Instructional Strategies
Day 1
1). Use open ended and through provoking questions to tap into my students prior knowledge. On the whiteboard, I will write the following questions: “From your personal experience, explain in real life where you have seen a transformation, rotation or a reflection? What what is your mathematical definition of what a transformation, rotation or a reflection? How are these terms related to studying polygons in geometry?” I will remind students there is no right or wrong response to the questions. The using the Think-Pair-Share strategy, the students will share their responses to the questions with a partner. Then we will have short 3-5 minute class discussions about what the students responses were?
2). On the …show more content…
As students walk in the computer lab, students will be asked to be in the same groups as the previous day. There will be “Do Now” exercise problems on the board. One problem will ask students to create their own rigid motion using any shape of their choosing. And in the second problem, students will be asked to find the resulting location of a shape on an xy coordinate plane that involves rotating a shape 120 degrees and translating it to the right 7 units. I will walk around and monitor the students.
2). In their groups, the students will discuss and compare their answers. Then I will pick a few students to share they answers with the class.
3). With the computers, my students will use the transformational geometry software to visualize how rigid motions like reflections, translations or rotations affect 2D and 3D geometric figures. Then students, in their groups, will use the software to complete an assignment from the textbook and record their responses in their math notebook. I will walk around a monitor the progress of students and address any questions and provide support for the groups. Students will also use the Internet at the computer lab to print out an example of a rotation, reflection and translation along with a description of how each one can be use in a real life
Day 1
1). Use open ended and through provoking questions to tap into my students prior knowledge. On the whiteboard, I will write the following questions: “From your personal experience, explain in real life where you have seen a transformation, rotation or a reflection? What what is your mathematical definition of what a transformation, rotation or a reflection? How are these terms related to studying polygons in geometry?” I will remind students there is no right or wrong response to the questions. The using the Think-Pair-Share strategy, the students will share their responses to the questions with a partner. Then we will have short 3-5 minute class discussions about what the students responses were?
2). On the …show more content…
As students walk in the computer lab, students will be asked to be in the same groups as the previous day. There will be “Do Now” exercise problems on the board. One problem will ask students to create their own rigid motion using any shape of their choosing. And in the second problem, students will be asked to find the resulting location of a shape on an xy coordinate plane that involves rotating a shape 120 degrees and translating it to the right 7 units. I will walk around and monitor the students.
2). In their groups, the students will discuss and compare their answers. Then I will pick a few students to share they answers with the class.
3). With the computers, my students will use the transformational geometry software to visualize how rigid motions like reflections, translations or rotations affect 2D and 3D geometric figures. Then students, in their groups, will use the software to complete an assignment from the textbook and record their responses in their math notebook. I will walk around a monitor the progress of students and address any questions and provide support for the groups. Students will also use the Internet at the computer lab to print out an example of a rotation, reflection and translation along with a description of how each one can be use in a real life