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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Edison
11/10/16

## Functions: Writing Functions (Day 3)

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

## would not cover it with the students.)

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
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

## II. Before you start

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

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and Expression

Engagement

## A video for the lesson

allows the students to
control their viewing.

## Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

## Provide options for expression and

communication- increase medium of
expression

## Provide options for

comprehension- activate, apply &
highlight

## Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

## What barriers might this

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
use?

## Students will work

together on the activity
and their worksheets.

Collaborate/express

## Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

## Provide options for sustaining effort

and persistence- optimize challenge,
collaboration, mastery-oriented
feedback

## Working with partners

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.
be set up for this lesson?

Time
8:30

Components
Motivation
(opening/
introduction/
engagement)

## Describe teacher activities

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
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Development

## Go over any reoccurring questions from

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

## Take notes on the review/recap

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.

## Pass out worksheets.

Walk around and help when needed.

Go through worksheet.
o If they finish early then they can
watch the video for the next
lesson.

## Explain what to do with worksheet, and

anything else needed.

## Wrap-up, listen, hold onto the sheet to

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.)

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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.

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