CLD INSTRUCTION SAMPLE LESSON
Subject / Course: Pre-Algebra
Topic: Transformations
Lesson Title: Identify reflections, rotations, and translations
Level: 8th grade
Lesson Duration: :66
Common Core or State Standard(s): Colorado Department of Education
8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations: (a) Lines are taken to lines, and line segments to line segments of the same length, (b) Angles are taken to angles of the same measure, (c) Parallel lines are taken to parallel lines.
8.G.A.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.
8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Pre-Assessment
MAPS scores:
8 of 9 students tested below proficient in Line Symmetry, Transformations and Geometric Transformations.
Do-Now: Pre-Assessment will be on-line game
http://www.kidsmathgamesonline.com/geometry/transformation.html
Students rotate a house about the point of symmetry so it covers its shadow. Directions and content available in English and Spanish.
Instructional Support and Differentiation:
All Students:
- one-to-one support
- sentence stems
- peer support
- leveled questions
- Differentiated concepts
SPED Teacher Support:
- One-to-One instruction
- Probing students during instruction and assessments.
- Assessing Students Knowledge based on daily lesson.
- Co-Teaching when appropriated based on providing students with content information.
Accommodations and Modifications:
Special Education, General Education and Math Fellow teachers will work collaboratively to provide accommodations and modifications based on students' potential need during the delivery and assessment of the content material.
Student 1 (Intermediate Fluency)– Ability level text, Check for understanding, Flexible setting/group, Extended time, Graphic organizer/learning tools, Flexible scheduling/breaks, Graphic organizer/learning tools, Preferential seating, Modify complexity of assignment, Use of calculator, and Use of manipulatives.
• Accommodations and modifications: Special Education and General Education teachers will work collaboratively to provide accommodations and modifications based on students’ potential need during the delivery of the content material.
Student 2 (Advanced Fluency): Check for understanding, Extended time, Graphic organizer/learning tools, Modify complexity of assignment, Preferential seating, Study guide, Use of calculator, Use of manipulatives, and Flexible scheduling/breaks.
Student 3 (Intermediate Fluency and Special Ed needs): Extended time, Flexible scheduling/breaks, Flexible setting/group, Graphic organizer/learning tools, Oral testing, Read aloud/sign for directions, Read aloud/sign test items, and Use of calculator.
Learning Target:
CLO: (Content Language Objective)
Students will investigate the connection between symmetry, transformations and congruence and be able to give the definition of symmetry.
Essential Questions:
What is it about the figures that makes them symmetrical?
What could we do to make a design have 4 lines of symmetry?
Vocabulary:
Symmetry, congruent, object, dimension, FLIP, axes of symmetry
Learning Task:
Number of Days: 2
Find and describe reflection and rotation symmetries in a Kaleidoscope design
Identify a basic design element that can be used to replicate a design
Draw a Kaleidoscope
Add cultural images
What basic polygon shape do these designs have?
Do you see any reflection symmetry in these designs?
Do you see any rotational symmetry in some of the designs?
Students work in pairs to analyze each drawing.
Students share out findings.
Students share the cultural images they used and what they mean.
Exit Ticket: Write out new vocabulary for word wall
Student Differences
· Interest: Students will draw Kaleidoscope using various cultural designs. This is a way to add images that are important to them and then share to the class why the images are important to their culture.
Varying Tasks
· Content: Using Cooperative learning strategy for ELL’s
1) We are focusing on activities which contain previously learned vocabulary and academic language
2) Students are doing activities in formats and structures that are familiar to students (cultural images)
3) There are clearly identified goals and objectives for the activity.
4) We will make a conscious effort to work cooperatively for no more than one third of the academic task.
5) For ELL (and all students) we use scaffolds such as sentence prompts for new vocabulary and allow extended time.
One website that specializes in best practices for ELL learners gave wonderful new strategies for the Think-Pair-Share portion of the lesson I am teaching.
The ideas are below: http://ell.nwresd.org/
Grouping
ELL students benefit when teachers form cooperative groups which maximize language opportunities and student comfort levels.
· Be intentional about the size of groups -- for more language support move from pairs, to triads, to groups of 4-5 students.
· Keep language skills in mind when forming groups. Look at parameters such as familiarity with other students, language support, gender and academic ability in relation to the proficiency levels of your ELL students.
· Provide group work opportunities for a variety of purposes (practice and review, going deeper, narrowing content focus, differentiation, etc..).
· Keep groups flexible and mostly heterogeneous. Use homogenous grouping sparingly and rotate group membership frequently. ELL students need the targeted instruction which ability grouping provides, but they also
Feedback Strategy (Frequent checks for understanding):
Think-Pair-Share and Share out gives frequent checks for understanding throughout the class period.
Magic Buttons/Agree Disagree buttons: (Echevarria, 2008)
1. Each student is given two buttons: an "I'm thinking!" button and an "I got it!" button.
2. The teacher asks a question.
3. The students hands should stay on the "I'm thinking!" button until they have had enough time to process.
4. When they are ready to respond, their hand should move to the "I got it!" button to signify to the teacher that thinking is complete.
5. Once a majority of the class has got it, the teacher can move on to discussion in pairs, small groups, or whole class.
*Another version:
Provide "agree" and "disagree" buttons, to allow students to express their opinions nonverbally.
Summative Assessment (Collect student data):
Students share out findings.
Students share the cultural images they used and what they mean.
Exit Ticket: Write out new vocabulary for word wall
References included in the Professional Resources page