MultiMedia Tools

Lesson Idea Name: Rigid Motions

Content Area: Geometry
Grade Level(s): 10th Grade (Sophomores)
Content Standard Addressed:

MGSE9-12.G.CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect
of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid
motions to decide if they are congruent.

Technology Standard Addressed:

1b. Create original works as a means of personal or group expression

2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

6a. Understand and use technology systems

Selected Technology Tool:

☐ Movie (list application): iMovie
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable): N/A

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level:

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): This activity aligns with the framework of the UDL principles. For
representation, the “what” of learning: Activate prior knowledge (e.g. using routines), using advanced
organizers (e.g. KWL methods, concept maps), and re-teaching critical models, concrete objects
For action and Expression, the “how” of learning: Compose in multiple media such as text, speech, drawing,
illustration, comics, storyboards, design, film, music, visual art, sculpture, or video. For Engagement, the
“why” of learning: Design activities so that outcomes are authentic, communicate to real audiences, and are
purposeful.

Spring 2018_SJB
 MultiMedia Tools
Lesson idea implementation: First, I would inform my administrators and the parents of my students about
what I plan on doing for this project and how it will support student learning and how I will protect the
students identity and their safety. I would then put the students into groups. Each group would get to choose
a specific mathematical practice from the Unit we are about to complete. Each group will have to make a
video, explaining how to use this specific mathematical practice and explain how to use it in a problem. My
video I made below would be an example for my students.

Importance of technology: Allowing students to make their own videos of them teaching the content that
they have learned in class really allows them to retain the information in a way that they can explain it to
someone else. Plus, knowing that their video will be published, students will want to make it great so they will
spend more time understanding and explaining it than they would just listening to a lecture and practicing on
worksheets.

Inspiration (optional): N/A

Internet Safety and Student Privacy: This activity requires students to post a video. To make sure teachers
ensure copyright compliance, teachers can have the students create and only use audio, pictures, and videos
that the students made themselves. To ensure Internet Safety, the teacher can make sure to use a website
that is secure and allows the teacher to control that is being posted. Lastly, to ensure Student Privacy,
teachers should inform students that they should not post anything online that gives away their full name,
address, or a contact devise like their email.

Reflective Practice: After I have done the lesson, I would evaluate the lesson and see how it went. If it went
poorly I would try to find a way to improve the lesson so I can do it better next year. If it goes well I might ask
my students if they liked the activity or not and what I could change about it to make it better.

Spring 2018_SJB