new skills in a way that is fun for
appropriate conclusion. Used to help students bring them. After the game, students will complete their assignment on basic
things together in their own minds, to make sense transformations.
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is
used:
• To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
• To help organize student learning
To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form
How do you intend to engage your students in
thinking during CLOSURE?
Why are you using it at this point in your lesson?
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
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The strategy I intend to use is chat blast__________________________________
I am using this strategy here because: it gives students a chance to think through the
question on their own and then get ideas from their peers as they all enter their
answers at the same time.
Throughout the lesson, students will be able to access the notes through live feed, a
blank pdf provided to them, and a filled in pdf. Students who aren’t present during class
will be able to access the material through a recording of the live feed and their choice
of filled in or blank notes.
During the assignment, advanced students will be able to test their skills using these
transformations through a golf transformation game. Students can push themselves to
get the lowest score possible on this assignment thus getting them to try different
types of transformations and sequences of transformations at the different holes.
I will know if students met the learning target based off how they do respond during
the chat blasts during the notes part of class and how they answer the questions on the
assignment after the notes. In each assessment, I am looking that students are able to
identify different types of transformations correctly.
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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

When looking at the data from the students who have already turned in their
assignment for the day and the responses I got during the chat blasts during class, I feel
that the lesson objectives were met for the majority of students in class. It is hard to
gauge where every student is at when online, so some students might still have
questions on the topic, but as this was a unit opener I believe that by the end of the unit
they will achieve all the objectives.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I were to teach this lesson again, I would look for more opportunities to get students
involved in the material. With us being online, this could be asking for more student
input or giving students more problems to work through on their own then going over it
as a class.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

The next lesson for this unit will have more practice with these transformations. Each
individual lesson from here will focus on a specific transformation instead of a group of
them and applications of these transformations. In this way, students will get continued
practice with the material and be retaught some of the things we learned in class today.

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