Instructional Software Lesson Idea

Instructional
Software Lesson Idea

Lesson Title Rotations
Content Area 8th grade Mathematics
Content Standards MGSE8. G.3: Describe the effect of dilations,

translations, rotations, and reflections on two-dimensional figures using
coordinates.
Technology Standards 1c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
Integrated Technology • Nearpod

• GeoGebra
Type of Instructional • Tutorial is being used to explain content and lecture.
Software • Drill and practice are also being used when students are working
individually on practice problems. They students may not receive
rapid feedback however; they will receive feedback after each
problem as we go over it as a class.
Software Feature Nearpod is used to create interactive instruction.
• Can be used for: a whole lesson, a video, a quick formative
assessment, or gamified activities
• Can provide post-session reports to review student work
• Can taught in three ways: live-participation, student-paced, and in
front of the class
• Provides premade, interactive lessons and videos
GeoGebra's main features are:
• Interactive geometry environment (2D and 3D)
• Built-in spreadsheet
• Built-in computer algebra system (CAS)
• Built-in statistics and calculus tools
• Scripting hooks
• Large number of interactive learning and teaching resources at
GeoGebra Materials
Reference or • https://share.nearpod.com/hyF2qYUHFjb This link is used to for the
Supporting Resources students to access the lecture.
• https://www.geogebra.org/m/GsAB822Y This link is used for the
discovery part of the lesson. Students will use this to create rules for
transformations and identify multiple ways of solving rotations.
Bloom’s Taxonomy • Remember: Students will have to remember the degree of rotation
Levels and the direction we can rotate.
• Understand: Students will have to understand and explain how to
rotate an image about the origin. They will have to identify what
degree of rotation an image has been transformed to.
• Apply: Students must be able to solve the transformation when given
an image and degree of rotation/
• Analyze: Students will be able to examine how a 90 degrees rotation
clockwise and 270 degrees rotation counterclockwise will result in the
same rotation.
Integration Level The LoTi level of integration can be seen as a level 3: Infusion. Technology is
used to distribute the lesson to the class. Students are applying and
analyzing higher-level thinking skills as discussed from above. The instruction
is mainly controlled by the teacher, but there are activities incorporated in the
lesson for student discovery. However, there are connections to the real-
world. At the very beginning of the lesson, students were asked to identify
things in the real-world that rotates or uses rotations.
Universal Design This lesson can align with the UDL to provide multiple means of expression.
Rationale There are multiple ways for students to express what they have learned. They
can either apply the rules or the understand of how the degree od rotations
reflect to the moving of quadrants, the signs of the x and y, and which x and y
switches. In addition, students can show their understanding with a graph or
coordinate points.
Lesson Idea To introduce the lesson, I will have students name objects that rotate in real-
life. The warm-up is an open-ended task to where students must determine
what transformations can happen to put the puzzle piece in its place. During
the explore section, students will be using their body and turning different
ways to connect it to angle rotations. For the discussion section, students will
look at different rotations and try to look at the relationship to create a rule for
the different angle of rotations. They will also look at the rotations in terms of
the quadrants. To complete the warmup, it should take 5 to 7 minutes. The
lesson itself will take about 30-45 minutes. Students learning will be assessed
through a mini quiz towards the lesson and a ticket out the door.
To provide differentiate learning, students who need extra practice will be

given the time and students who understand the concept will begin to work on
the next lesson. To extend the student learning to a higher learning level, I
will provide harder questions with different images and where students must
rotate images sitting on the x and y axis. To provide feedback to the students,
it will be through individual work and monitoring the students’ progress. As a
closing, students will tell me some things they have learned whether it is
about doing rotations with the rule or quadrants. I will also be asking
questions to lead the students into the discussion if they are not responding.
The ticket out the door will be a problem that leads into the next lesson of
combining transformations. It will be a basic one where they must graph the
final image after two transformations.
Design Reflection I feel that the activities created allows student to use critical thinking in their
learning. It also provides students with many ways to solve the problem. It
challenges all students and assess their learning as we go to see what
concepts students are understanding and having trouble with. From teaching
this lesson, I would not do anything different with the lesson. If anything, I feel
that I should’ve put less problems we workout together so they may practice
individually sooner. Overall, the technology tools used in the lesson was
perfect to help support and enhance student learning.

Instructional Software Lesson Idea

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Instructional

Software Lesson Idea

Content Standards MGSE8. G.3: Describe the effect of dilations,

Integrated Technology • Nearpod

To provide differentiate learning, students who need extra practice will be

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