Teacher: Natalie Kaczmarski Lesson # in unit: 21-1 Subject/Course Title: 8th Grade Math

Date: 4/4/17
Measurable Lesson Objectives and Assessment of the objectives
By the end of the class session, student will be able to: Describe/explain a dilation from an image representation using words. Calculate a
side length of a pre-image or image.

Content Objectives:

1. Investigate the effect of dilations on two-dimensional figures.

2. Explore the relationship of dilated figures on the coordinate plane.

Academic Language Objectives: Students will be able to describe the transformation called a dilation using words and draw a visual
representation of a dilation.

Why does this lesson matter? This lesson is very important as it builds on the three other transformations previously learned in class. The
new transformation, a dilation, is very different the three previously learned. Also, dilations are constantly used in the real-world.

Assessment Statement: How will students show they have met the objective? Students will be able to complete problems on dilations
in groups. Students will also be able to complete three homework problems.

Specific Standard Indicators Aligned with this Lesson:

8.GM.6: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates

8.GM.5: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of
rotations, reflections, translations, and dilations. Describe a sequence that exhibits the similarity between two given similar figures.

Supporting Diverse Learners

I will support diverse learners as I allow students to collaborate. I will also ask students to think about prior experiences and lessons. I
will also ask students to think about real-life situations when dilations are used. Lastly, I will present material visually and orally.

Method(s) for Instruction

Grouping Strategies:
Class/Group Discussion
Teacher Modeling/Demo.
Small Group
Inquiry Learning
Guided Practice
Lecture or Direct Instruction

Lesson Agenda
Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
After the bell-ringer, I will ask students to flip their bell-ringer over and give them one minute to list the three transformations that they
have worked on in previous classes. I will then pull the class together after one minute and ask students to share their answers. Next, I
will talk about the transformation that was introduced in their Simon Says game a week early but that they have not learned about yet.
Students will be able to recall the motions for this last transformation, a dilation that we will focus on today. Also, students will then be
given a minute to think about real-life application for dilations.

Time Teacher Will Be: Students Will Be: Rationale:

1:20- 1:30 Moving around the room Working on their bell The bell-ringer is a great
answering any questions ringer time to review prior
that students may have material covered that
 while working on their
bell-ringer
1:30-1:40 I will be recording who
was unable to finish 4 or
less problems on the bell-
ringer. I will then go over
the answers with the class,
calling on students to
participate and asking
students for questions
they may have.
1:40-1:48 I will be asking students
to complete the prior
knowledge activity on the
back of their bell-ringer. I
will lead a discussion
about transformations,
asking students to recall a
fun Simon Says game. their past experience with
Next, I will be asking
students to compare
transformations and think
of uses for dilations in the
real world. I will have
students participate in this
conversation.
1:48-1:52 I will have students read
the learning targets in
their textbook and mark
them up. This is a
routine that they do with
Mrs. Curtis.
1:52-1:15 I will have students
complete the Alice in
Wonderland chart and
answer questions. This
activity is in their
textbook and is great way
Students will continue to
work on the bell-ringer as
I record how much they
completed of the bell-
ringer. Students will be
grading their bell-ringer,
participating in going over
the answers to the bell-
ringer, and filling in any
incorrect or unanswered
questions on the bell-
ringer.
Students will be writing
the 3 transformations
covered in class on the
back of their bell-ringer
on their own. Students
will also be recalling and
actively participating in
this activity is very easy,
the final transformation
we are covering today.
Students will be
contrasting it to the other
transformations and given
time to reflect about
dilations in the real-world.
Students will be reading
the learning targets and
marking them up. students. This gets
students focused in the
Students will be following
along, participating, and
filling in the chart as I
kick this first activity off.
Students will then be
actively working with
students may see on their
ISTEP tests. This is also
a great warm-up that gets
students brains warmed
up. This activity is done
each class period, a
routine that gets students
working right away.
It is important to spend a
bit of class time going
over the bell-ringer so
students can see their
mistakes and make
corrections. Also,
students typically enjoy
participating with their
correct answers as most of
these types of problems
they have seen before.
This helps build student
confidence.
This really activates prior
knowledge. This gets
students thinking, jogs
their memory, and brings
up an exciting game that
they are sure to have not
forgotten. Participation in
as some of these ideas
asked are opinion based.
This is something that
Mrs. Curtis does with her
goal of todays lesson.
This activity connect to an
ever famous movie and
book, Alice in
Wonderland. This
activity gives a starting
height and change in
 to introduce the topic of
dilations. I will model
filling the first box of the
chart, being sure students
are thinking correctly
about Alices size change.
Once I have kicked off the
activity, I will go around
the room helping groups.
I will pull the students
back together to go over
the activity after
fifteen/sixteen minutes.
1:15-1:30 I will ask students to work
in groups to complete
activity 4. I will go along
the room, working with
groups. I will then pull
the class back together to
go over this activity.
1:30-1:35 I will be directing
students in looking at an
example in the book. I
will conduct the
conversation and have
students mark up this
activity in their book.
1:35-1:45 I will work on part A of
the activity with the
students, then allow
students to work on part B
and C while I go around
the room checking for
understanding.
1:45-1:50 I will assign homework
and talk about what we
their partners to complete height. Students must fill
the chart and answer the in the new height. These
questions. Students will changes in height are both
then participate with the less than or greater than
answers they found with one. The questions
their partner, recording students answer leads
anything they did not students to draw
finish or got incorrect. conclusions. The
questions even ask
students to make a
conjecture about the
change in height that
causes Alices height to
increase/decrease. This is
a discovery activity as
students much come up
with conjectures. I do not
just tell them the facts
about dilations.
Students will be working This activity is great for
on activity 4 in their the visual learner. A pre-
books with their partner. image and a new image,
Students will be after a dilation are
participating when going represented on a graph.
over the activity and This allows students to
filling out and making any use their knowledge on
corrections to their work. graphs to compare side
lengths and vertices. This
activity asks students to
describe the relationship
of the side lengths of the
pre-image and image.
Students will be This is a boring activity,
participating in the but provides a great note
discussion. Students will that students can look
be writing notes in their back at when working on
book. other homework.
Students will be These activities pull the
participating in the lesson together. I
discussion and working introduce the questions
with partners. and work through one,
then students are turned
loose to see how well they
are understand.
Students will be working I will assign homework
on homework (if time and discuss what we have
 have covered. Then, I permits) and will be covered today, summing
will allow students to packing up. everything up for
pack up. students.

Closing: Wrap up and Assessment How do you know your students met your lesson objective(s) and to what extent?
I will know if students met my lesson objectives by going around the room and listening to the groups collaborate together in completing
the activities in their textbook. I will be able to tell how well they understood the lesson by their discussion, their answers, and their
conjectures. I will also know if the students meet the objectives by looking at the homework the next class period and by the large group
discussions.

Daily Assessment
Higher Order Thinking Addressed Formative Assessment: Summative Assessment:
Today: Class discussion Test at end of unit
Teacher Observe
knowledge
Listened to conversations
comprehension
Homework check
application
analysis

What would it take to move students from recall

into higher order thinking?
I think students need much practice and ideas
presented in a variety of ways to move an
idea/concept from recall to higher order thinking.

Preparation Needed for this Lesson:

Materials: Students need their textbook and calculators (classroom set)

Technology: Use SmartBoard to present bell-ringer and the textbook activities

Copy: Bell-ringers

Locate: n/a

Safety Considerations:

n/a

Reflection: What did I learn through teaching this lesson? What do I want to remember the next time I teach this lesson?
How will assessment data from todays lesson impact tomorrows teaching?

After completing this lesson, I now know that things took more time than expected. It is better, however, to over plan than
under plan. I learned where students will struggle and where I need to take more time and which parts of the lesson I can
breeze through. Next time I teach this lesson, I will be sure that I split this lesson into two days or cut a few problems out.
Tomorrow, I will have to check and see if I need to go back and review things covered today as we were a bit rushed. I
should not have rushed, but rather pushed back activities to the following day. Please see my reflection as I will dig much
deeper into this!