Lesson Plan
Lesson Plan
Lesson Plan
Syntax and Discourse Students will use their understanding of rotation to write the characteristics of the
term.
Special Ed
Communication Needs: I have students that are bilingual in Spanish and English. I will translate the major
mathematical vocabulary to support their learning.
Central Focus/Purpose Statement: In the previous lesson, students applied their understanding of
input/output tables to perform various translations. In this lesson students will expand upon their
knowledge of transformations by applying their understanding of a rotation to describe the
characteristics of the term. This lesson will help students as they create their final product because they
will describe the transformations they perform.
NYS Next Generation Learning Standards: (All phases) Develop definitions of rotations, reflections, and
translations in terms of points, angles, circles, perpendicular lines, parallel lines, and line segments.
Special Ed: Alternate Achievement: Dynamic Learning Maps- (DLM) Use properties of geometric
shapes to describe real-life objects.
Objective(s): Students will be able to understand the meaning of rotation. Students will be able to
apply their understanding of rotation to describe the characteristics of the term.
Special Ed: IEP Goal(s) addressed: Students will use their notes to complete the fayer model for
rotation.
MATERIALS/RESOURCES
STUDENT ASSESSMENT
Before the lesson: Students will be assessed in the beginning. The teacher will display a graph with a
square on it. Students will be asked “Consider the shape below. What happens when you change the
original coordinates so that they are written in this form: (-y,x)?”. Students will be asked to list the
original and new coordinates of the square. As students are working, the teacher will walk around the
room to assess students ability to rotate the shape based on the given instructions. Specifically, the
teacher will be assessing students ability to rearrange the original coordinates to follow the format of
(-y,x).
During the lesson: Students will be assessed during the lesson. As students are completing their fayer
model for rotation, the teacher will walk around the room to assess their ability to apply their
understanding of rotation to describe the characteristics of the term. Specifically, the teacher will be
assessing their ability to write the correct definition, create an accurate visual representation, create
a correct example and create a correct mathematical example.
At the end of the lesson: Students will be assessed at the end of the lesson. Students will complete an
exit ticket at the end of the lesson in which they display their understanding of how to rotate a shape
based on a provided input/output table and graph. The teacher will collect the exit tickets at the end
of the period. When the teacher looks over the exit tickets she will assess students ability to
rearrange the coordinates to perform the rotation and their ability to correctly graph the rotated
shape. In addition, the teacher will assess the students ability to understand the degree of the
rotation performed based on the picture and the input/output table.
Anticipatory Set/Hook: The teacher will display a graph with a square on the board. Students will be asked
“Consider the shape below. What happens when you change the original coordinates so that they are written
in this form: (-y,x)?”. Students will be asked to list the original and new coordinates of the square. As students
are working, the teacher will walk around the room to monitor student progress. The teacher will ask student
volunteers to put their answer on the board, then she will conduct a class discussion. The teacher will review
the answers on the board by reading them out loud. She will ask the class to describe what happened when
they drew the square with the new coordinates. The teacher will prompt the students to realize that they
square was turned.
Differentiation : This lesson can be differentiated to meet the needs of various students. The frayer model
can be provided to students in a larger font or in a digital format. Students can also use a text to speech device
to talk with their elbow partner.
Specially and Culturally Designed Instruction (e.g. Students with IEPs, 504s, ELLs etc.): This lesson can be
translated to various languages to meet the needs of bilingual students. For example, the definition for
rotation can be translated in Spanish to say, “Rotación: una transformación en la que una figura gira sobre un
punto fijo”. In addition, all the instructions can be read out loud to meet the needs of students with IEPs.
Closure: Students will be given an exit ticket and will be asked to work on it with their elbow partner. Each
pair will be asked to hand in their own worksheet and indicate who their partner was. Students will be
provided with an input/output tables with a rotation listed as well as a graph with the original shape. Students
will be asked to complete the original and new coordinates for the input/output table. They will also be asked
to indicate the degree in which the shape was rotated as well as how they know. Students will complete two
questions in this format.