Graphing Effects & Nonlinguistic Representation.
Subject: Mathematics Grade Level: 8th Grade
Unit Plan: Geometry Day/Periods: 55 mins.
Topic: Graphing Effects & Nonlinguistic Representation
Content Standards:
Unit Plan: Geometry Day/Periods: 55 mins.
Topic: Graphing Effects & Nonlinguistic Representation
Content Standards:
- Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
- 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; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
- Read and comprehend complex literary and informational texts independently and proficiently.
Learning Experience Outcomes
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Learning Experience Assessment.
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Approaching
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On-Level
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Beyond
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MaterialsChalk SMART-board Axis Worksheet Tape Camera (if available) Homework Worksheet |
ProcedureDO NOW
Have students write down the first word that comes to mind when looking at these words:
FOCUS QUESTION What are graphing effects? DIRECT INSTRUCTION Give the definition of the following words
GUIDED INSTRUCTION Bring students down to the gym where there will be axis taped to the gym floor. Break student up into groups of 5 and give them the worksheet (below). Students will “act out” out a representation of each of the following words using the definition provided above:
Walking around making sure the students have a correct representation before they draw or take a picture of the human graphing effect. CLOSURE Bring the lesson together. Answer any questions. Have groups represent a graphing effect. INDEPENDENT PRACTICE The students will use their new knowledge of graphing effects to complete a worksheet (below) about the Greek Alphabet. Print out the picture if students where able to take pictures. The pictures will be handed out in the next class so students can put them in their notebook. |