Standard Seven

Transformations Escape Room

InTASC Standard #7: Planning for Instruction

"The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context."

Transformations Escape Room

Brief Description

In my math placement, I created an Escape Room activity for the students to complete to review for their Transformations unit. In order to plan for this lesson, I created three different problems with a combination of geometric transformations. The students would solve these and could not move on to the next step until their work was checked and correct. After students checked the first problem, they were given a clue that would help them unlock the first box based on their answer to the corresponding problem. Once they solved the clue to the first box, they were given the second worksheet that corresponded to the second box, and repeated the process until they "escaped".

Reflection

This activity required a lot of planning and forethought. I spent several planning periods and time after school coordinating the activity for the students. I also had three lock boxes made for the students to have something tangible to open and keep them engaged. In addition, I designed roles for the students within their groups to keep things organized and in order during the activity. For example, each group selected a captain who would be the representative for the group. This limited to only a handful of students coming to check their work (captains must bring the worksheets of the entire group to be checked) and unlock the boxes.

Escape Room Master Copy

On the left are the worksheets each student had to complete before moving on to the next lock box.

On the right are the clues that were given to unlock the box students were currently working with.

Combinations Clues

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