Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Edison
11/9/16 Subject/ Topic/ Theme

Functions: Relations and Functions (Day 2)

Grade __9th____

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the second section in the chapter, and it focuses on identifying relations. The previous section familiarizes the students with graphs, and this section uses
that to represent relations. In this it will introduce what a relation is, and what makes up a relation.

Learners will be able to:

Show multiple representations of relations (in tables, graphs and mapping diagrams).

Find the Domain and Range of a relation.

Identify functions

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Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9-12.N.Q.1: ...choose and interpret the scale and the origin in graphs and data displays.*
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.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.*
(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 graphs, and graphing terms such as increasing, decreasing, constant.
Pre-assessment (for learning): Students will take notes from a video of the lesson for section 3.2, 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): There is a worksheet that they will work on with a partner. This worksheet will let the
students practice the skills in section 3.2.
Summative (of learning): I will get to walk around and help students, and they will turn in their work

which will allow for us to check understanding.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

A video for the lesson

allows the students to
control their viewing.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students will work

together on their
worksheets.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

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

Working with partners

should encourage
cooperation.

Provide options for executive

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

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The slips with either a

relation or
representation.

emotionally, etc., for your

students to do this lesson?

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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. The worksheets and slips will be prepared for the students.

On their devices, notes,

or smart board.
[everyone has (means
to) a device]

The classroom will have the normal row set-up. Each student will have a laptop/device for the
beginning of the class period.
How will your classroom
be set up for this lesson?

III. The Plan

Time
8:42

8:50

9:15

9-15-14

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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 The set of y-values for a relation
is the ________. (domain or
range)
o Give the Domain and Range of
the following relation:
{(1, 2), (2, 4), (3, 6), (4, 8), (5, 10)}
o Determine if the relation is a
function:
{(2, 4), (0, 1), (2, 0), (1, 2)}
Check students notes from the video.

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
students answers.
o Ex.
Give the Domain and
Range of the following relation:
(a graph)
Pass out slips.
o Half will be a relation

Take notes on the review/recap

o Engage in review and discussions.

Figure out what the slip represents.

o If it is a relation, show the possible
representations (I may let them
know which one to show).

9:34

Closure
(conclusion,
culmination,
wrap-up)

The other half will be a

representation of each relation
(table, graph, mapping diagram).

Pass out worksheets.

Walk around and help when needed.

Explain what to do with worksheet, and

anything else needed.

If it is representation, figure out

the corresponding relation.
Find corresponding relation/representation.
o

Go through worksheet with partner.

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

Wrap-up, listen, hold onto the sheet to

finish at home, and turn in the next day.

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.)
This lesson was the roughest lesson that I taught. I found it hard to get the class attention during the recap/review, and my
plan to distribute the class into partners fell apart. Luckily this section was not difficult, and after looking at the students
worksheets, I saw that the class was averaging about 78% on their first practice of the material.
Anyways, we went through the class, and it went well despite a few road blocks. We started with the Quia quiz, as I went
around to check note completion. Once the Quia quizzes were done, we went over them and two examples as a class. As we
started recapping, I gathered the class attention and we went through the first review question smoothly, without confusion.
As we went on, though, the class lost focus, and I failed to keep the students in check. I should have waited on side
conversations and focused on gaining the engagement of checked-out students, but I kept going through the recap. By the end
of the recap, I knew about 40% of the class had checked-out, and there was still some confusion.
When I regathered the class, I explained what the students were going to do in finding partners. I thought my explanation of
matching relations and representation slips was sufficient, I even checked with the students, but they still had a lot of troubles
find their partners. They were not asking everyone, and that fell apart because only 75% percent of the class found their
partner. (Which may be because some students may have just paired up with their buddies, instead of finding their actual
match.) I just had the rest of the students without a partner pair up with each other, 1-on-1. After about four minutes of this
confusion, all the students were now working on the worksheets. This went well, and we even regathered as a class right
before the bell so that we could go over the trickiest question.
The students had a chance to finish it for the next day, and turn it in if they wanted it to be looked over/corrected. Only 50%
did, but they only struggled with determining whether the relations were functions or not.

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