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lesson plan 3

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lesson plan 3

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Teacher

Date

Ms. Edison

11/10/16

Grade __9th____

I. Objectives

How does this lesson connect to the unit plan?

This lesson is the third section in the chapter, and it focuses on identifying relations. The previous section introduces relations and how to represent them, and this

section begins to introduce analyzing functions and writing them.

cognitivephysical

socioLearners will be able to:

R U Ap An E developme emotion

C*

nt

al

U, Ap, An

Using a table to write an equation. (This was in the textbook, but Ms. Edison decided that we

Identifying independent and dependent variables.

R, U, An

Writing Functions

Ap, An

Evaluating Functions

An, E

An, E

Finding the reasonable domain and range of a function.

Common Core standards (or GLCEs if not available in Common Core) addressed:

CC.9-12.A.APR.1 add, subtract, and multiply polynomials.

CC.9-12.A.CED.2 Create equations in two variables to represent relationships between quantities *

CC.9-12.F.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element

of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f

corresponding to the input x. The graph of f is the graph of the equation y = f(x).

CC.9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function

notation in terms of a context.

CC.9-12.F.BF.1 Write a function that describes a relationship between two quantities.*

CC.9-12.F.BF.1a Determine an explicit expression from a context.*

CC.9-12.F.BF.1b Combine standard function types using arithmetic operations.*

CC.9-12.F.BF.4 Find inverse functions.

CC.9-12.F.BF.4a Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the

inverse.

CC.9-12.F.LE.2 Construct linear functions given a graph, a description of a relationship, or two input-output pairs (include

reading these from a table).*

CC.9-12.F.LE.5 Interpret the parameters in a linear function in terms of a context.*

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners

write the name(s) of the learner(s) to whom it applies.)

*remember, understand, apply, analyze, evaluate, create

Identify prerequisite

knowledge and skills.

Students need to be familiar with relations, and solving equations with the system of equations.

Pre-assessment (for learning): Students will take notes from a video of the lesson for section 3.3, and will

complete a Quia quiz online which will check their understanding of relations and functions.

Outline assessment

activities

(applicable to this lesson)

Formative (for learning): As a class, we will go over any confusion on the notes/Quia. I will go through an

example or two with the class.

Formative (as learning): We will go through a partner/all-class activity of a few independent/dependent

situations. The students will work on a maze worksheet on creating and evaluating functions.

Summative (of learning):

Provide Multiple Means of

Representation

9-15-14

and Expression

Engagement

allows the students to

control their viewing.

mathematical expressions, and

symbols- clarify & connect

language

communication- increase medium of

expression

comprehension- activate, apply &

highlight

functions- coordinate short & long

term goals, monitor progress, and

modify strategies

lesson present?

What will it take

neurodevelopmentally,

experientially,

emotionally, etc., for your

students to do this lesson?

Materials-what materials

(books, handouts, etc) do

you need for this lesson

and are they ready to

use?

together on the activity

and their worksheets.

Collaborate/express

answer on white boards

interest- choice, relevance, value,

authenticity, minimize threats

and persistence- optimize challenge,

collaboration, mastery-oriented

feedback

should encourage

cooperation.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &

reflection

On their devices,

Collaborating with

notes, white boards, or

partner

smart board.

[everyone has (means

to) a device]

Students will need a laptop/device, which all students have one or have the means to one. We will need

internet access for the beginning. We will have a smart board to work on review with the students.

These will all be ready to use. Also there are individual whiteboards that the students will use for the

independent/dependent variable activity. The worksheets will be prepared for the students.

The classroom will have the normal row set-up. Each student will have a laptop/device for the

beginning of the class period. The class schedule is shorter because of a Veterans Day assembly, and

we will have about 10 minutes less.

How will your classroom

be set up for this lesson?

Time

8:30

Components

Motivation

(opening/

introduction/

engagement)

AND

student activities

for each component of the lesson. Include important higher order thinking questions and/or prompts.

Display the Daily Agenda

Pull out notes for us to check.

Prepare a Quia for the students to

Go onto Quia, and complete the quiz.

complete.

o True or False?: The independent

variable is the output (y-value) of a

function.

o State the Independent and

Dependent variables: Auto

insurance costs increase with

each accident and traffic

violation.

o Write an equation in function

notation for the following

situation: The fee to rent a

scooter is $45 plus $5 for each

hour it is rented.

o For f(x) = 3x 1, find f(x) when

x = 2 and when x = 7.

8:40

9-15-14

Development

the lessons video, and any troubled

problems from Quia.

o The video lets students interact,

and there is always space to

leave questions.

o Quia keeps track of all the

students answers.

o Engage in review and discussions.

Independent/Dependent Activity

o Show situations on the board:

o Florence is buying DVDs that

cost $12 each.

o George is buying bananas that

are $2.00 per pound.

o When quilting, Grandpa takes 15

minutes to quilt each square of a

blanket and 5 minutes to gather

the material.

Independent/Dependent Activity

o Students will work in pairs, and

grab one white board per pair.

o Discuss with their partner what the

independent and dependent

variable in each situation.

o Write their answer on the board,

and reveal it.

Walk around and help when needed.

Go through worksheet.

o If they finish early then they can

watch the video for the next

lesson.

anything else needed.

finish at home, and turn in the next day.

9:00

9:10

(the largest

component or

main body of

the lesson)

9:17

Closure

(conclusion,

culmination,

wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement

for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the

process of preparing the lesson.)

9-15-14

Despite this being the shortest class time, because of the Veterans Day assembly, this was the most eventful day of class that

I led for my unit. This time, I got the class attention a lot better when I needed it, because in the beginning of the class I

asked for everyones cooperation and took the time to wait for their attention when I needed to. The biggest problem came

because of a distraction because of one student.

Anyways, the class started with a Quia quiz, while I checked the students notes, as usual. Everything went as usual, and we

went into the recap/review. The class focus was with me as we were going over dependent and independent variables, but

nothing could stop the class from losing focus when one student got her pinkie finger stuck in the back of her chair. Yes, a

15-year-old student decided to stick her entire pinkie finger in the tiny square holes in the back of her chair. She asked for

help, and all eyes were then on her and her stuck finger. I referred to Ms. Edison to help with her, and valiantly tried moving

on in the recap. Even trying to transition the class back into independent and dependent variables by relating the students

finger, as the independent variable, and her situation, as the dependent variable, hardly shifted any attention. So, after five

minutes of struggling with the chair, we finally got the students finger out of the chair safely, and could get back to the

recap/review. There was nothing that we could have done to avoid what had just happened so we just regained focus and

finished the recap/review without any more distractions.

With about ten minutes left, we went through only three of the independent/dependent activity questions, then handed out the

worksheet to do at home. The activity went very well, and the class (with partner collaboration) got the variables correct

about 96% of the time. Even if the class had not been distracted for those five minutes, we would have stopped after those

three example, but because of the distraction, the students did not get to practice the worksheet in class at all. Class

concluded with the worksheet being assigned as homework, and Ms. Edison took the last minute to explain what the

upcoming assembly was going to be like. (The assembly was being held during the next period.) Overall, the lesson went

over very well, although we lost focus for five minutes and almost lost a students finger to a hole in a chair.

9-15-14

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