Instructional Software: Amaris Davis

Lesson Idea Name: The TRANSFORMER

Content Area: Geometry
Grade Level(s): 9-12
Content Standard Addressed: MGSE9-12.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.

Technology Standard Addressed: Empowered Learner- Students leverage technology to take an

active role in choosing, achieving and demonstrating competency in their learning goals, informed by
the learning sciences.
Selected Technology Tool: GeoGebra

URL(s) to support the lesson (if applicable): https://www.geogebra.org/

Type of Instructional Software:

☒ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-

references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

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):

GeoGebra supports and enhances the learning experience for students through them practicing
transformations. Some things are better learned through actively doing the activity versus simply
learning/listening to the information during a lesson. GeoGebra is also a technology that students will
Spring 2018_SJB
 Instructional Software: Amaris Davis
need to explore to see how it can benefit them in their activity. It requires a little more
thinking/processing.
Lesson idea implementation:

This activity is to be used after students have gained knowledge on the different types of
transformations (translation, reflection, rotation) and the students have learned how to complete these
transformations. It will be introduced after a review or warm-up on transformations. This activity is
expected to take 30-40 minutes.

During the activity, students will be expected to use technology (tablets or computers/laptops) to log
onto GeoGebra. In GeoGebra, they will complete the activity that previously created for them to
develop their knowledge of transformations. Students will also be given graph paper for them to write
their work down so that they can also have knowledge on how to do transformations by hand on graph
paper.

Once the students have finished the assignment, they will create their own activity in GeoGebra that
they will share with a classmate for their classmate to complete. This assignment will be the
transformation of real objects that they encounter on a daily basis. Their realistic plane or graph can
be a room in their home, the classroom, and more. They will perform the different transformations
(translation, reflection, rotation) on the objects that are in these rooms or places that they choose.
Instead of the teacher providing feedback for the individual assignment, the students will then share
their work with a fellow classmate to discuss what they learned and ask questions about things that
they are still unsure of, to become more confident in their ability to complete transformations. To
close out the activity, each student group will then share their work and findings with everyone in the
classroom.

While the students are completing the assignment, the teacher will be walking around the classroom
to observe and further assist those students who need help. There will be a location in the classroom
for students to check their work for the assignment so that they can receive feedback on what they did
and for them to self-access what they did right or wrong. The teacher will also answer questions about
the individual assignment and facilitate the open discussion.

Reflective Practice:

The activity was created for the students to individually develop their knowledge on transformations
of shapes. The students are not only completing an assignment that was given by the teacher, but they
are also creating their own product through the GeoGebra technology by experimenting and learning
how to use the technology. The students are then working together to discuss their learnings and
findings to provide each other feedback and ground their knowledge on transformations. To further
extend the lesson I could do a physical activity where the students are physically doing
transformations in the classroom. Or I could find a simulation that is based on transformations for the
students to do.

Spring 2018_SJB