Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Edison
11/8/16 Subject/ Topic/ Theme

Functions: Graphing Relations (Day 1)

Grade __9th____

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the first section in the chapter, and will introduce the two types of graphs we will be using when graphing relations. Last chapter, the students were
learning how to solve inequalities. Although they are not using inequalities in this chapter, the students will be applying the skills that they learned so far in Algebra.

Learners will be able to:

Relate graphs to situations.

Determine whether to use a Continuous or Discrete graph when given a situation.
Sketching graphs for situations.

Writing Situations for graphs.

cognitiveR U Ap An E
C*
Ap

physical
sociodevelopme emotion
nt
al

U
Ap
An, C

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9-12.N.Q.2: Define appropriate quantities for the purpose of descriptive modeling.
CC.9-12.F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs, and sketch
graphs showing key features given a verbal description of the relationship.
(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 3.1, and will
complete a Quia quiz online which will check their understanding of continuous vs discrete graphs and
understanding graphing terms.

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. Also, during a Kahoot! activity, we will go over why the graphs are continuous
or discrete.
Formative (as learning): We will play a Kahoot! that asks if situations would be continuous or discrete to
practice understanding. We will also have students craft their own scenarios when provided a graph. This will be
on Google Slides so the students can customize their situation/slide, and check others situation/slide.
Summative (of learning): Kahoot! lets the teacher print out an Excel sheet that keeps track of each

students answers. The Google Slides will allow students and the teacher to check through the work.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

9-15-14

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

A video for the lesson

allows the students to
control their viewing.

Kahoot has the game on

the smart board, and a
representation available
on the students device.

Google Slides allows for

the students to view/edit
their work on their
device.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students will get a chance

to interact with other
students slides with
Google Slides.

Provide Multiple Means of

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

Kahoot allows for

competitive
understanding, and
students tend to express
enjoyment with this.

The Google Slide activity

will allow for students to
express themselves and
their creativity.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Graphs will symbolize

situations and data.

Provide options for comprehensionactivate, apply & highlight

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

On their devices, notes,

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

Provide options for expression and

communication- increase medium
of expression

Google Slides asks for

student creativity in
creating situations.

Provide options for executive

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

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Google Slides will

allow the students to
work on their own
skills, and they can
look over their work
along with others after
the activity.
Students will need a laptop/device, which all students have one or have the means to one. We will need
internet access (so pray that it does not go out on us). We will have a smart board to work with in front
of the students. These will all be ready to use, expecting that there is no internet shortage that day.

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

III. The Plan

Time
8:42

8:50

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 A ___________ graph is made of
connected lines or curves.
(continuous or discrete)
o A ___________ graph is made of
only distinct points. (continuous
or discrete)
o Choose the graph that best
represents the situation: A tomato
plant grows at a slow pace, then
grows rapidly with more sun and
water.
o Determine if the situation is
Continuous or Discrete: The
price of a used car is discounted
$200 each week.
Check students notes from the video.

Go over any reoccurring questions from

the lessons video, and any troubled
problems from Quia.

Take notes on the review/recap

The video lets students interact,

and there is always space to leave
questions.
o Quia keeps track of all the
students answers.
Play Kahoot! (all asked to determine if the
situation would use a continuous or
discrete graph.)
o The height of a ball thrown in the
air
o The growth of a Siberian Husky.
o The grades of a History test.
o The average temperature by
month.
o The amount of desserts sold at a
bake sale.
o The temperature change
throughout the day.
o The amount of yards rushed by a
running back in a season.
o Heart rate while running.
o The amount of books read during
the Summer.
o The amount of enjoyment while
in Math class.
Discuss each situation when theres
confusion.
Google Slides activity.
o There are 4 graph options (2
continuous, 2 discrete)
o The students are split by their
phone station number. (There is a
numbered phone cubbie, and
each student has their own slot
number)
o I will explain the activity.
o I will provide an example for the
first discrete graph (i.e.
temperature by month)
o

9:05

9:15

Play Kahoot!
o Login to Kahoot!
o Engage in the game.
o Determine if each situation is
Continuous or Discrete. Submit
their answer (press a button).

Respond to discussion of each situation.

Google Slides activity.

o
o

o
o

There are 4 graph options (2

continuous, 2 discrete)
The students are split by their
phone station number. (There is a
numbered phone cubbie, and
each student has their own slot
number)
The students will create a
situation that they think would fit
the given graph.
They are to decorate their graph
to fit with their scenario.

Google Slides Wrap-up

Google Slides Wrap-up
o Look at some of the slides to
o Look at slides and analyze.
check if their situation works
o Engage in discussions
with the graph.
o Students must finish or fix if their
o Discuss why some do or do not
slide does not work.
work.
o They will be able to reference
o Explain students to finish and fix,
back to the slides.
if needed, and they will stay up
for them to refer back to.
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.)
9:30

9-15-14

Closure
(conclusion,
culmination,
wrap-up)

This lesson went over well with my students. The quiz on Quia gave evidence that the students had a very basic
understanding of graphing relations. After the students completed it, we went over the Quia questions together as a class.
For the recap/review, I did my best to lead an explanation so that students could join. This lesson took a lot of understanding
to determine knowing the difference between continuous and discrete graphs/situations. I did my best to help the students
walkthrough this understanding. We explained how graphs could match situations, and wording that helped explain graphs.
We discussed how to determine whether situations would be determined, too. It was difficult to do this because explanations
cannot be written out easily, and I had to get attention. Even when attention was 100% on me, it is impossible to tell how
much the students really understand. I could have taken a measure (0-5 shown on one hand) on understanding, but I did not.
Also, with attention, I could have made sure students were not having side conversations better.
This still seemed to clear things up as we went into Kahoot. Since Kahoot is a game that gives points to quickness of
response, students would often submit their answers as soon as possible. With that being the case, still 73% of the time
(results are recorded by Kahoot) students got the correct answer. When going over the responses after answering, students
were engaging very well, explaining why each situation was continuous or discrete.
We then moved to the Google Slides graphing activity. This took more time for me to explain than I was hoping, but the
students had plenty of time to think through what they could do with their graphs. Most of the students were getting the
hang of it, and they enjoyed creating their own personalized slides. With the last five minutes, we went over a few slides.
About 1/3 of the class wanted to go over their slide (to show the class) so I could tell that they were engaging. I noticed
about 5 students who recognized mistakes that they made on their own graph situations while going over them.

9-15-14