Kyle Visser

April 1st, 2016

Transformations review/rotations
Subject: Mathematics
Grade: 7
Unit: Transformations
Total Time of Lesson: 55 minutes
-

Materials Needed:
Smartboard
Smartboard Presentation Slides
Pencils
Papers
Geoboards/elastics/page protectors
worksheets
Question

Evidence in Lesson

Curriculum Outcomes

GLO: Describe and analyze position and motion of objects and shapes
SLO 4: Identify and plot points in the four quadrants of a Cartesian plane, using
integral ordered pairs.
[C, CN, V]
SLO 5: Perform and describe transformations (translations, rotations or reflections) of
a 2-D shape in all four quadrants of a Cartesian plane (limited to integral number
vertices).
[C, CN, PS, T, V]
[ICT: C63.4]

Criteria for assessment for

learning/evaluation

E - Students will be able to perform, describe, and identify many different

transformations
A - Students will be able to perform, describe, or identify many different
transformations.
D - Students will be able to perform, describe, or identify some transformations
B - Students will not be able perform, describe or identify any transformations

How will you share criteria

and build a shared
understanding of what
success looks like?

By the end of this class, we will know how to do translations, and reflections

Evidence in Lesson

Question
What instructional
strategies will be chosen to
elicit evidence of learning?
How will you gather
evidence of student
learning?

Formative: math joke (2 min)

Formative: Entrance slip (15 mins)
Are students able do rotations
Formative: stand up and turn exercise (5 mins)
Metacognitive: students thinking about the process while
teacher direct teaches (15 mins)
Teacher will teach -> translations, reflections, rotations on a Cartesian plane
Formative: Geoboards/page protectors (10 mins)
Do the following refections students will help each other if confused
Formative/metacognitive: Fist to five (2 mins)
How confident are you with translations, rotations, reflections
*remind students that there will be a checkup on Tuesday*

Teacher feedback (I do):

Model

Students as resources for one

another (You do):

Geoboards/page protectors

The teacher and the students

working together (We do):

Students helping teacher walk through examples

Students as owners of their own

learning (You do on your own):

entrance slips, fist to five

Reflection:

Accommodations/Modifications: students teaching students students will assist other

students who are struggling
Extension/Extra Time Activity: graphing white boards students can test each other using
graphing whiteboards