GENEVA COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

NAME: SUSAN RIGGLEMAN DATE: 10/25/21

COURSE: TRIGONOMETRY GRADE LEVEL: 11TH/12TH

1. TOPIC AND GENERAL GOAL

SYMMETRY ON A GRAPH.
GOAL IS FOR THE STUDENTS BE ABLE TO DEMONSTRATE SYMMETRY FROM AN EQUATION.
2. REFERENCE TO PA OR COMMON CORE STANDARDS

C.2.2.HS.D.2 WRITE EXPRESSIONS IN EQUIVALENT FORMS TO SOLVE PROBLEMS.

C.2.2.HS.C.2 GRAPH AND ANALYZE FUNCTIONS AND USE THEIR PROPERTIES TO MAKE CONNECTIONS BETWEEN
THE DIFFERENT REPRESENTATIONS.

3. ESSENTIAL QUESTIONS
How do the graphs of mathematical models and data help us better understand the world in which we
live?
4. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS
 SWBAT TEST PROBLEMS FOR SYMMETRY OVER THE ORIGIN
 SWBAT TEST PROBLEMS FOR SYMMETRY OVER X-AXIS
 SWBAT TEST PROBLEMS FOR SYMMETRY OVER Y-AXIS
 SWBAT TEST PROBLEMS FOR SYMMETRY OVER THE LINE Y = X
 SWBAT TEST PROBLEMS FOR SYMMETRY OVER THE LINE Y = -X
-TRANSFER: (SWBAT INDEPENDENTLY TRANSFER THEIR LEARNING TO) : READING AND UNDERSTANDING THE
COMPARISONS BETWEEN DATA GROUPS AND GRAPHS OF REAL-WORLD SITUATIONS

-MEANING (SW UNDERSTAND THAT) SYMMETRY CAN BE FOUND ON A GRAPH AND CONNECT DATA SETS
-ACQUISITION (TSW KNOW) DIFFERENT TYPES OF SYMMETRY EXIST AND MEAN DIFFERENT THINGS FOR DATA
-ACQUISITION (TSWB SKILLED AT) IDENTIFYING WHICH TYPE OF SYMMETRY AN EQUATION OR GRAPH HAS
 5. ASSESSMENT/EVALUATION
FORMAL ASSESSMENT WITH QUESTIONING THROUGHOUT LESSON
FORMAL ASSESSMENT ON THE HOMEWORK SHEET WILL TEST THESE CONCEPTS WITH THESE QUESTIONS
ORIGIN - PROBLEMS 1, 2

X AXIS - PROBLEMS 3, 5, 7

Y AXIS - PROBLEM 5

Y = X - PROBLEMS 4, 5

Y = -X - PROBLEMS 4, 5, 6

IN THE EVENT THAT THE STUDENTS WOULDN’T REACH AN 80% MASTERY LEVEL ON THE HOMEWORK, I WOULD
GO BACK AND FOCUS IN ON THE CHART AT THE END OF THE PRESENTATION, IF THE ISSUE IS WHAT GETS
INTERCHANGES WITH WHAT. HOWEVER, IF THE ISSUE IS THE CONCEPT OF PLUGGING IN OTHER VARIABLES FOR
THE GIVEN ONES, THEN I WOULD RESORT BACK TO VERY SIMPLE EQUATIONS THEN GRADUALLY, AS THE
STUDENTS ARE ABLE, MAKE THE EQUATIONS MORE COMPLEX.

6. MATERIALS
 PAPER
 PENCIL
 POWERPOINT
 WHITEBOARD
 CHART
 HOMEWORK SHEET
A. INTRODUCTION

-TODAY WE ARE GOING TO TALK ABOUT SYMMETRY. WHEN YOU HEARD THE WORD “SYMMETRY”
WHAT DOES THAT MAKE YOU THINK OF?

-CAN ANYONE DEFINE “SYMMETRY”?

-IF A PICTURE OR FIGURE IS SYMMETRICAL, HOW WILL THE TWO DIFFERENT SIDES LOOK? (EXACTLY THE
SAME)

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

1. BEGIN WITH THE POWERPOINT. DISCUSS THE TWO TYPES OF SYMMETRY (LINE AND POINT). “LINE
SYMMETRY AND POINT SYMMETRY ARE A LOT LIKE THEY SOUND. LINE SYMMETRY IS SYMMETRY OVER A
LINE WHILE POINT SYMMETRY IS SYMMETRY OVER A POINT. TODAY WE ARE GOING TO FOCUS ON LINE
SYMMETRY.”

2. THE FIRST, AND MOST COMMON LINE THAT SYMMETRY IS TYPICALLY FOUND AROUND IS THE ORIGIN
(0,0). TO TEST IF A LINE HAS SYMMETRY ABOUT THE ORIGIN, YOU CAN SIMPLY PLUG -X IN FOR X AND
-Y IN FOR Y. PUT Y=2X3-X ON THE BOARD THEN PLUG IN -X AND -Y, WORK OUT THE PROBLEM.
 3. THE NEXT FORM OF SYMMETRY WE’RE GOING TO LOOK AT IS ABOUT THE X-AXIS. TO TEST A LINE FOR
SYMMETRY ABOUT THE X-AXIS YOU CAN SIMPLY PLUG IN -X FOR X. PUT X-Y2=1 ON THE BOARD THEN
PLUG IN -X, WORK OUT THE PROBLEM.

4. NEXT, WE ARE GOING TO LOOK AT Y-AXIS SYMMETRY. TO TEST A LINE FOR SYMMETRY ABOUT THE Y-
AXIS, PLUG IN -Y FOR Y. PUT Y=2X4-X2+2 ON THE BOARD, PLUG IN THE -Y FOR Y AND WORK OUT THE
PROBLEM.

5. SYMMETRY ABOUT THE LINE Y=X IS ANOTHER COMMON LINE TO HAVE SYMMETRY. TO TEST FOR
SYMMETRY ABOUT THE LINE Y=X, SIMPLY SWITCH THE X AND Y. PUT XY=6 ON THE BOARD, PLUG IN Y
FOR X AND X FOR Y, WORK OUT PROBLEM.

6. ANOTHER LINE TO TEST FOR IS Y=-X. TO TEST FOR THIS, YOU JUST SWITCH THE X AND Y AND MAKE
2 2
THEM BOTH NEGATIVE. PUT 17X +16XY+17Y ON THE BOARD, PLUG IN -X FOR X AND -Y FOR Y THEN
WORK THE PROBLEM.

7. SHOW THE CHART AND ENCOURAGE STUDENTS TO MEMORIZE THESE FACTS AND COPY THEM INTO
THEIR NOTES. PASS OUT THE HOMEWORK ASSIGNMENT.

8. HAVE A FEW STUDENTS TRY TO WORK OUT NUMBERS 1, 2, 3, 4 ON THE BOARD ONE AT A TIME.
ONCE EACH OF THESE ARE FINISHED, HAVE THEM WORK INDEPENDENTLY FOR THE REMAINDER OF THE
CLASS PERIOD.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, LEARNING

ENVIRONMENT)
WITH A SMALL CLASS, I WOULD DIFFERENTIATE THE PRODUCT. I WILL PROVIDE STUDENTS WITH THREE OPTIONS
ON HOW TO SHOW THEIR KNOWLEDGE ABOUT SYMMETRY. ONE OPTION WILL BE THAT THEY HAVE TO FIND A
PHOTO OR IMAGE THAT HAS SOME SORT OF SYMMETRY. THEY WILL HAVE TO DESCRIBE THE SYMMETRY AND
DRAW AN EXAMPLE OF IT ON A PIECE OF GRAPH PAPER. ANOTHER OPTION WOULD BE THAT THEY HAVE TO FIND
SOME SORT OF GRAPH, WITH WHATEVER KIND OF INFORMATION THEY WANT BUT THEY MUST DRAW THE GRAPH
WITH AXIS SYMMETRY, SO FLIP IT OVER THE X AND Y AXES. THE FINAL OPTION IS THAT THEY WOULD BE GIVEN A
SERIES OF EQUATIONS AND HAVE TO DETERMINE THE TYPE OF SYMMETRY THEY POSSESS AND DRAW THEIR
GRAPH.

D. CLOSURE (SUMMARY)
ENSURE THAT ALL QUESTIONS HAVE BEEN ANSWERED AND ASSIGN THE REMAINING QUESTIONS AS HOMEWORK
FOR THOSE WHO HAVEN’T FINISHED.

7. MODIFICATIONS AND/OR ACCOMMODATIONS

NONE NEEDED
8. INTERDISCIPLINARY CONNECTIONS

CORRELATES TO ART IN THAT SYMMETRY IS A CONCEPT USED FOR BOTH SUBJECTS

ALSO CONNECTS TO OTHER MATH COURSES IN THAT RELATIONSHIPS BETWEEN GRAPHS ARE INVESTIGATED
THROUGHOUT MANY, MANY COURSES.
 9. SELF-EVALUATION

I TAUGHT A LESSON ON SYMMETRY THIS WEEK TO THE TRIGONOMETRY STUDENTS AT NEW BRIGHTON HIGH. IT,

OVERALL, WENT WELL. HOWEVER, LOOKING BACK THERE WERE SOME THINGS THAT I WOULD DO DIFFERENTLY

NEXT TIME.

ONE OF THE THINGS I’D CHANGE IS THAT I CHOSE TO PUT THE ALREADY WORKED OUT PROBLEMS IN MY

POWERPOINT. I DID THIS IN A PRECAUTIONARY WAY BECAUSE I WANTED TO MAKE SURE THAT I DID THEM

RIGHT BUT, I THINK IT WOULD’VE BEEN MUCH EASIER FOR THE STUDENTS TO GRASP WHAT I WAS TRYING TO

TELL THEM TO DO IF THEY HAD ACTUALLY SEEN ME DO IT. I REALIZED THIS WHEN THERE WAS A VAST AMOUNT

OF DOWN TIME WHEN THEY WERE COPYING THE MATERIAL INTO THEIR NOTES. WHEN THIS WAS GOING ON, I

THOUGHT THAT WORKING THEM OUT WOULD BE BETTER, BUT I WAS A LITTLE NERVOUS TO VEER FROM THE

PLAN I HAD MADE. AFTER I HAD MADE IT THROUGH THE LESSON MATERIAL AND PASSED OUT THE HANDOUTS, I

DID REALIZE THAT THE CONCEPT HADN’T REALLY SETTLED WITH THE STUDENTS. I HAD WANTED THEM TO TRY

THE PROBLEMS ON THE BOARD BUT, THEY WEREN’T EXACTLY SURE WHAT TO DO SO I ENDED UP WORKING

TWO PROBLEMS OUT ENTIRELY FOR THEM. THIS DIDN’T BOTHER ME AT ALL TO WORK THEM OUT FOR THE

STUDENTS, THE PART THAT BOTHERED ME WAS THAT IF I HAD TAUGHT IT JUST A LITTLE DIFFERENTLY, I

WOULDN’T HAVE HAD TO.

ANOTHER PART OF THE LESSON THAT I WOULD PROBABLY TWEAK IF I GOT THE CHANCE TO TEACH IT AGAIN IS

THAT I WOULD BRING MORE ATTENTION TO THE GRAPHS OF THE EQUATIONS. I WAS TEACHING AN ISOLATED

LESSON WHICH I WASN’T THRILLED ABOUT BECAUSE I THINK IT MENTALLY, FOR ME, REDUCED THE VALUE OF

MY LESSON BUT, IT DID ALLEVIATE SOME PRESSURE. BECAUSE THIS LESSON WAS ISOLATED THOUGH, I ONLY

TAUGHT ABOUT THE EQUATIONS AND NOT THE GRAPHS OF THOSE EQUATIONS. I KNEW THEIR HANDOUT

WOULD BE ABOUT THE EQUATIONS, SO I FOCUSED IN ON THAT AND ONLY HAD PICTURES OF THE GRAPHS ON

MY SLIDES. I THINK IF I HAD USED THOSE PICTURES TO FURTHER SUPPLEMENT WHAT I WAS EXPLAINING

RATHER THAN JUST HAVING THEM THERE AS AN EXTRA, THE STUDENTS MAY HAVE UNDERSTOOD BETTER.

THERE ARE SOME THINGS I DID WELL, TOO. ONE OF THESE IS THAT I TALKED AT A GOOD PACE. IT’S VERY

COMMON FOR ME TO TALK FAST WHEN I’M NERVOUS BUT I WAS ABLE TO KIND OF EASE IN TO TALKING ABOUT

MATH A LITTLE BIT. I TOOK A PAGE OUT OF MR. NAGEL’S BOOK AND ASKED QUESTIONS JUST ABOUT HOW THE

STUDENTS WERE DOING PRIOR TO BEGINNING. I THINK THIS CALMED ME DOWN MORE THAN ANYTHING BUT, I
DO HAVE TO SAY THAT IT WOULD BE VERY EASY FOR STUDENTS TO BEGIN TO SEE ME AS A FRIEND INSTEAD OF

A TEACHER. I’M NOT SURE IF I FELT THIS WAY BECAUSE I AM ONLY THREE YEARS OLDER THAN THE STUDENTS IN

THAT CLASS OR WHAT BUT, IT WAS IN THE BACK OF MY HEAD.

ASIDE FROM ALL THE NERVES AND THE FEW ALTERATIONS I WOULD MAKE, I WAS VERY PROUD OF MYSELF FOR

HOW MY LESSON TURNED OUT. I ENJOYED TEACHING IT AND I THINK BY THE END OF THE DAY, THE STUDENTS

WERE ABLE TO GRASP THE CONCEPT OF SYMMETRY. I THINK THAT THERE IS GOING TO ALWAYS BE ROOM FOR

IMPROVEMENT SO, IT’S IMPORTANT TO ALSO REMEMBER THE THINGS THAT WE DID WELL.

*not going to be done for EDU 415

Cooperating Teacher Approval _________________________________________________