5E Thinking Through a Lesson Plan (5E-TTLP)

Class Information:

Teachers: Mr. Minchow and Mr. Tokar

Class and Grade: Seventh Grade Geometry
Date and Time: Tuesday, March 15 at 2:30pm

Lesson Information:

Lesson Title: Hats Off to the Wumps

Lesson Topic: Similarity relationships involving multiplication (scaling) and shifting
plotted points by adding or subtracting from coordinate points (vertical or horizontal
shifts).

Standards:
Nebraska Mathematics Standards

MA 7.1.2.a Solve problems using proportions and ratios (e.g., cross products, percents, tables, equations, and graphs).

MA 7.1.2.b Add, subtract, multiply, and divide rational numbers (e.g., positive and negative fractions, decimals, and integers).

MA 7.3.2 Coordinate Geometry: Students will determine location, orientation, and relationships on the coordinate plane.

Nebraska Mathematics Process Standards

Solve mathematical problems about enlarging and reducing shapes

Model and represent mathematical problems about enlarging and reducing shapes

Communicate mathematical ideas effectively

 Make mathematical connections between material

Lesson Objectives:

The learner will know:

The fundamentals of coordinate planes (x,y)
The learner will understand:
The role multiplication plays in similarity relationships.
The effect on the image if a number is added to the x- and y-coordinates.
The learner will be able to:
Plot points on a coordinate plane.
Add to and subtract numbers from the x- and y-coordinates of a given point.
Multiply the x- and y-coordinates of a point by a certain constant number.

Assessment:

We will assess
Students ability to examine vertices from a given graph and record them into a coordinate table. Will be assessed
while the students are filling out their Mugs Hat data sheet. We Will be walking around the classroom as an
assessment.

Students ability to graph a set of vertices from a coordinate table by asking, What do you notice about Hat 1,2,3,4?
Then by asking follow up questions that dive into how graphs have changed with the given rules.

Students understanding of how addition and subtraction effect a coordinate by asking, What rule would you give to
the addition of coordinate points? and What rule would you give to the subtraction of coordinate points?

Students understanding of how multiplication effects a coordinate, What do you notice about Hat 1,2,3,4?, How
has multiplication affected each hat?, What if we multiply by a number less than one?

Students understanding of similarity using coordinate systems by asking, Which of Mugs Hats are similar? And which
are not?
 Materials Needed for Lesson:
Graph paper, worksheet
Lesson 5E Lesson Approximate Students Activities Anticipated Student Thinking & Questions Teacher Activities
Phases Phases Timing
(details about how students are (details about what work the teacher is doing
configured, what work they are doing, including specific actions performed and
and how they are recording their questions asked/Responses given)
work)

LAUNCH Engage 10-15 Once the students have taken their Attention Getter: EYES UP FRONT!
min seats in their designated groups and
their attention is at the front of the We will begin instruction by introducing
class the lesson will begin. ourselves followed by an introduction to lesson
2.2 Hats Off to the Wumps by quickly reviewing
the similarities we found last week when we met
Mr. Wump.

As materials are being distributed to each group

Individually the students will examine What is the difference between a point (Graph Paper and Worksheet) we will ask the
and closely focus on the vertices that and a vertice? class to take a close look at Mugs Hat focusing
make up Mugs Hat until the materials their attention on the vertices that make up the
have been distributed to the class. hat. Explain to them that we will be
manipulating these points during todays
activities.
Students will work individually and as a
group to complete the worksheet on We will direct the students attention to the
Mugs Hat by filling in the data table What does adding a number to a graph of Mugs Hat and data table on the
provided. They are encouraged to work coordinate do? worksheet, and ask the students to fill out the
with the students in their groups if they table while noting they should predict what will
are having trouble. happen first. Now, we would like everyone to
fill out the table on the worksheet. As you can
see, you must first finish filling in the
coordinate points that make up Mugs hat.
Then, you can use the rules to find the points
for Hats 1 through 5.
LAUNCH
Cont. Once the data table table has been Once the students have completed the table we
completed by each student, they will will ask the students to now take the table and
work on plotting and graphing each Hat plot each of the Wumps Hats. Once you have
on their graph paper. Once again the filled out the coordinate point table, please plot
are encouraged to work with the your points for each hat on the graph paper.
students in their groups. Each hat should be graphed in its own section
on your graph paper.

Note: Make sure the students know they can

work together and are encouraged to do so.
We would like each of you to fill out your own
table and graph your own hats, but please if
you get stuck or not sure about an answer ask
one of group members for help before coming
to me.

EXPLORE Engage 15-20 Students will verbally discuss, as a class, We will ask the class to discuss characteristics
min what they noticed while they filled out they noticed between graphs while they were
Explore the coordinate table and while they both filling in the coordinate table and graphing
Explain graphed Mugs Hats. Mugs Hats as a class.

Elaborate Teacher Questions that will be asked during the

What do you notice slide:
Evaluate
What do you notice about Hat 1 and Hat 2

What do you notice about Hat 4?

What do you notice about Hat 5?

What do you notice about Hat 3?

Note: We hope that students are able to

examine and interpret the graphs and be able
 communicate what they notice. If they arent
able to notice a change we will dive into the
deeper follow up questions without taking from
EXPLORE the critical thinking and understanding
Cont.

Students, next, will verbally discuss, as Students will need to think about the We will ask the class to think about which of
a class, which of Mugs Hats are similar requirements for similarity. May ask what Mugs Hats are similar and which of Mugs Hats
and which of Mugs Hats are not makes two images similar. are not. While making sure students give
similar. They will also need to be able explanations behind their reasoning that
explain why they believe their Hat demonstrates their understanding about
observations are similar or not similar. similarity

Teacher Questions that will be asked during the

Similarity slide:

Which hats are similar to Mugs hat? Why?

Which hats arent similar to Mugs hat? Why?

Next, we focus students attention on writing

Students will work in groups to write Students need to think through the their own rules rather than observing them. We
their own set of coordinate rules for relationship between the rules and the will ask groups to work on the three problems in
the descriptions given to them. After effect they have on the coordinate points their groups and will let them know that they
they have created their rules they will in order to write rules of their own. will be presenting their answers as groups.
present their rules to the class.

We will present students with a list of the

Students will be asked to explain why halfway complete rules for addition and
these rules work for adding and subtractions. We will ask students to explain to
subtraction when working with the class what they think each rule means. Also,
coordinates and vertices. we will clarify any other questions regarding
these rules.
 Students will work with their shoulder What kind of hat do I make? In the last lesson activity, we will ask students to
EXPLORE partner to generate a set of vertices generate their own Hat with their shoulder
Cont. that make up their own favorite hat. partner. We will clarify by providing an example
They will then work together to graph Where do I make the hat on my graph of a possible Hat and will ask them to use
their new hats with the set of rules paper? between 3-8 vertices. Once the students have
provided, and will be asked which new created their Hats they will then apply the rules
hats are similar or not similar. on the slide and will graph them. We will ask the
students which new hats are similar or not
similar. Flexible activity that can be turned into
a homework assignment to ensure there is
enough time for the SUMMARIZE phase.

SUMMER Explain 6-8 Each group will have a couple minutes We will ask the class to think as groups (briefly)
IZE min to come up with the main idea of to come up with what they thought was the
Elaborate todays lesson. Once each group is main idea of todays lesson.
ready a group representative will share
Evaluate Okay class, we would like each group to come
what their group thought was the main
idea. up with one main idea that we learned today to
share with the class. You have a couple minutes
to discuss which topic you would like to share.

Students will individually answer two Students will need to think about We will present the class with an exit ticket
questions on a slip of paper that will be everything theyve learned to conduct assignment that will be asked to be completed
turned in as they leave the classroom. multiple changes on a coordinate point. before they leave the class.

Script Notes in Google Slides:

https://docs.google.com/presentation/d/1Cz2VV9SABBIkBPRHE_ZVixARBzKDZJx2MvGfC4HVBjE/edit#slide=id.p