Name: Brandon Vennell Cohort:

Lesson Plan
Lesson Title: ___________________________________________________ Grade: __7_ Date: October 13, 2017

Subject: Math: Geometry and Spatial Sense Location: Classroom Time: (length in minutes): 75 min

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
In todays lesson students will be learning about translating shapes in the four quadrants of the Cartesian plane. First,
the lesson will commence with the theme of art and Leonardo da Vinci. Then we will move forward with an overview
of the material with active student participation (asking open-ended questions and allowing students to work out the
problem).
Students will then partner up at their desk groups to translate a shape in three steps. The pairs will then challenge and
help each other to do the others translations (see handout for details).
Students will then individually complete an exit card. This will give the opportunity to determine if students
understood the concept.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)
(no number, page 103) Describe location in the four quadrants of a coordinate system, dilatate two-dimensional
shapes, and apply transformations to create and analyse designs

Ontario Curricular Specific Expectations that this lesson addresses (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match
assessment. Should coincide with Overall Expectations.
Location and Movement:
(no number, page 104) create and analyse designs involving translations, reflections, dilatations, and/or simple
rotations of two-dimensional shapes, using a variety of tools (e.g., concrete materials, Mira, drawings, dynamic
geometry software) and strategies (e.g., paper folding) (Sample problem: Identify transformations that may be
observed in architecture or in artwork [e.g., in the art of M.C. Escher].);

Learning Goals Discuss with students: What will we be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today we will learn…

 About translations to shapes
 About reflections of shapes along the axis of the four quadrants

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: translate pictures and shapes on the Cartesian plane

I can: reflect shapes along the axis of a Cartesian plane

Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application
Knowledge and Understanding: Students will learn how to perform translations and reflections on the Cartesian plane.
Application: Students will apply the knowledge

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, Performance check out books 1-3 for suggested strategies Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.

Performance Thumbs up, thumbs down Exit card

Written Observations
Open-ended questions
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will have learned how to plot points and shapes on the first four Cartesian planes.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Students will be working in partners first and then working individually

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Students will be handing in an independent assignment before the end of class as an exit card

New Vocabulary (for word wall and/or to develop schema)

Translation, Reflection
Resources and Materials /Technology Integration
 SMARTboard with graph and shape manipulation capabilities
o Simply a white screen with graph paper
 Student worksheets (2) – attached
 Graph paper for students
Learning Environment (grouping; transitions; physical set up). Sketch a picture on an attached page of classroom setup. Make sure to consider where
materials will be placed if students need to access them. Here, write a short justification of why the classroom will be organized like it is (this matters for learning).

The classroom is designed in such a way that everyone’s eyes will be on the board if I am in the “teaching space”. This
grouping also encourages group discussions and group work.
Cross Curricular Links (especially important for gr 7/8 lesson plans. Don't agonize over this)
 Art – drawing and creating pictures
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
(0-15 min) (0-15 min)
Welcome students. Wind down during Leonardo da Vinci talk
Draw them in with the theme of Leonardo da Vinci (you Participate and interact by giving answers to questions
could work this into other assignments or projects). Talk (what is a translations)
about how da Vinci was an artist and his paintings. Today Vygotsky the students! – give them some information and
we’re going to make some of our own art by let them reach forward to grab the answer
manipulating some simple shapes.
Remind students how to plot in the four quadrants of the
Cartesian plane (let them tell you how to do it) (correct
+/- coordinates, primes on points).
Describe translation and reflection on the smartboard
graph by asking what the students think a translation is
and what a reflection is.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
(15-30 min) (15-30 min)
Now we’re going to test you and a partner. Hand out and Students will pair up and make one translation and one
explain the first activity. reflection for each other. See “Transformations”
The purpose of this activity is to get the students excited worksheet for more information.
about challenging each other while also using the
knowledge they just learned and applying it. Instruct
students to help their partner if the partner can’t do it.
(30-60 min) (30-60 min)
Have the students work on the exit card. Essentially Students will work “independently” on the artful exit
students will be making a picture out of triangles because card. Students can talk with each other about the art and
da Vinci challenges them. Students will be using how to do translations. I encourage students to help each
reflections and translations to make their picture. See exit other if they need to. We are here to learn.
card for details.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
(60-75 min) (60-75 min)
Get some students to share their work and tell us what Students will display their pictures and other students will
they did. Thumbs up thumbs down to see if everyone guess the transformations they did.
understood what transformations are. Possibly do
another example if students aren’t sure

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will lead to rotations and tiling a plane (pg 104)
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013