Response to Marian Small's Question #5 - Create a Math Lesson

Pg. 651 #5: Lesson plan and Notebook PDFs. I will show the actual interactive Notebook in class but Blogspot will only allow me to upload images, text, and video to my blog post, not Notebook files.

Lesson: Transformations Using Notebook	Grade 5 Geometry & Spatial Sense
Critical Learning	Guiding Questions
Students will identify, describe, create, and analyze the three types of transformations using technology including Notebook Software and MacBooks in this cumulative activity.	What is a reflection? What is important to know when describing a reflection? (ie. line of symmetry, etc) What is a mirror line? What is a rotation? What is important to know when describing a rotation? (ie. direction of turn, which fraction of a turn, etc) What is the difference between clockwise and counter-clockwise? What does a quarter, half, three-quarter turn look like? What is a translation? What is important to know when describing a translation? (ie. number of spaces up/down or left/right, etc) What does congruent mean?
Curriculum Expectations	Learning Goals
Students will create and analyze designs by translating and/or reflecting a shape, or shapes, using a variety of tools (e.g., geoboard, grid paper, computer program).	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: identify and describe a reflection, rotation, and translation of a shape choose a regular polygon and create 3 questions (one for each transformation) that will move their chosen polygon across the Notebook page create an answer page for each question

Instructional Components
Readiness Students should have prior knowledge of using a MacBook and Notebook software. Since this is a cumulative activity, students should have prior knowledge of transformations. Students should have prior knowledge of fractions - quarter, half, three-quarters Students should already know clockwise versus counter clockwise directions Terminology transformation, translation, reflection, rotation, symmetry, mirror line, congruent	Materials class set of MacBooks with Notebook software Smartboard to demonstrate lesson to the class Document Camera Math Makes Sense textbook if they so choose “Transformations” Notebook file

Lesson: Transformations Using Notebook	Grade 5 Geometry & Spatial Sense
Minds On Approximately 15-20 minutes	Pause and Ponder
Explicitly identify the lesson’s learning goals as listed above. Create a positive classroom climate: welcome students, invite them into the Smartboard lesson Go through “Transformations” Notebook review lesson on the teacher USB stick.                                                      Review each slide of math vocabulary, types of transformations, sample questions                    for each type of transformation, answers to transformation, success criteria                   checklist.               Give an example of what a Level 3 answer looks like versus a Level 1 and have                  class answer why each grade would be given (ie. what are they forgetting in the                   level 1 answer).	Assessment as Learning (AaL) Students will be assessed on the 6 slides they create (one for each transformation and one for each answer page). Students will be graded according to the success criteria checklist. Differentiation (DI) Students will identified special needs will be partnered with capable students and will complete the activity with their partner. Quick Tip Are all students participating in the activity? If not, see if they need assistance and redirect. Link and Layer Using the document camera, show last week’s pen and paper transformations the students did in their math workbooks and explain they’re now doing that only on a MacBook. Hyperlinks in the Lesson - None
Action! Approximately 30 minutes
Students will log on to their individual MacBooks using their class password. Create new Notebook file and title it appropriately. Begin assignment in accordance to Success Criteria checklist (leave this up on the Smartboard for them to follow and refer back to). (Special Needs Student list partners are on your desk. These students work with their assigned partner in this assignment. Make sure you regularly check up on them that they’re contributing to the assignment as well.)
Consolidation Approximately 5-10 minutes
Have students use a copy of the Success Criteria Checklist to give themselves a level in each area of the checklist. You will use this when you use the same checklist to assign them a grade yourself.