4.

Learning Segment Assignment—Final Product

You will write a 2-day learning segment of lesson plans. It is my hope that you will be able to lead/co-teach at
least one of your lessons with your Middle School Mentor Teacher (MT), preferably before the school’s spring
break. However, your plans might require you teach a week after spring break. Discuss the facilitation with
your MT. In the event you are not able to teach a lesson, it will not negatively impact your grade for the
assignment. Planning is how you will be evaluated.

The purpose of the 2-day learning segment is to (a) stimulate and strengthen your mental process of planning
lessons, (b) provide concrete evidence that you have considered important decisions/factors that impact what
and how students learn, and (c) make your thought process explicit so that your instructor and mentor teacher
can help you plan more effectively.

The learning segment consists of 2 days (2-3 hours) of lesson plans that build one upon another toward a central
focus, with a clear beginning and end. Again, you might not be able to teach both plans consecutively, so be
sure your plans will allow your MT to pick up where you end in the event you aren’t able to finish both plans.
Your lesson plans will include a mathematics task and/or instructional materials, and formative assessment
(questioning, final closing assessment, or ticket out the door) that you will incorporate into the 2-day segment of
lessons. The assignment Rubric is located at the end of this document (or distributed in class).
What To Do:
Step1: 4a. Identify Standards, Write Learning Objective, Locate Math
Meet with your MT to discuss the planning of your 2-day learning segment. He/She should provide you with an
upcoming standard and perhaps help you develop 1 - 2 learning goals that might be covered over a 1 to 2-day
period. Your MT must approve your lesson plans in advance, because they will likely co-teach with you or
follow-up with students after you are done teaching. Decide on a date when you will co-teach your
lesson/lessons. Discuss the content standards you will address and locate a few tasks you might facilitate during
your teaching. Due: March 23—We will complete this in class if you have identified the standard you & your
MT might address sometime over the next 2 – 3 weeks.

Step2: 4. Community, School, Classroom Context, & Students

Provide a one-paragraph summary of the school’s teaching/learning context. For example, a) subject and b)
grade level, number of students, c) virtual or face-to-face or some combination of both, d) number of students in
the class, and e) the length of the period/block, and f) accommodations for students. You may include some of
this information within your lesson plan template (see below).

I will be teaching at Marietta Middle School in an 8th grade math classroom. I have about 20 students in
the class I will be teaching with about 4 in person and the rest virtual. This class is a combination of
virtual and in-person students. The class is 1 hour long. This math class is a remedial math class so many
of the students struggle in math. I am not aware of any other special accommodations that the students in
my class have.

Step3: 4. Your Written Lesson Plans (see attached rubric)

In consultation and co-planning with your MT, you will design and facilitate (when possible) a sequence of
instruction for at least one day and prepare a lesson for your MT in the event you cannot teach for 2 days.
Use the template below to complete your lesson plan.
Central Focus of the 2-day Lesson Unit: For this section (in a separate document, describe the important
understandings and core concepts that you want students to develop within the learning segment).

Name: Nina Meditz
Lesson Topic
Central Focus of this Lesson
Grade Level
GSE/Standard (s)
Learning Objective
Standards for Mathematics Practices
(being addressed in this lesson)
Procedural Fluency, Conceptual Understanding, and/or Reasoning and Problem Solving
Procedural Fluency
(addressed in the lesson)
Fluent students should be able to:
● flexibly use a combination of deep
understanding, number sense, and
memorization.
● are fluent in the necessary baseline
functions in mathematics so that they
are able to spend their thinking and
processing time unpacking problems
and making meaning from them.
● are able to articulate their reasoning.
● find solutions through a number of
different paths.
Methods 2 Lesson Plan Template
Lesson Plan #1—Day #1
Transformations- Translations
Translations of a figure
8 Block/Time 8:30-9:30am
MGSE8.G.1 Verify experimentally the congruence properties of
rotations, reflections, and translations: lines are taken to lines and
line segments to line segments of the same length; angles are taken
to angles of the same measure; parallel lines are taken to parallel
lines.
MGSE8.G.2 Understand that a two-dimensional figure is
congruent to another if the second can be obtained from the first by
a sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the congruence
between them.
MGSE8.G.3 Describe the effect of dilations, translations, rotations
and reflections on two-dimensional figures using coordinates.
MGSE8.G.4 Understand that a two-dimensional figure is similar to
another if the second can be obtained from the first by a sequence
of rotations, reflections, translations, and dilations; given two
similar two dimensional figures, describe a sequence that exhibits
the similarity between them.
By the end of the lesson, students should be able to Identify and
describe translations, perform translations on a coordinate
plane and describe translations using mathematical notations
1. Make sense of problems and persevere in solving them. – make
sense of the translation and be able to draw the image form the rule
or identify the rule form the preimage to image translation.
5. Use appropriate tools strategically. – make sense of the tools and
use them when appropriate
6. Attend to precision. – ensure that all points of a figure are moved
the same distance and direction.
7. Look for and make use of structure. – use structure to identify
the rule
8. Look for and express regularity in repeated reasoning. – use
repeated reasoning to identify the rule
Conceptual Problem Solving
Understanding (addressed in the lesson)
(addressed in the
lesson)
• students are By the end of the lesson students will be
able to see able to:
math as more • identify resulting coordinates
from translations, recognizing
than a set of
the relationship between the
mnemonics or
discrete coordinates and the
procedures transformation.
• examine two figures to
• Students determine congruency by
demonstrate identifying the rigid
deep transformation(s) that produced
conceptual
 understanding the figures and write statements
of of congruency;
foundational • use compasses, protractors, and
mathematics
rulers or technology to explore
concepts by
applying figures created from
them to new translations, reflections, and
situations, as rotations and understand that
well as these transformations produce
explain in images of exactly the same size
their own and shape as the pre-image and
words what it
means to are known as rigid
translate a 2- transformations;
dimensional
figure in a
coordinate
plan.

Instructional Strategies, Math Task, Instructional Handouts/Materials

A Description of What Teacher/Co-Teacher/Students will be Doing During the Lesson
Lesson Launch/Activation or Warm-Up—5 min
Lead Teacher Co-Teacher Students
What do you plan to do to get your How might your Co- What expectations do you have for students?
students prepared for the lesson? teacher assist? What will they do during this time?
To prepare my students for the lesson I The co-teacher might I expect the students to be focused and
am doing a warm-up problem to revisit help walk around the working quietly on the Classkick activity.
plotting points on a coordinate plane. classroom and answer They will be working on the warm-up
When starting transformations we students’ questions. problem using the Classkick site. This is
expect students to know how to plot a individual work. They may ask questions if
point. Many have not used the they are confused on something.
coordinate plan in a while so I am using https://app.classkick.com/#/login/UGDW9B
the warm-up as a refresher and ( as the teacher I will be able to see every
practice. students work as they start of their devices.
I can use this to monitor their progress)

Instruct/Explore/Discussion—25 min
Lead Teacher Co-Teacher Students

How do you plan to introduce your task?
I will be using the provided textbook
and the corresponding online module to
introduce the task. In the program, it
introduces the students to the
vocabulary needed to understand
translations and gives them guided
examples and an introductions.
Where will you be positioned during the
lesson?
During the lesson I will be positioned by
the smart board while I am teaching
What will the co-teacher Online/Virtual/ or Both
be doing during this part What will the students be doing?
of the lesson? The students will work along with the
The co-teacher will be exploration on the screen in their student
monitoring the students work books. All students are issued a
during this time in workbook so virtual and in-class students
order to ensure that will have access to it.
they are on task and Will they be working together (pairs/small
engaged. She will also groups)? While they have roles if working in
be able to answer small groups?
questions students For this class students will be working
might have. individually on the exploration.
and walking around the classroom How much time will they work
monitoring students and answering independently, together, etc?
questions.
What abilities will students need to
complete the task?
Students will need to be able to plot
points on a graph as well as add and
subtract. They will also need to have a
good understanding of points on a graph
(x,y).
To what do students need to pay attention?
Students need to pay attention to the
rule (x + a, y +b) and how that affects
the points on a graph.
Describe what students will need to do to
complete the exploration/task?
Students will need to understand the
rule and apply it to a variety of points.
During the exploration, students will
find how a point is moved and then
make a generalization about a rule. The
online program shows an animation of a
fire pit being moved and the students
are asked to make observation and
explore how the fire pit is moved. They
will then apply that rule to different
examples in different ways.
(see attached workbook pages and
worksheet below)
What questions will you ask?
I will ask the students what observations
they made. And what they can conclude
about a translation transformation. I
will also ask them guiding questions
throughout to help them explore and
understand. Some example questions
include “Does every point change? If so
by the same distance?” “do all the
points move in the same direction?”
“What do you notice happens form the
preimage to the image?”
How will you know when to end the
exploration part of the lesson?
The exploration is guided by the online
program that goes along with the
student workbook. So once we have
completed that as a class and
individually, I will move on from the
exploration part of the lesson.
Bring the whole group back together?

Guided Practice— 20 min

What are the practice problems you will
provide students to work through
following the instruction above?
The practice problem worksheet is
attached below.
Will you work some problems to guide
students?
We will do one problem together as a
class and then the students will work
individually of with a. partner. Are will
you invite students to share their solutions?
What do you want your What are your expectations for students
co-teacher to be doing during guided practice?
while students work on I expect my students to work and be
practice problems? engaged with the problems. The students
During this time my co- may work together or individually. I expect
teacher should be them to be respectful and use an
assisting students. appropriate noise level.
What/How (worksheet, own paper, board
problems) will they be expected to work
through the problems?
The students in the classroom will have a
worksheet that they will complete. The
At the end of the lesson I will ask the students that are virtual will use their own
students to share their answers and paper to answer the questions.
thought process. Will a few share solutions? Who will share?
Those students that want to share their
solutions will get a chance to.
Assessment/Ticket Out the Door I have created a Classkick with a problem for students to complete as a
ticket out the door.
https://app.classkick.com/#/login/TMTCAX
Planned Differentiation & Supports
Extensions: as an extension to the workbook problems I will challenge the students to use what they know about
coordinates and adding and subtracting integers to verify that their image is correct. I might ask them “If the figure is
translated 8 units down, how would you determine what the y-coordinates of the image are?” I might also ask “If the
figure is translated 3 units left, how would you determine what the x-coordinates of the image are?”
Hints/Supports: To make sure that students understand that a translation only changes the location of an object and not
the size or orientation, I might ask them “how does each corner of the original fire pit move to form the new
figure?” I might also ask “Suppose the upper left corner moves 6 feet right but the upper right corner moves 8
feet right. Would this movement still be a translation? Explain why or why not.”
Tiered Levels: For example 2 in the workbook:
Beginner level: Work in small groups to help with vocabulary understanding. Pose questions such as: “what does the
prefix pre- mean?” “Why is the original figure called the preimage?” “What does corresponding mean?”
Intermediate level: Writing terms in sentences to help further vocabulary understanding. “A _______ is a change in
position, shape, or size of a figure.” “A ______ moves every point of a figure the same distance and the same direction.”
“In a transformation, the original figure is the ______, and the resulting figure is the _______. “
Advanced level: have the students explain their understanding of the vocabulary. “How does the meaning of translation
differ in geometry?”
Transformations: Translations Worksheet

Rule : ( x + right/left , y + up/down )

a) A ( ____ , ____ )

à Rule ( __ + __ , __ + __ )

B ( ____ , ____ )

à Rule ( __ + __ , __ + __ )

C ( ____ , ____ )

à Rule ( __ + __ , __ + __ )

Translate the triangle down 3 units and to the left 2 units.

A’ ( ____ , ____ ) B’ ( ____ , ____ ) C’ ( ____ , ____ )

A ( ____ , ____ )

à Rule ( __ + __ , __ + __ )

B ( ____ , ____ )

à Rule ( __ + __ , __ + __ )

C ( ____ , ____ )

à Rule ( __ + __ , __ + __ )

Translate the triangle down 4 units and to the right 3 units.

A’ ( ____ , ____ ) B’ ( ____ , ____ ) C’ ( ____ , ____ )

c) A ( ____ , ____ )

B ( ____ , ____ )

C ( ____ , ____ )

A’ ( ____ , ____ )

B’ ( ____ , ____ )

C’ ( ____ , ____ )

What translation was applied to triangle ABC to make triangle A’B’C’ ?

___________________________________________________________
 Methods 2 Lesson Plan Template
Name
Lesson Topic
Central Focus of this Lesson
Grade Level
GSE/Standard (s)
Learning Objective
Standards for Mathematics Practices (being
addressed in this lesson)
Procedural Fluency, Conceptual Understanding, and/or Reasoning and Problem Solving
Procedural Fluency
(addressed in the lesson)
Fluent students should be able to:
● flexibly use a combination of deep
understanding, number sense, and memorization.
● are fluent in the necessary baseline functions in
mathematics so that they are able to spend their
thinking and processing time unpacking problems
and making meaning from them.
● are able to articulate their reasoning.
● find solutions through a number of different
paths.
Lesson Plan #___1_____—Day #_____2___
Transformations- Reflections
How are figures reflected
8 Block/Time 8:30 – 9:30
MGSE8.G.1 Verify experimentally the congruence
properties of rotations, reflections, and translations:
lines are taken to lines and line segments to line
segments of the same length; angles are taken to
angles of the same measure; parallel lines are taken to
parallel lines.
MGSE8.G.2 Understand that a two-dimensional
figure is congruent to another if the second can be
obtained from the first by a sequence of rotations,
reflections, and translations; given two congruent
figures, describe a sequence that exhibits the
congruence between them.
MGSE8.G.3 Describe the effect of dilations,
translations, rotations and reflections on two-
dimensional figures using coordinates.
By the end of the lesson, students should be able to
Identify and describe translations, perform translations
on a coordinate plane and describe translations using
mathematical notations
1. Make sense of problems and persevere in solving
them. - make sense of the reflection and be able to
draw the image form the rule or identify the rule form
the preimage to image transformation.
3. Construct viable arguments and critique the
reasoning of others. – explain why your thought on
reflections is viable and defend your opinion.
4. Model with mathematics. -draw diagrams of how
the reflection moves the points on a graph.
5. Use appropriate tools strategically. -use internet
tools or graph paper to demonstrate reflections
6. Attend to precision. – ensure that all the coordinates
are move in the correct location
7. Look for and make use of structure. – find a pattern
and come up with the rule.
Conceptual Problem Solving
Understanding (addressed in the lesson)
(addressed in the lesson)
• students are By the end of the lesson
able to see students will be able to:
math as more • identify resulting
coordinates from
than a set of
reflections,
mnemonics or
discrete recognizing the
procedures relationship
between the
coordinates and
 • Students the
demonstrate transformation.
deep • examine two
conceptual figures to
understanding determine
of foundational
mathematics congruency by
concepts by identifying the
applying them rigid
to new transformation(s)
situations, as that produced the
well as explain figures and write
in their own
statements of
words what it
means to congruency;
refelct a 2- • use compasses,
dimensional protractors, and
figure in a rulers or
coordinate technology to
plan.
explore figures
created from
translations,
reflections, and
rotations and
understand that
these
transformations
produce images of
exactly the same
size and shape as
the pre-image and
are known as
rigid
transformations;

Instructional Strategies, Math Task, Instructional Handouts/Materials

A Description of What Teacher/Co-Teacher/Students will be Doing During the Lesson
Lesson Launch/Activation or Warm-Up—10min
Lead Teacher Co-Teacher Students
What do you plan to do to get your students prepared for How might your Co- What expectations do you
the lesson? teacher assist? have for students? What will
The students will use either GeoGebra or graph Monitor the students as they do during this time?
paper to complete the following warm up sheet. This they do the warm up and I expect the students to be
warm up focuses on translations as a refresher from guide them in their focused and working quietly
last class. practice. on the warm up activity.
Coordinating Translations They will be working on the
Your task is to plot any creative polygon you want warm-up using the
on the coordinate plane, and then create polygons GeoGebra site or graph
paper. This is individual
congruent to the one you designed using the three
work. They may ask
translations described below. questions if they are
confused on something.
1. Translate the original polygon right 5 units. For
each vertex of your original polygon in the form (x,
y), what is its image’s coordinates? What is the
general form for the image’s vertices?
2. Translate the original polygon down 4 units. For
each vertex of your original polygon in the form (x,
y), what is its image’s coordinates? What is the
general form for the image’s vertices

3. Translate the original polygon left 4 units and up

2 units. For each vertex of your original polygon in
the form (x, y), what is its image’s coordinates?
What is the general form for the image’s vertices?
The vertices of your original polygon combined
with their images must be mapped to points in all
four quadrants of the coordinate plane to receive
full credit.
Instruct/Explore/Discussion— 20min
Lead Teacher Co-Teacher Students
Online/Virtual/ or Both
How do you plan to introduce your task? What will the co-teacher What will the students be
I will be using a you Tube video to introduce be doing during this part of doing?
reflections to the class. We will watch the video the lesson? The students will work on
together and then discuss what the students have The co-teacher will be the exploration first alone
learned from the video. I will ask them guided monitoring the students on their own devices. In
questions such as “do reflections change in size or during this time in order person students will then
shape?” “in your own words, what is a reflection?” to ensure that they are on also have a chance to work
“Name some lines of reflections discussed in the task and engaged. She with a partner to discuss
video.” will also be able to their exploration.
https://www.youtube.com/watch?v=ouNp8FtgiEE answer questions Will they be working together
students might have. (pairs/small groups)? While
Where will you be positioned during the lesson? they have roles if working in
During the lesson I will be positioned by the smart small groups?
board while I am teaching and walking around the For this class students will
classroom monitoring students and answering be working individually on
questions. the exploration for the first
What abilities will students need to complete the task? 5-10min and then with a
Students will need to be able to plot points on a graph partner if they choose to.
as well as add and subtract. They will also need to How much time will they
have a good understanding of points on a graph (x,y). work independently, together,
To what do students need to pay attention? etc?
Students need to pay attention to the rule for The students will spend
reflections across different lines and how that affects about half the time working
the points on a graph. individually and half the
Describe what students will need to do to complete the time working with a
exploration/task? partner.
Students will need to understand the rules and apply
it to a variety of points. During the exploration,
students will find how a point is moved and then
make a generalization about a rule. I will be using the
math is fun site to introduce reflections to the
students. They will have some time to explore that
page and make connections between translations and
reflections.
https://www.mathsisfun.com/geometry/reflection.html
What questions will you ask?
I will ask the students what observations they made.
And what they can conclude about a reflection
transformation. I will also ask them guiding questions
throughout to help them explore and understand.
Some example questions include “Does every point
change?” “What do you notice happens form the
preimage to the image?”
How will you know when to end the exploration part of
the lesson?
The exploration will be over after the majority of the
students have gone through the website and have a
better understanding of the material. I will give the
students about 15-20min to explore the website and
discuss with a partner.
Bring the whole group back together?
After the allotted time, I will ask the students to quiet
down and come back together as a class.
Guided Practice—20min
What are the practice problems you will provide students What do you want your co- What are your expectations
to work through following the instruction above? teacher to be doing while for students during guided
The students will work on the below worksheet as students work on practice practice?
practice for reflections. problems? I expect my students to
Will you work some problems to guide students? During this time my co- work and be engaged with
I will work through the first problem with the teacher should be the problems. The students
students and then have them work independently or assisting students. may work together or
with a partner for the rest. individually. I expect them
Are will you invite students to share their solutions? to be respectful and use an
Once we have spent some time on the guided practice, appropriate noise level.
I will pull up the worksheet on the smart board and What/How (worksheet, own
ask student volunteers to share their answers on the paper, board problems) will
board and explain their reasoning. Here I encourage they be expected to work
students to lead the class discussion and answer through the problems?
questions and defend their math. The students in the
classroom will have a
worksheet that they will
complete. The students that
are virtual will use their
own paper to answer the
questions.
Will a few share solutions?
Who will share?
Those students that want to
share their solutions will get
a chance to.
Assessment/Ticket Out the Door The students will complete the classkick as a ticket out
the door.
https://app.classkick.com/#/login/P8D2Y7
Planned Differentiation & Supports
Extensions:
This is an investigation/practice activity that students can complete on the computer. The game, Flip-n-Slide
involves reflections, translations, and various lines of reflection. Students may play with a partner or against
the computer. http://calculationnation.nctm.org/Games/

Hints/Supports:
For number 1 of the guided practice, I might ask the students the following questions to guide their thinking:
“What does it mean to mirror? What exactly is being mirrored?” “What happens to your image in a mirror if
you walk toward it? Or away from it?” “Do mirrored objects always have a reflection line?” “How could
you determine where the reflection line is?”
For number 2, I might encourage students to recall that they can fold the page along the x-axis to check their
work. Students should discuss strategies for determining if points are reflected, including folding papers
along the line of reflection and verifying the distance of corresponding points from the reflection line. It is
critical to discuss that corresponding points with non-integer coordinates are still equidistant from the
reflection line.

Tiered Levels:
Have students graph as instructed, then discuss problems 1 & 2 with struggling students before having them
do the rest of the task.
Prompt struggling students by asking the least helpful question possible in order for students to think for
themselves and build their own understanding of reflections and the affect they have on coordinates.
 Warm Up
Coordinating Translations
Your task is to plot any creative polygon you want on the coordinate plane, and then create
polygons congruent to the one you designed using the three translations described below.

1. Translate the original polygon right 5 units. For each vertex of your original polygon in the
form (x, y), what is its image’s coordinates? What is the general form for the image’s
vertices?

2. Translate the original polygon down 4 units. For each vertex of your original polygon in
the form (x, y), what is its image’s coordinates? What is the general form for the image’s
vertices

3. Translate the original polygon left 4 units and up 2 units. For each vertex of your original
polygon in the form (x, y), what is its image’s coordinates? What is the general form for the
image’s vertices? The vertices of your original polygon combined with their images must be
mapped to points in all four quadrants of the coordinate plane to receive full credit.
 Reflections Practice

Coordinating Reflections Antonio and his friend Brittany were at a summer math camp that
had a large coordinate plane drawn on the gym floor. Antonio challenged Brittany to try and
mirror him as he traveled around the first quadrant.

Map Antonio’s and Brittany’s movements on this coordinate plane:

Antonio began at (2, 1) and walked to (3, 5); Brittany decided to begin at (-2, 1), then tried to
mirror Antonio by walking to (-3, 5). Antonio jumped to (5,5) and side-stepped to (4,3);
Brittany jumped to (-5, 5) then side-stepped to (-4,3). Antonio returned to (2, 1) and Brittany
returned to (-2, 1).

1. Did Brittany mirror Antonio?

• If you answered no, identify the incorrect coordinates Brittany used and find the correct
coordinates. Explain your decision and identify the line of symmetry she should have used as
a mirror. How did you know that this should have been the line of symmetry?

• If you answered yes, identify the line of symmetry Brittany used as a mirror. How did you
know it was the line of symmetry?

2. If Brittany had instead begun at (-2,1), walked to (-4,3), side-stepped to (-5,5), jumped to
(-3,5) and then returned to (-2,1), could she claim that she created a mirror image of
Antonio’s path? Justify your answer.
Antonio and Brittany decided to change the game and use some lettered blocks to mark
points they visited on the grid. Antonio placed blocks A, B, and C as indicated by the points
below, then drew a chalk line between them.

3. Draw this figure on a separate sheet of graph paper. Label the coordinates Antonio used,
and then construct the graph of where Brittany would place her blocks if she correctly
reflected Antonio’s figure across the x-axis.

4. Describe how you determined where to place Brittany’s blocks.

5. Each block Brittany placed corresponds to one that Antonio placed. List each pair of
coordinates that correspond.

6. What can you observe about the distances between each of Antonio’s blocks and the
corresponding block Brittany placed?

7. If Antonio walked 2 feet from his block A toward his block C, and Brittany mirrored his
movement by walking 2 feet from the blocks corresponding to A and C, would Brittany and
Antonio be the same distance from the reflection line? How can you be certain?

8. How would you define a reflection now that you have analyzed some of the properties of
reflected images using the coordinate plane?