Lesson Plan 5

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date
Claire Glomm
4/18/15
Subject/ Topic/ Theme
Transformations: Symmetry
Grade ___9&10____
I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because it deals with isometries (which we learned about in lesson one) and the mapping of
points. In other words, if a transformation is an isometry and maps a figure onto itself, then it is symmetric.
Learners will be able to:
State definitions for the six kinds of symmetry.
Identify what kind (if any) of symmetry a figure has.
Create figures that have each of the six different kinds of symmetry.
cognitiveR U Ap An E C*
physical
development
socioemotional
R
R, U
R, U, Ap
Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9-12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it
onto itself.
Creativity and Innovation: Exploration of imagination. Refining and improving original ideas.
Collaboration: Working together to share, advocate, and compromise on issues critical to teams success.
Communication: The ability to properly read, write, present, and comprehend ideas between a variety of mediums and audiences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Students should know what it means to map one set of points to another. In addition, they should also
know and understand what a transformation is. They should be able to perform all five transformations
(ie translations, reflections, glide reflections, rotations, and dilations)
Pre-assessment (for learning): I will look over the students homework and be sure that they are understanding
the concepts of transformations and what happens to a figure when it undergoes a certain transformation.
Formative (for learning): Students will complete practice questions that, upon completion with be
Outline assessment
activities
(applicable to this lesson)
discussed and corrected during class time.

Formative (as learning): Students will participate in the lecture by asking and answering questions. By
doing this, they will be contributing to what they already know, as well as asking questions over the
content that they are still struggling with.
Summative (of learning):
What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
9-15-14
Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Students might struggle to see the
difference between the different
kinds of transformation. They might
also struggle to see what type of
symmetry a figure might have. To
make this clear, I will provide at
least three pictures of each kind of
symmetry so that the students can
begin to differentiate between the
different types of symmetry.

Action and Expression
Provide options for physical actionincrease options for interaction
Students will play a kahoot quiz
and will be physically engaged
since they get to work on their
computers. Also during sample
exercises, students can get up and
move to a different area in the
room with a different group if they
so choose.

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
In this lesson, I will strive to choose
pictures with symmetry from reallife places so that I might choose
images of places or objects that
interest the students and make them
more interested in the lesson.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom

be set up for this lesson?
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Throughout the lesson I will strive
to make clear the different kinds of
symmetry both in mathematical
terms and in non-mathematical
terms so that the students can fully
comprehend the terms.
Provide options for expression and

communication- increase medium
of expression
In this lesson, students will have the
option to come up with examples of
their own kind of symmetry and
thus they will be able to express
each kind of symmetry in any way
that they can think of. The students
can also either describe their
answers or draw them.
Provide options for comprehensionactivate, apply & highlight

In this lesson, students will have to
apply what they know about
transformations (ie what a certain
transformation does to a certain
figure) to determine what kind of
symmetry a figure will have.
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will have to reach into
their long term memory to
determine what they already know
about transformations. They will
also reach into their short term
memory of what they have learned
about symmetry. Then they will
combine the two ideas from the two
sections of their memory to
determine what kind of symmetry
transformations create.
Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
In this lesson, once students have
mastered identifying what kind of
symmetry a figure has, I will
challenge them to come up with
examples of their own. If they still
need a greater challenge, I will ask
them to come up with a figure that
has multiple types of symmetry.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Throughout the lesson, I will walk
around the room to ask students
about which types of symmetry they
are struggling to understand and
what they/I can do to help them
understand it better.
For this lesson I will be using Microsoft PowerPoint. Thus, I will need my computer and the projector
and the whiteboard and whiteboard markers so that I can project my lesson onto the board for the
students to see and write on the board over the top of some diagrams and examples that are being
projected. The students will just need the note packet I made so that they can work through sample
questions. Students might also want their textbooks so that they can follow along with the definitions
and example problems, if they so please. Lastly, each student will need his or her own computer or
smart phone to participate in the kahoot lesson.
For this lesson, the desks will be arranged in rows that are four desks deep. The desks will be facing
the front of the classroom so that the students can all see the whiteboard. When the students go to
work in groups or with a partner, they will simply push their desks up against one another and they
will return their desks to the standard position when the class is complete. I will be at the front of the
room at the board when teaching the lesson, however throughout the lesson when the students are
doing sample questions, I will be walking around the room to see how the students are progressing
with their work.
III. The Plan

Time
10:00
10:03
Components
Motivation
(opening/
introduction/
engagement)
10:05
10:07
10:11
9-15-14
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
As the students come in, I will collect their
Students can ask questions if they have them over
homework and ask them if they felt comfortable
material that they struggled with and want/need to
with the material on the homework.
improve upon.
Next I will ask students what they already know
about symmetry.
Next I will provide a definition for what it means
for something to be symmetric. I will also
list/preview the six types of symmetry we are going
to talk about today.
Students will think back to their previous education

and recall what it means for something to be
symmetric.
Students will take notes on the definition.
Then I will give a definition of line symmetry

along with several pictures illustrating pictures that
have line symmetry.
Students will discuss why these pictures have line

symmetry. They will also record notes on the
definition of line symmetry.
Then I will give a definition of point symmetry
Students will discuss why these pictures have poing
along with several pictures illustrating pictures that

have point symmetry. We will discuss why these
pictures have point symmetry.
symmetry. They will also record notes on the

definition of point symmetry.
Next I will give a definition of rotational symmetry

and describe why/how it is different from point
symmetry. There will also be pictures illustrating
examples of rotational symmetry.
Students will record notes on what it means for an

object to have rotational symmetry. They will also
discuss why these figures have rotational
symmetry.
Then I will give a definition of translational

symmetry along with several pictures illustrating
pictures that have translational symmetry. We will
discuss why these pictures have translational
symmetry and how this type of symmetry is related
to the transformation of a translation.
Students will record notes on what it means for a

object to have translational symmetry. Then
students will also discuss why these images have
translational symmetry.
Next I will give a definition and picture example of

what it means for an image to have glide reflection
symmetry and how this relates to the
transformation of a glide reflection.
Students will write down the definition of glide

reflection symmetry and discuss how this is related
to the glide reflection transformation.
10:27
On a slightly different note, I will give the

definition of a tessellation explain what kind of
symmetries are tessellations.
The students will again record this definition and

determine if the examples we have looked at are
tessellations or not.
10:30
Finally, I will give the definition of plane

symmetry and show the images and diagrams that
are examples of plane symmetry. I will also
describe how it is different from line symmetry.
The students will record the definition of plane

symmetry and will discuss why the images show
have plane symmetry.
10:33
I will tell the students to log onto kahoot where

they will complete a series of practice questions. I
will explain after each question why that object had
a certain kind of symmetry.
I will restate the definitions of symmetry and of
tessellations. Then I will preview the project that
we have for tomorrow, telling them that we will be
making our own tessellations.
At the end of this lecture, the students will log onto

kahoot where they will see a series of images. The
students will have to pick from multiple choice
questions what kind of symmetry the images have.
10:15
10:19
10:23
10:44
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I have not yet taught this lesson, but I believe that this lesson will be especially engaging because all of the in-lecture examples
will be done using a Kahoot quiz where students can work individually to determine what type of symmetry each figure has.
My one concern for this lesson is that the Wi-Fi will not work and students will not be able to access Kahoot. If this is the
case, I have a back up plan of simply showing an image to the students and asking them what kind of symmetry the figure
has. This would be effective, however, I do not think that it would be engaging and I think that the students would get tired of
it quickly. Hopefully the Wi-Fi will work so that the students can get excited about doing examples via Kahoot and they can
be more engaged this way.
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Subject/ Topic/ Theme

State definitions for the six kinds of symmetry.

Identify what kind (if any) of symmetry a figure has.

II. Before you start

discussed and corrected during class time.

What barriers might this

Provide Multiple Means of

Provide Multiple Means of

Provide Multiple Means of

How will your classroom

Provide options for language,

Provide options for expression and

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

Provide options for sustaining

III. The Plan

Describe teacher activities

Students will think back to their previous education

Then I will give a definition of line symmetry

Students will discuss why these pictures have line

Then I will give a definition of point symmetry

Students will discuss why these pictures have poing

along with several pictures illustrating pictures that

symmetry. They will also record notes on the

Next I will give a definition of rotational symmetry

Students will record notes on what it means for an

Then I will give a definition of translational

Students will record notes on what it means for a

Next I will give a definition and picture example of

Students will write down the definition of glide

On a slightly different note, I will give the

The students will again record this definition and

Finally, I will give the definition of plane

The students will record the definition of plane

I will tell the students to log onto kahoot where

At the end of this lecture, the students will log onto

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