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Dr. Eicher-Beard

Sced 460

Due Date: 12/10/2013

Introduction:

1. Class Description: This is a 10th grade Geometry class. It is a heterogeneous group of 10th

and 11th graders (11th graders are re-taking Geometry as they did not pass in the previous year.

Previous CLOZE results of this textbook from previous units have revealed that 2 students are

reading this textbook at the independent level (both 11th graders), 14 students are reading this

textbook at the instructional level, and 4 students are reading this textbook at the frustration

level.

3. Pertinent Information about Lesson: Previous lessons have dealt with transformations and

reflections. Since a rotation is another form of a transformation, this lesson is developmental.

4. Curriculum Standards:

G.CO.2. Represent transformations in the plane using, e.g., transparencies

and geometry software; describe transformations as functions that

take points in the plane 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).

G.CO.4. Develop definitions of rotations, reflections, and translations in terms

of angles, circles, perpendicular lines, parallel lines, and line segments.

G.CO.5. Given a geometric figure and a rotation, reflection, or translation,

draw the transformed figure using, e.g., graph paper, tracing paper, or

geometry software. Specify a sequence of transformations that will

carry a given figure onto another.

There are no literacy standards for mathematics in Common Core. However, a

students ability to explain the process in which they found their answer to a math

problem will denote a deeper understanding. Students who can successfully complete

this task for all mathematics problems will be considered literate.

5. Unit Goal(s) pertinent to this lesson: The unit goal is for students to be able to describe the

use of properties of rotations solve real world problems.

6. Lesson Objectives:

Students will be able to a define a rotation in terms of its angle measure

Students will be able to draw rotations of 2 dimensional shapes using a straightedge,

compass and protractor.

Students will be able to utilize their knowledge of rotations in order to apply it to real

world applications.

7. Assessment:

Objective 1: For the first objective, I will assess students knowledge by giving them

some of the practical questions that the text offers. These questions, listen in guided

practice, will lead me into my demonstration with patty paper. The second assessment

of my first objective will be to have them define angle measure by movement of their

patty paper to a new point on the graph.

Objective 2: For the second objective, I will be having the students using graph paper

to sketch rotations of any 2 dimensional shapes they draw. It will be important that

they know the harder the object they draw, the harder it will be to rotate it. Regardless

though, I encourage the challenge.

Objective 3: For the third objective, I will also be including some of the practice

problems from our reading material to reiterate the topic. In addition though, I will be

assessing them using a Geometer Sketchpad application in which they will be

constructing tessellations of real world images by applying rotations.

8. Macrostructure Thinking Skill(s): Definition and Description

9. Materials: Include everything needed by both you and your students to make the lesson

successful.

Text (given): This material will be used throughout the lesson. It will first be used

as a teaching guide for learning the new material. Then it will be used to assess

students knowledge of the material taught. Since this reading has been provided

for my grade level, the readability has already been cleared.

Patty Paper: Students will use patty paper during their constructions of rotations

because it gives them a dynamic nature. Not only is it easily rotatable, but it is

also see through so you can see the graph as you are rotating. This will give the

students a better idea of what is happening when they rotate something.

Tessellations.GSP: This is a geometer sketchpad application in which students

will use custom tools to create tessellations from rotations. While this doesnt

seem like it has a purpose initially, it needs to be understood that in order to use

the tools, you must select and create the right images first. They will learn these

specific images in the lesson.

Wade, David. (2006). Symmetry-The ordering Principle. United States of

America: Walker & Company.: This first implementation of tradebooks will be

included in my definitions and requirements of rotations along the way. This will

help to guide the students into creating formal definitions. I also believe that the

idea of symmetry is not covered enough in the text. With this book, I can take the

kids through real world examples that represent rotations. I will present rotations

of both symmetrical and non-symmetrical nature. This book, according to the fry

scale, is at a 9th grade level. With this being a 10th grade geometry class, it should

be a very useful tool. In addition, the words are easy, there are a lot of useful

picture and most importantly, all the information in the book is based off of

background knowledge I have already given them.

Sutton, Andrew. (2009). Ruler and Compass- Practical Geometric Constructions.

United States of America: Walker & Company. This second inclusion of a

tradebook will be to ensure students can properly sketch rotations. While I will

give them the proper tools and knowledge to succeed throughout the lesson, I

want to ensure they have a tool. In addition, this book will also suffice in meeting

the third objective in that students can make constructions of real world images.

This will also be the guiding factor in my silent reading. This book, along with the

other, is also at a 9th grade level according to fry. Therefore, this book is very

readable for my students and obtains no knowledge that I have not covered thus

far.

DanTheGreatHD. City Car Driving: Audi/BMW Speeding. Video file. Youtube.

Youtube, 13 Jun 2013. 12 Dec 2013. This video will be used in a set of stations

for my motivational activity. Students will be analyzing a person driving and what

the steering wheel does along the way.

Lesson Procedure

1) Readiness

a) Motivation: To introduce the idea of rotations, I will be having groups of kids at three

stations. Each group will be at a single station for 2 minutes. At the first station, students

will watch a clock and take notes on what the second hand is doing. At the second

station, students will be placing a sticker on any point of the seat of the rotating seat. The

sticker will already have a sticker in the center. Once they have done that, they will spin

the seat and make note of what is happening to the sticker. The final station will be the

most fun. The students will watch a virtual driving lesson in which a driver is speeding

out of control. Students will make note of how the steering wheel is acting. Mpore

specifically, I want to know how the driver had to change the steering based on the turn.

Then, we will come together and discuss.

Teacher: Now, let us being our lesson by discussing our findings at the three stations.

Lets start with the clock station. Someone tell me one thing you notice about the way the

second hand moved on the clock?

Expected Student Response: It moved clockwise

Teacher: Very good!! How about the stools?

Expected Student Response: Well, the circle on the outside kept spinning, but the one in

the center never moved

Teacher: Perfect!!! You guys are on the right track! Now how about the driving

simulator? How did the driver react depending upon his turns?

3

Expected Student Response: The shaper the turn, the more the driver had to change his

steering

Teacher: What do you mean?

Expected Student Response: I guess I mean that if the steering wheel starts like this

(shows class), the wheel will only have to turn a little if its a small turn. But, if it is a big

turn, he needs to turn the wheel a lot.

Transition: You guys did an excellent job of noticing three important properties of the

next transformation we will be covering; rotations. Each rotation we create will always

have a center of rotation (that we just said will never move), a direction, clockwise or

counter clockwise and.What did the steering wheel show? If I draw two perpendicular

lines on this steering wheel and turn it, what is actually changing? The angle! Today, we

will be looking at some applications of these properties and how they will be applicable

in everyday life.

b) Background of Experience: In order to succeed in my lesson today, students will need a

vast understanding of three major concepts; transformations in general, angle measure

and symmetry. I will describe all three using the clock once again.

Teacher: To understand todays lesson, I need to make sure you guys are ok with some

pretty basic concepts. So let us look back at the clock. Imagine a line drawn from 12-6

and 9-3. Imagine it is 2 oclock. If I change the clock so that it is 10 oclock. What did I

do to the small hand?

Expected Student Response: You moved it

Teacher: Ok, but how?

Expected Student Response: You flipped it?

Teacher: Yes Yes Yes!!! Over which line?

Expected Student Response: The 12-6 line

Teacher: And on a graph we would call that?

Expected Student Response: The Y axis?

Teacher: Yes! So changing 2 to 4 would be?

Expected Student Response: A flip over the 9-3 line? So the X-axis!

Teacher: Great! And what do call that flip? Think transformations

Teacher: Yes! And the line in which you reflect an image is called?

Expected Student Response: Im not sure

Teacher: Read this passage from David Wades Symmetry and see what you think

Expected Student Response: The line of Symmetry!!!

Teacher: Very good!! Now let us think about some rotations a clock might make. How

about 12-3. What angle could we associate that rotation?

Expected Student Response: 90

Teacher: Good. So how about 6 and 9?Think circles

Expected Student Response: 180 and 270

Teacher: Great!!Now a tricky on. How about 12-2?

Expected Student Response: Maybe 30?

Teacher: No not 30, think 90 degrees. Think about the unit circle. What important angle

is between 0 and 90?

Expected Student Response: 45!!

Teacher: Great job guys!

Transition: Now that we have covered the old stuff, let us get into the material. As always

we will start the class looking at some new vocabulary for our notebooks.

c) Concept Development:

Teacher: So what seems to be the most logical vocabulary word to start with?

Expected Student Response: Rotations!

Teacher: Very Good! Can someone give me their definition of a rotation?

Expected Student Response: Spinning around a point?

Teacher: That is very close!! In fact, a rotation is an isometric geometric transformation

around a point (we will call it o) that projects every point p to its corresponding p.

Teacher: Well we never truly defined an isometry, but worked with them when we did

reflections. Lets start there. What is an isometry?

Expected Student Response: ?

Teacher: When we reflected shapes across axes, what changed about the shape of the

new image?

Expected Student Response: Nothing?

Teacher: Exactly!! So what is an isometry?

Expected Student Response: When the shape doesnt change?

Teacher: Yes, the technical definition is preserving shape and size. Now apply that to the

definition of rotations. If I have two points p and o, o being the center an p being some

point, and I construct a segment between the two, if I rotate the point p 90 degrees

then.

Expected Student Response: It will be the same distance from the center as point p

Teacher: Yes!! Now lets get to some more definitions. What is the center of rotation?

Expected Student Response: The stationary point that creates the angle that rotates the

point?

Teacher: And the angle is?

Expected Student Response: The number of degrees you turn to get your pre-image to

become your image

Teacher: Wow, that was an impressive definition. Lets define one more word to make

sure we are ready though. What does orientation mean?

Expected Student Response: Doesnt it have to do with the direction?

Teacher: Yes it does. So in terms of rotations, how many directions do we have?

Expected Student Response: 2, clockwise and counterclockwise

Teacher: So when we make rotations, we orient them either?

Expected Student Response: Clockwise or counterclockwise

Transition: Now that you have the proper vocabulary knowledge, lets delve into our

reading material for the day. But again, as always we must first understand why we are

reading this.

d) Purpose-for-Reading: Students are going to be reading to be informed. Students will be

reading about the basic definitions of rotations and then understanding how to construct

rotations by hand. Students will be using a step-by-step fill in the blank chart in order to

record this data. With the proceeding activity, it will be essential that students know

exactly how to draw these rotations step-by-step. This reading will also introduce the idea

of symmetry in rotations, but will be covered deeper in the constructions themselves. It is

important to make note that, when reading any mathematics book, there are going to be

many text features that may stray you away from the information you need. Read all the

material, but ensure you are focusing on what you want. However, once you find that

information, you may also need to re-read the material to ensure full understanding.

2) Silent Reading: Students will be silently reading the first two pages of the textbook and a

brief segment from Andrew Suttons Ruler and Compass. Students will also need to complete

the Lesson investigation portion after they read the steps. These segments, along with the

step-by-step organizer, will help the students to complete hands on drawing of rotations later

in the lesson. Students are encouraged, with extra time, to look at some application problems

as well.

3) Discussion: In order to have a successful class discussion of the main points of the reading, it

will be important to first allow the students to get in groups and ensure that they accurately

written the steps and completed the lesson investigation. These groups will have 5 minutes

only to discuss.

Teacher: Ok class lets bring it back together to discuss. Did you guys find these reading

easy or hard?

Expected Student Response: Easy!

Teacher: Great! Then we can discuss the main points of it right?

Expected Student Response: Yes!

Teacher: So for your silent reading, your main focus was to understand the steps to drawing

a rotation of any 2-D figure right?

Expected Student Response: Yes!

Teacher: Who can give me those steps?

Expected Student Response: Well the first thing you need is a shape and a point that we call

our center of rotation

Teacher: Very good, now what?

Expected Student Response: Now we need a degree measure

Teacher: Alright, how about 60. What do I do with that 60?

Expected Student Response: You put your protractor on the point, make an arc and measure

out 60 degrees

Teacher: Im not sure I followed that. How did I measure out 60 degrees when I dont know

what Im measuring 60 degrees from?

Expected Student Response: You need one point on your figure and your center of rotation

Teacher: Ohhhhh ok. Just making sure. Now that I have rotated one point of my figure, how

do I get the other two?

Expected Student Response: The same thing! You just pick a new point, make an arc, count

out 60 degrees and rotate

Teacher: That is a very good observation. But now I just have a figure and three points. Is

that right?

Expected Student Response: No! You have to draw in the connecting lines

Teacher: Very good! So if I were to ask you to come up with three overall steps to

constructing these rotational figures, what would they be?

Expected Student Response: 1. You need a figure and a point 2. Rotate each point the

appropriate angle and direction 3. Connect the points with lines to get the new image

Teacher: Excellent job!

Transition: So you guys believe that rotating 2-D figures is pretty easy right? That is good

because now I want you to rotate 3-D shapes. Knowing our properties we have to work with

though, we dont want to rotate the 3-D figure itself, we want to rotate its faces. Once we have,

the 3-D will fill back into place. Take the time now to re-read your text and fill out a new

organizer that will hopefully lead you to understand rotating 3-D figures

4) Re-reading: In the re-reading of this material, the students will have a new focus in

concurrence with our overall unit goal. Our unit goal for transformations is to apply them to

real world applications. This means that we need to apply rotations to real world applications.

Unfortunately, living in a 3-D world, it is very hard to find 2-D applications to connect with

the students. The best way to highlight this goal is to make connections to 3-D objects. This

would include rotating and reflecting pieces of 3-D objects to create new ones. The students

should focus on the section of symmetry and the applications at the bottom which start to

introduce the idea of transformations of 3-D shapes. They will once again have an organizer

and an additional piece of reading that will guide them along the way. The organize aims to

make connections between 2-D shapes and the 3-D shapes they create. It is much easier to

rotate a square than it is to rotate an entire cube. The organizer will also have them complete

the exploration/extension section.

Teacher: So after reading it a second time, did anyone learn anything new?

Expected Student Response: I learned that clocks are the best way to explain rotations

Teacher: (laughs) That is a very good observation. But lets think of our reading goal. How can

we rotate 3-D shapes effectively?

Expected Student Response: Through the rotations of the faces

Teacher: Good. But Im looking for something a little more specific. How do we do this? Think

to the extension problems at the end.

Expected Student Response: We need to rotate each face separately. Once we rotate each one,

we can start to visualize the 3-D figure

Teacher: Very good. Where is the center of any 3-D shape? Inside or outside?

Expected Student Response: Inside!!

Teacher: Very good, that means that if we were to rotate all of the 3-D figure, that is the point

we would rotate around. How about the lines of symmetry? How many do 3-D shapes have?

Expected Student Response: two?

Teacher: Nope not two.

Expected Student Response: Three?

Teacher: Yes! Why three?

Expected Student Response: Because there are three dimensions

Teacher: Excellent!! Thats exactly what I wanted to hear!! Anything else?

Expected Student Response: Once we understood how symmetry worked better, thanks to the

segment from the new book, answering the last problems were easy!!

Teacher: Fantastic

Transition: With the lesson coming to a close, I thought it might be fun to do some more rotation

drawings (moans). This time however, we will be rotating using tools. This means that it will

take us half the time, you can create a lot cooler shapes, and you should definitely have a lot

more fun doing it!

5) Follow-up: As a follow up, I would have students work with drawing rotations using patty

paper first. This manipulative takes students away from the difficulty of actual rotations and

allows them to simply rotate shapes and points with ease. Then, I will move them into

sketchpad where they will apply their skills of rotations to construct tessellations. This

application will take the students into real world connections and allow for a fun activity that

also tests their knowledge of constructing rotations.

6) Summary: My favorite activity in mathematics to have students show me what they know is

writing a letter to a sick student. In reading, this would be considered a RAFT activity. The

students would take the roll of me, the teacher. They are instructed to describe the main

points of the lesson, important definitions and the applications for future use. This letter will

also need to include pictures and any other element that will assist the student in

understanding the material the best way possible. I believe that those who understand it can

explain it. Therefore, this will be my exit ticket.

7) Differentiation: For this lesson, instruction was adapted based upon the students

understanding of the material. There was ample time where I was able to see exactly what

my students understood simply by looking at their organizers. Most importantly though, I

have adapted instruction by it simply being based upon the readings themselves. My

instruction was only to ensure that they understood what they read and got the main points

from the lesson.

10

Notes:

Rotations

Step 1

Step 2

Step 3

Lesson Investigation activity:

11

Constructing

Symmetry

For each 3-D shape given, express is 2-D sides

Cube

Rectangular Prism

Pyramid

Sphere

Cone

Cylinder

Below, use the laws of symmetry and 3-D connections to rotate a cube 90 degrees clockwise

12

Proficient/Comprehensive = 3 points

Satisfactory = 2 points (minimal level)

Basic/Incomplete = 1 points

Poor/Unsatisfactory = 0 points

Demonstrated

Evidence of:

Pre-Assessment

of Learners and

Differentiation

Development

3

Evidence demonstrates use of: Prior assessment data and/or description of learner skills and

school community, identification of learners instructional needs, possibly taking into

account specific learners background, history, and interests.

Evidence demonstrates use of: Adaption of the lesson to support students needs.

Evidence demonstrates use of: Selection of content, identification of objectives (skills &

processes), item definition/layout, development of assessments.

Motivation

Evidence demonstrates use of: Focused attention on the lesson topic; help in connecting the

topic to students lives, attempt to capture student interest.

Background of

Experience and

Concept

Development

including your eliciting questions and expected, student, convergent responses

Purpose-forReading and

Silent Reading

Discussion

Re-reading

Follow-up

(Extra Credit)

Summary

Materials

English Usage

13

Evidence demonstrates use of: Appropriate selection and teaching of vocabulary via a

contextualized strategy (e.g., concrete representation, guided imagery, concept attainment,

or sentence context clue). At least two vocabulary words have been primed to reveal the preservice teachers ability to use this inductive Vocabulary Priming Process; the eliciting

questions and expected student definitions have been included.

Evidence demonstrates use of: Appropriate generic purpose-for-reading, thought pattern and

topic; appropriate selection of the purpose-for-reading question based on macrostructure

analysis to identify the key thinking pattern(s); use of an appropriately designed graphic

organizer (match to the thinking pattern). The expected student responses have been typed in

italics on the graphic organizer and any words chosen for the vocabulary priming have been

identified.

Evidence demonstrates use of: A statement that students will read silently in class or at

home in order to answer the purpose-for-reading question and use of one appropriate duringreading metacognitive strategy if not already done in the purpose-for-reading section.

Evidence demonstrates use of: Discussion of the purpose-for-reading (e.g. possible student

responses)

Evidence demonstrates use of: effort to extend meaning in the form of new purpose for

reading, higher-order thinking questions, etc.

Evidence demonstrates use of: Optional and/or additional activity that enriches or reinforces

the lesson (2 pts. extra credit) Must have demonstrated excellent English usage to receive

these points.

Evidence demonstrates use of: summary of student learning (e.g. exit ticket)

Evidence demonstrates inclusion of everything you and the students need to make this

lesson successful as per the requirements of this assignment..

Demonstrated use of excellent grammar, punctuation, spelling, and proofreading.

Total Score

14

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