Strengths
The focus learner is sociable, confident, and exhibits strong leadership qualities in the classroom. He learns best with kinesthetic activities, one-on-one, and small group instruction.
Interests
The focus learner is interested in art, in particular drawing. When he not in his room drawing, he is either playing video games or assisting his step-father with the family’s car wash business.
The focus learner will be able to formulate learning that all circles are similar through application of transformation techniques (translation and dilation), with/without utilizing graphs, after reviewing some of the relational features of the circle, by the end of the learning segment.
The content standard that is most related to the learning
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goal is: Euclidean Geometry – 9th grade MGSE 9-12G.C. 1 Understand that all circles are similar. • Similarity of circles In order to achieve the learning goal of understanding the similarity of all circles, the focus learner will need to explain, through the expressive communication skill of writing. The focus learner’s related IEP academic goal is describing relationships between similar geometric shapes with 75% accuracy on informal assessments, utilizing one to two supports, by the ending of the third grading period.
The focus learner, when given 10 geometric problems relating to the translation of circles will solve with 70 % accuracy, by the end of the lesson.
Assessment Tools and Data Collection Procedures
The learning goal will be monitored during this lesson through the use of informal assessments such as direct observation, responses to direct questions, show of thumbs up for understanding and down for not understanding, and completion of a related worksheet. In addition, ongoing assessment of the learning goal will be ascertained through questions asked by the focus learner.
The focus learner will be required to explain how the entire circles translate or slide in one direction through written expression using graphs and manipulatives.
The focus learner will monitor his own comprehension throughout the learning segment by:
• Seeking clarity through his questioning.
• His responses to direct questions posed by the teacher.
• Gauging his own comprehension of the concepts through his ability to satisfactorily complete the worksheet
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handout. • The focus learner will use Word Wall Chart with the academic words to show command of the lesson objective. • Completion of a ticket out the door. Lesson Procedures Students will watch a You Tube video that supports the lesson goal at https://www.youtube.com/watch?v=tcQjJssEMgo .
Remind students of the previous lesson – some of the basic features of a circle and their relationship to each other Radius, Diameter, Circumference, and Pi. Teacher points to while reading the standard. Today’s lesson is on translation, a geometric transformation that is essential to proving the similarity of circles. Ask if anyone can define translation. Translation simply means that an object moves/slides in the same direction and distance. (Elicit examples from students.) One circle moves on an axis (translation) that passes through both origins. After it translate/slides then it can be resized through dilation.
• Visuals: A Word Wall that supports the academic language of the lesson objective.
• Modeling with Manipulatives will be used by the teacher to express the translation process. Using two circles and a straw that connects them through the centers, the teacher will explain how the entire shape slides in the same direction to its new position on top of the second
circle. • Through direct instruction the teacher will explain the translation process and also use graphs and the Cartesian plane. For example, the teacher will read Cartesian position of a circle on the graph (center location). During translation, if Circle A is located at say (3, 5) and circle B is located at (7, 8) then the old/first figure will translate (4, 3) to its new location and match up with the centers of the second circle. • Wait time – adequate wait time will be provided to allow students to process and demonstrate understanding of the lesson objectives. • Small group activity – After teacher’s modeling of translation using two circular manipulatives and a straw that connect the center, students will express understanding in writing. • After observing the teacher work through problems with coordinates, students will express written understanding by working similar problems on the Promethean board and • After teacher’s modeling student will work similar translation problems on graphing paper. Materials and Planned Supports: • Circular manipulatives that were used in lesson one • Straws to use with circular manipulatives to explain translation • Graphing paper for teacher and for students’ written expression. • Quiz hand-out to gauge students’ progress in accomplishing the learning objective. • Word Wall – academic language support Technology support: • Calculators to assist students with problem solving (optional). • Promethean Board for teacher and student usage. Internet access to: https://www.youtube.com/watch?v=tcQjJssEMgo To aid the focus learner in self-directed learning and self-correction strategies, the focus learner will use: • The Word Wall Chart containing the academic words that support the lesson objective. • Circle Chart from lesson one, if necessary. • Students will use the Self-Assessment chart to gauge their level of understanding. Progress monitoring will be accomplished through informal assessments such as direct observation of the focus learner during individual and cooperative activities both written and non-written, and through continuously asking exploratory questions to gauge learning. If the focus learner is not on track, he will be provided corrective feedback through non-verbal communication, such as, ignoring the behavior at first, close proximity, a fixed stare accompanied by the negative nodding of the head. If necessary, the focus learner will be privately communicated with to understand the underlying reason for the negative change in behavior. If the focus learner is on track, he will be reinforced nonverbally by giving him two thumbs up, a smile, a pat on the back, and/or verbally through praises of acknowledgement, such as, “great job self-monitoring,” and “thanks for staying on task.” The teacher will briefly recap all that was learned about translation. Using the circular manipulative and straw that connects the centers of origin, the teacher will explain that proving similarity of circles requires the rigid transformation called translation that keep the entire circle intact as it slides it the same distance. You also learned how to solve translation problems using expressive writing. You used the Document Cam and the smart board to solve translation problems cooperatively. For example, To prove similarity of circles, if circle A with coordinates (3, 6) and radius 4 has to be translated to circle B with coordinates (8, 7) and radius 6 we simply use the X coordinates and slide the circle 5 units to the right and then using the Y values, slide the circle one unit up so that the new position of A prime would be (5, 1). The teacher will ask student to show their level of understanding by filling out the self-evaluation rubric. Homework Directions: • Using expressive writing, incorporate the dilation process to the previous homework (describing the translation process).
Upon completion of this task, the students will have photographs of different types of lines, the same lines reproduced on graph paper, the slope of the line, and the equation of the line. They will have at least one page of graphing paper for each line so they can make copies for their entire group and bind them together to use as a resource later in the unit.
state different forms of text and go on to talk about each one and how it applies to manipulation
A flexible academic integrated instruction or behavioral support that it’s provided and adjusted to every student need to promote success for all.
Mental rotation is another classic cognitive psychology paradigm, which was devised by Roger Shepard at Stanford. To understand how this task works, take a look at the shapes in the top panel (A) of Figure 12.3. The two shapes are the same; the one on the right has been rotated clockwise by about 90°. By contrast, the pair of shapes on the bottom row (B) do not match. If you look carefully, you will notice that they are mirror-
There are six diagonal lines. At one end there are circles on them giving the impression of three circular prongs. At the other end the same size lines have cross connecting lines consistent with two square prongs. These perceptions can violate our expectations for what is possible often to a delightful effect.
Euclidean Geometry is the study of plane and solid figures based on the axioms and theorems outlined by the Greek mathematician Euclid (c. 300 B.C.E.). It is this type of geometry that is widely taught in secondary schools. For much of modern history the word geometry was in fact synonymous with Euclidean geometry, as it was not until the late 19th century when mathematicians were attracted to the idea of non-Euclidean geometries. Euclid’s geometry embodies the most typical expression of general mathematical thinking. Rather than simply memorizing basic algorithms to solve equations by rote, it demands true insight into the subject, cleaver ideas for applying theorems in special situations, an ability to generalize from known facts, and an
He is self-assured at selecting the correct matching indirect objects or the pronouns that complete each sentence. He stayed engaged throughout the learning session and demonstrated this by participating fully in learning activities and through his correct responses when called upon to answer any questions. Occasionally, the focus learner was a little hasty in his response, resulting in an incorrect answer. The various level of supports such as charts and vocabulary list served as visual and readily available supports that aided in the focus learning being able to demonstrate understanding and application of the learning objectives in speech and written
The SWOT analysis is a useful tool for identifying our personal strengths, weaknesses, opportunities, and threats to our plans and goals. According to a “Fuel My Motivation” article (2010), this analysis considers internal influences that can positively or negatively affect our ability to achieve our goals. The internal factors are our strengths and weaknesses. Also considered are opportunities and threats, which are external influences that can have a positive or negative impact on the ability to achieve our goals. I will share how the self-assessment instruments and self-exercises in this course have contributed to assessing and understanding my strengths and weaknesses. I will also discuss techniques I will use to leverage my strengths and understand my weaknesses. In addition, I will consider opportunities that I can take advantage of and the threats that can possibly impede my progress.
In their book A Methodology for Translation, Jean-Paul Vinay and Jean Darbelnet condense countless translation methods and procedures to two methods which was divided into seven specific procedures.
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
I should establish goals, purpose, and interactive instruction when working with students. I should be able to clarify confusion and provide differentiated tasks for students in my future teaching practices. As a teacher, I would offer models of behaviour; for instance, presenting students that creating an anchor chart helps to remember the course materials. Teachers should respond flexibly to students’ response and encourage students to self-monitor. I believe that it is essential to adapt independent learning skills in my future classroom since independent learning help students to improve their academic performances, increase motivation, confidence, and self-assessment
- involve themselves in an interactive process in which they set short and long term learning object...
Students will identify the correct how to find the area of circles. We are going to do this first by deriving the formula for the area of a circle ourselves. Students use these operations to solve problems. Students extend their previous understandings of finding the area of a shape: This learning goal meets the Common Core Standard CCSS.MATH.CONTENT.6.G.A.3. The students are going to learn find the area of only the doughnut, excluding the hole in the middle. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble solving the problems with the formulas. to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations.
According to researcher Duff (1994), properly designed translation activities can be employed to enhance the four skills and to develop three qualities essential to all language learning: accuracy, clarity and flexibility. The purpose of translation activities is not to train professional translators, but to help students acquire and strengthen their knowledge in the English