Eric, Cody, Alec, Sarah

12/03/15
Overall Purpose: This lesson-planning document will provide a template to think through the
lesson planning process for facilitating student-centered mathematics tasks.

STAGE 1: Pre-Planning (Due 2 weeks before you teach):

Purpose: You will consider different possible solutions to a variety of problems and propose
possible learning goals for those specific tasks. This will increase your understanding of
mathematics and the ways in which students will approach problems in your future class (and
even when you are in the field now). Unpacking the mathematical work will help you write
concrete, measurable learning goals and teaching strategies to effectively promote learning.
Anticipating student solutions, potential errors, mistakes, or misconceptions students
might make.
For each task, try to come up with 2-3 ways students might solve the problem, anticipating
possible misconceptions, and draft a few questions to encourage students to think more deeply
about the mathematical ideas connected to specific solution strategies.

pre-planning questions below and complete the math task

outline
Answer the

Task 1: Warm-Up
Pre-Planning Questions:
Part 1: How can the task be solved?
We will first ask for the students to give us a definition for a function as a class. Working
off of that definition, we will provide the students with a graph and ask students specific
questions (such as what is the min/max?). Each time we get an answer from a student we will
ask them to display their work on the board. We will work towards the students providing us with
a table and from this the students will provide an equation as well
How would students engage in the task to solve the problem?
Students will be chosen to display their thinking on the board or verbally lead us through it on
the board.
What materials are needed? What resources or tools might you want to make available for
students to use?
Brain Whiteboard and markers
What might be written down or recorded?
Students may want to record the definition of function
What solution strategies might students use? (See Explore pg. 2 and complete the bubbles
for each activity)
The students should use what is given on the board to answer the questions asked.
What misconceptions, mistakes, or errors may emerge. (See Explore pg. 2 and complete the
bubbles for each activity).
May define function incorrectly, every input has only one output

 Part 2: What is the purpose of the task (or tasks) of the lesson?
What mathematical ideas will the activity develop?
This develops Algebra Big Idea 4: Representing and Analyzing Functions
Students will know how to
define and identify a function
Students will be able to explain why
a function is a rule and every input produces one output
What NCTM process standards or Standards for Mathematical Practices (from the Common
Core) might be relevant?
CCSS.MATH.CONTENT.HSF.IF.C.8

Write a function defined by an expression in different but equivalent forms to

reveal and explain different properties of the function.

MATH TASK OUTLINE (choose preferred format)

High Cognitive Demand Task Brief Description: SWBAT define and identify properties
of functions given an equation, table, or graph
Some good general probing questions for this task might be:
Are there any key points on the graph?
Why does the graph represent an equation?
Can there be a different representation of a graph from the equation
made? Why or why not?
Why do the points that cross the axis matter?
Solutions

Potential Follow-Up Questions

Correct graph, but incorrect table

Check certain points on the graph, do they

match your table?
Why do they have to match?
What does this say about a function?

Correct table, incorrect graph

Why are some values in your table 0?

What points are these?
How can we tell if something is a function
from the table?

Correct table and graph

How did you come up with these values?

What does this say about a value?

Some good questions that help students engage in connecting these solutions

are:
Why do all three forms represent the same function?
What are some key characteristics of functions?

Task 2: Card Sort

Pre-Planning Questions:
Part 1: How can the task be solved?
Students will be given an equation, graph, or table and will be asked to match the
different forms that convey the same function
How would students engage in the task to solve the problem?
The students will have to write down, etc. their ways to represent the function. Then
students will be asked to share their different representations with the class.
What materials are needed? What resources or tools might you want to make available for
students to use?
Students will need paper and pencil.
What might be written down or recorded?
Students will need to write down and record all of their different representations and
those their classmates came up with that they had not.
What solution strategies might students use? (See Explore pg. 2 and complete the bubbles
for each activity)
Given graph: Hopefully students will try and make an equation and a table. Similarly
with the other representations of each function we expect to see students find the other
representations. Hopefully students will also add in the max/min, x/y intercepts and so on about
the graph too.
What misconceptions, mistakes, or errors may emerge. (See Explore pg. 2 and complete the
bubbles for each activity).
Students may graph their functions wrong, come up with the wrong equation, and either
of these could lead to a bad table.
Part 2: What is the purpose of the task (or tasks) of the lesson?
What mathematical ideas will the activity develop?
This develops Algebra Big Idea 4: Representing and Analyzing Functions
Students will know how to
Represent the same function in multiple ways (graph, equation, table)
Students will be able to explain why
They represented the function on the board the way(s) they did.
What NCTM process standards or Standards for Mathematical Practices (from the Common
Core) might be relevant?
CCSS.MATH.CONTENT.HSF.IF.C.8

Write a function defined by an expression in different but equivalent forms to

reveal and explain different properties of the function.

MATH TASK OUTLINE (choose preferred format)

High Cognitive Demand Task Brief Description: SWBAT represent a function via a
graph, table, and equation given one of the three as a starting point
Some good general probing questions for this task might be:
1) How did you figure out what the graph would look like?
2) Can we represent that function any other way?
3) Are the max/min important in this case?
4) Can we make a table?
5) Why is the table you created a display of a function?
6) Are we able to find any of the intercepts from what we are given?
Solutions
Given a Graph:
Student comes up with table, equation and
describes where the max/mins are,
intercepts etc.

Potential Follow-Up Questions

Are there any other ways we
can represent this function?
Is this a function?

Given Equation:
Student gives us a table and a graph and
describes where the max/mins are,
intercepts etc.

Are these the only things we can do to

represent the function given?

Students miss a representation?

Can we find another way to represent

the function?
What are the max/mins of this function?

Some good questions that help students engage in connecting these solutions
are:
1) Can we all see where we get the max/mins and intercepts using the
equation/graph/table?
2) If I give you a certain graph can you tell me what type of function it is?

Task 3: Transforming Quadratic and Radical Functions

Pre-Planning Questions:
Part 1: How can the task be solved?
Students will be given a graph of a quadratic function and a radical function and then will be
asked to come up with the equation, table, and list of properties (min/max, line of symmetry,
etc.) for each.

 How would students engage in the task to solve the problem?

Students will be asked to work in pairs (groups if their are enough students) and then write
down their answers/methods for each graph they are given. Afterwards, select pairs will be
asked to present their answers/methods to the class.
What materials are needed? What resources or tools might you want to make available for
students to use?
Worksheet and pencil.
What might be written down or recorded?
Students should record their answers and their methods for finding their answers on the
worksheet provided.
What solution strategies might students use? (See Explore pg. 2 and complete the bubbles
for each activity)
Students will most likely find specific points on the graph and use those to create the table. The
function properties will most likely be found from looking at the graph. We expect that the
students will come up with the equations from their experiences with the second task and
previous knowledge of quadratic/radical function transformations.
What misconceptions, mistakes, or errors may emerge. (See Explore pg. 2 and complete the
bubbles for each activity).
We expect that the students will be fine coming up with the table, and will come up with the list
of properties with a small amount of difficulty from the graph. However, we anticipate that the
students will struggle with coming up with the equation for the graph. Most misconceptions will
come from coming up with the equation. For example, students may think that the x-3 part of
(x-3)^2 will shift the graph left 3, when it actually shifts the graph right 3.
Part 2: What is the purpose of the task (or tasks) of the lesson?
What mathematical ideas will the activity develop?
Students will know how to
create a table of values, list of function properties, and equation from a graph of a quadratic and
radical function. In addition, students will know how to transform a quadratic/radical function
Students will be able to explain why
their table of values, function properties, and equation relate to the graph and to each other.
What NCTM process standards or Standards for Mathematical Practices (from the Common
Core) might be relevant?
CCSS.MATH.CONTENT.HSF.BF.B.3

Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k)
for specific values of k (both positive and negative); find the value of k given the
graphs. Experiment with cases and illustrate an explanation of the effects on the
graph using technology. Include recognizing even and odd functions from their
graphs and algebraic expressions for them.
CCSS.MATH.CONTENT.HSF.IF.B.4

For a function that models a relationship between two quantities, interpret key
features of graphs and tables in terms of the quantities, and sketch graphs showing
key features given a verbal description of the relationship. Key features include:

intercepts; intervals where the function is increasing, decreasing, positive, or

negative; relative maximums and minimums; symmetries; end behavior; and
periodicity.*

MATH TASK OUTLINE (choose preferred format)

High Cognitive Demand Task Brief Description: SWBAT produce a graph, equation,
and table from properties of a function.
SWBAT recognize and perform transformations/translations to a parent function
Some good general probing questions for this task might be:
1. What information does the graph provide and how can you use this
information to come up with a table of values, function properties, or equation?
2. How can you use what you learned from the previous task to help you with
this one?
3. Does this graph look like any parent functions youve worked with
recently? If so, how has the graph been transformed?
4. How is the vertex related to the min/max/line of symmetry and vice versa?
5. Why.
Solutions

Potential Follow-Up Questions

y=2

1. How do you know if the

graph is being stretched or shrunk
vertically?
2. How do you know if the
graph is being shifted right or left?
Up or down?
3. Do you you think this is
always the case for quadratic
functions? Why?
4. How are the max/min,
vertex, and line of symmetry all
related to each other? How do you
know this
1. How do you know if the
graph is being stretched or shrunk
vertically?
2. How do you know the graph
is being shifted right or left? Up or

down?
3. Do you think this is always
the case for radical functions?
Why?

Some good questions that help students engage in connecting these solutions
are:
1. How does the warm-up that we did at the beginning of the class relate to
Task 3?
2. Can we write a general expression (with parameters) that shows how a
quadratic/radical function is transformed? How? Why does this always work?
3. What information is easiest to obtain from looking at a graph? A table?
4. Are there any similarities/differences in the transformation of a quadratic
and a radical equation? If so, what are they and how do you know?

STAGE 2: Lesson Planning (Due 1 week before you teach):

AT A GLANCE LESSON PLAN

Learning Goals
SWBAT define and identify

properties of functions given an

equation, table, or graph
SWBAT represent a function via a
graph, table, and equation given one of
the three as a starting point
SWBAT produce a graph, equation,
and table from properties of a function.
SWBAT recognize and perform
transformations/translations to a parent
function

Skills and Understandings

Max/Min Values
Algebraic manipulation
Functions
Vertex
Symmetry
x and y Intercepts
Domain/Range
Basic Parent Functions
Transformations
Relations Between
Tables
Graphs

Standard(s) Addressed:

Equations

CCSS.MATH.CONTENT.HSF.IF.C.8
CCSS.MATH.CONTENT.HSF.BF.B.3
CCSS.MATH.CONTENT.HSF.IF.B.4

Lesson Tasks
Task 1: Warm-Up
Task 2: Card Sort
Task 3: Transforming Quadratic and
Radical Functions
We added another task after this one
too

Formative Assessment Opportunities

Task 1: Warm-up activity, may test on memorization of
definition, but this would be a low cognitive demand
examination
Task 2: Ability to match functions if given the properties of a
function, as well as a graph
Task 3: Looking at a graph, the students will have to identify the
parent function and then find the transformations that occur to
create the graph given. Must come up with an equation and
table on their own

Activity Flow
Students will be grouped by . . .
Task 1: Groups of 3-4 sitting at the same table (10 minutes)
Task 2: Same groups of students (1 hour)
Task 3: Mix up the students randomly to work together in groups of 3-4 (Rest of class)

Summary: What are the big ideas of the lesson? How do these connect to what you will do in the next lesson?
Task 1: SWBAT define a function and identify key properties of functions
Task 2: SWBAT produce a function given properties of that function
Task 3: SWBAT identify a parent function and identify the transformations/translations that create a
function that is shifted/stretched/shrunk

THINKING THROUGH A LESSON PROTOCOL

Part 0: Selecting and Setting up a Mathematical Task
A) What are your mathematical goals for the
lesson (i.e., what is it that you want students to
know and understand about mathematics as a
result of this lesson)? (See Math Prep, #3 &
At-a-Glance Lesson Plan) What are the
mathematics standards this lesson teaches?
(http://www.corestandards.org/Math/)

Learning Goals
SWBAT define and identify properties
of functions given an equation, table, or
graph
SWBAT represent a function via a graph,
table, and equation given one of the three
as a starting point
SWBAT produce a graph, equation, and
table from properties of a function.
SWBAT recognize and perform
transformations/translations to a parent
function

Standard(s) Addressed:
CCSS.MATH.CONTENT.HSF.IF.C.8
CCSS.MATH.CONTENT.HSF.BF.B.3
CCSS.MATH.CONTENT.HSF.IF.B.4

B) In what ways does the task build on

students previous knowledge? (See Math
Prep #4 & 5 and At-a-Glance Lesson Plan)

Skills and Understandings

Students will need to understand basic
parent functions, function properties for
various kinds of functions, graphing
techniques, transformation
rules/techniques, basic manipulation of
functions, finding input/output values, etc.
All of which they have been working on
over this semester. Therefore, this lesson
will consist of mathematical
concepts/ideas that they have been
introduced to and practiced with from the
beginning of 100E.

C) What definitions, concepts, or ideas do

students need to know in order to begin to
work on the task? (See Math Prep, #5)

In all three tasks students need to

understand:
Max/Min Values
Vertex
Symmetry
x and y Intercepts
Domain/Range
Basic Parent
Functions
Transfor
mations
Relations Between
Tables
Graphs
Equation
s

D) What questions will you ask to help

students access their prior knowledge?
(Potentially See At-a-Glance, use this in Part
1: Launch Script)

How does this task relate

to previous lessons? Specifically
lessons from the past couple of
weeks.
What do you remember
about graph transformations?
What parent functions do
you remember? What do they
look like?
What do you remember
about the lesson on min/max,

vertex, symmetry, etc.?

Have you seen this sort of
equation/graph before? Where?
How does it relate to this one?
E) What are all the ways the task can be
solved?
(See Math Prep, #1 to begin with)
(1) Which of these methods do you think
your students will use?
(2) What misconceptions might students
have?
(3) What errors might students make?
Note: Connect the ways the task may be
solved to Part 2: Supporting Student
Exploration of the Task as well as Part 3:
Sharing and Discussing the Task

For each task, the table of values can

be found by finding specific points on
the graph where the line passes
through perfectly, or if the equation is
found first, students can plug numbers
in for x or y to create a table. In order
to find specific function properties,
students can find them on the graph
visually or use the table to find them.
In Task 1 and Task 3, the graphs will
be all the students are given to work
with to find the table, equation, and
function properties, but in Task 3 they
might find the graph that matches the
function by inputting numbers for x
and y and drawing the graph or by
using the table values to find the
correct graph that matches. Finally,
the equation can be found by
identifying the related parent function
and noticing ways in which it is
transformed by looking at the graph or
table.
(1) We expect the students
to find the table and function
properties by careful
observation of the provided
graphs for Task 1 and Task 3.
In addition, we expect students
to identify related parent
functions and then notice how
these parent functions have
been transformed on the graph
to find the equation for these
two tasks. For Task 2, we
expect students will plug
values into the equations on
the cards to generate the table

of values, and then use that

table to find the correct graph.
From the graph, the students
will then observe the graphs to
find the function properties that
go along with them.
Alternatively, students may use
what they know about the
parent functions to find the
graphs from the equations or
vise versa.
(2) Student misconceptions
might include:
(a) Wrong
idea of what the parent
function is or what it
looks like.
(3) Student error might
include:
(a) Transfor
mation Errors (Shifts in
Wrong Direction,
Shrinking instead of
Stretching and Vise
Versa, etc.)
F) What are your expectations for students as
they work on and complete this task?
(1) What resources or tools will students
have to use in their work?
(2) How will the students work -independently, in small groups, or in pairs -- to
explore this task?
(3) How long will they work individually or in
small groups/pairs?
(4) Will students be partnered in a specific
way? If so, in what way?
(5) How will students record and report their
work?

We expect students to work

cooperatively in groups/pairs during
each of these tasks and that each
group member will participate equally.
In addition, we expect students to
show their reasoning behind each
answer and that they are fully
engaged in the task at hand (i.e. no
cell phones, calculators, laptops, etc.)
(1) Students will have each
other, pencil, and
worksheet/scrap paper to
complete each task.
(2) Students will work in
groups of 3-4 for each task
(unless we have very few
show, then they will be paired)
and we plan on switching up

these groups for each task.

(3) Task 1: 10 min; Task 2:
1 hour; Task 3: 30 min / last
part of class
(4) Groups will be
randomly assigned for the first
task. As we see how students
are working, we may switch a
few students up for the
remaining tasks.
(5) Students will record
their answers/reasoning on the
worksheets or on a piece of
scrap paper. Each student is
responsible for recording. In
addition, specific
groups/students will be asked
to share and explain their
answer on the overhead to the
rest of the class.
G) How will you introduce students to the
activity so as to set high expectations,
maintain the cognitive demand of the task?
Note: Connect this section to Part 1: Lesson
Launch Script below.

H) What will you hear that lets you know

students understand the task?
Note: Connect this section to Part 1: Lesson
Launch Script below.

We expect that each of you will work

with your groups and that each of you
will participate equally. For each
equation/table/function of properties
found/matched, we expect you each
will be able to explain how you got to
that conclusion. In addition, we dont
want to see cell phones out nor
calculators.
We hope to hear for Task 1 and 3 So
were supposed to come up with a
table, a variety of function properties,
and an equation for each graph given.
We will have to find some information
from the graph to start us off on one of
these representations.
For Task 2, we hope to hear Alright,
so were given a jumble of cards that
contain different graphs, tables,
equations, and function properties and
now we have to match them up to
each other based on the information
they each convey.

Part 1 LAUNCH: Lesson LAUNCH Script

The launch of a lesson or a
task is important because it
sets up the mathematics and
the tone for the whole class
period.
Use this space to plan/script
exactly what you plan to say
to launch the lesson or task.
Also use this space to
anticipate what you expect to
hear from students. What are
the questions they might have
about the task? How will you
respond to those questions?

Note: Connect the questions

you plan to ask students to
Part 0, G. and H.

Task 1:
Hey everyone, if you dont remember our lovely faces,
Im Eric and this is Cody, and were going to be
instructing you today.
The first thing were going to do is a warm-up activity.
Youre going to be working in your groups to create a
table of values, a list of function properties, and an
equation that represents this function. Go ahead and
take a few minutes to talk with your group and be
prepared to share your answers and reasoning with the
rest of the class.
We anticipate that the students will not see the
necessity of finding the parent function. To address
this, we will say; Could you come up with equation on
your own right now? How would you model that
equation?
Another anticipation is that the students will have
trouble remembering the rules of transformations. We
will say Plug in numbers for x, do they work? Why
not?
We decided to not have them come up with an
equation after our launch on Wednesday. We felt that it
would have been too challenging given their prior
knowledge and wasnt necessary for them to move to
the next task.
----------------Alright, now Im going to hand things over to Cody and
youre going to do the exact same thing but with a
different function graph.
Thanks, Eric. Like he said, I want you all to create a
table, a list of function values, and an equation for this
function graphed up here. Take a few minutes with
your group and then be ready to discuss your
findings/reasoning with the rest of the class.
Since this is the same task, we anticipate the same

results as above.
We discussed the properties of one graph and then
compared two equations that are frequently thought to
represent the relationship y=(x+3)^2 and y=(x-3)^2.
What happened was that one student picked a point
that worked on both graphs so it lead to some
confusion on both ends of the discussion.
----------------Task 2:
For the next task, were going to be doing a function
card sort. For this card sort, your group will be given a
bunch of cards that have graphs of functions, tables of
values, function properties, and equations. Your
groups task is to match each graph card to a table of
values card, function properties card, and equation
card. As you do this, we want you to record your work
and reasonings for each matched group of cards on a
piece of scrap paper. Everyone in your group is
responsible for understanding why/how you grouped
the cards and for recording your findings. Be prepared
to explain your reasonings/findings with the rest of the
class because we will have some of you come up and
explain what you did. Alright, go!
While Eric launched task 2, Cody wrote some of the
generalizations of the transformations we noticed on
the board for students to reference.
Some students might question whether theyre
supposed to use the graph to find the rest or if they
could use the other cards. We will tell them that as
long as they have some reasoning behind why they
matched the cards, they can use whatever information
they want. Whether they find the graph from the table
or vise versa. Some students might also be confused
on what we want them to record. We will tell them that
we want to see or read what they did that makes them
sure that the cards they have matched together, really
do go with each other. Whether they show that they
plugged numbers from the table into the equation to
find the graph, or they find the table by looking at
specific points on the graph. Either way, we want to
see something so we know they understand and are

prepared to share with the rest of the class.

Eric and Cody circulated among the three tables and
took turns writing the generalizations that the students
found on the reference board.
One group finished very quickly so Eric and Cody gave
them another set of sort cards, but they omitted the
graphs cards and had them use the other information
to create the graphs.
----------------Task 3: For our final task, we want you guys to stay in
your same groups. Now, we will pass out a few graphs.
We want you to come up with the table of values and
equation from the graph. It may be helpful to write
down the properties of the graph first. Ready?
Go!!!!!!!!!!!!!!!!!!!!!!!!!!!
Anticipated student response:
We cant come up with an equation.
Response:
Look at the graph, what are some key points on the
graph? Can we use this to find a table? What can we
do to find the equation?
Anticipated student response:
Why cant we just move the graph, can there be more
than one move?
Response:
You tell us! Is this legal? What do you think?
--------------Connecting task 3 to the number talk, you guys can
see how to create the equation from a graph. We have
to find the key characteristics of the graph, and from
this we can find the equation. Good luck on your final
exam!

Part 2 EXPLORE: Supporting Students EXPLORATION of the Task

I) As students are working
independently or in small groups:
(1) What questions will you ask to
focus their thinking?

Task 1: Warm-up (Groups of 3-4)

1) Why are these graphs a good
representation of a function? What
other functions look similar to this

(2) What will you see or hear that lets

graph? Why does this function relate
you know how students are thinking
to a parent function?
2) This looks a lot like x^2! This
about the mathematical ideas?
cant be a function because there are
(3) What questions will you ask to
2 y values for x. This looks like a
assess students understanding of key
transformation!
mathematical ideas, problem solving
3) What is a function? What are
strategies, or the representations?
the key characteristics of a function?
(4) What questions will you ask to
4) Why does each x value only
advance students understanding of the
have 1 y value? Why does this graph
mathematical ideas?
look like a parent function?
(5) What questions will you ask to
5) What does your group think?
encourage students to share their
Why do you agree with them?
thinking with others or to assess their
Task 2: Card Sort (pairs)
understanding of their peers ideas?
1) Why did you match these the
way you did? Does it make sense?
Note: Connect the questions you plan
2) I think this graph looks like the
to ask students to Part 0, E. What are
parent graph x^2. Lets check the table
all the ways this task can be solved?
of values.
3) Why do you match this function
to this parent function? Is there a way
we can check? What is a key
characteristic that drove you to this
answer?
4) What is a transformation?
What do they do to functions? Why is
this legal mathematically?
5) What did your group get?
Task 3: Transforming Quadratic and Radical
Functions
1) Why can we connect this to
task 2? What is the same about this
task?
2) In task two we saw this, so let's
solve the problem this way too!
3) Why is it more efficient to slide
the graph before we shrink it? What
makes these types of transformations
hard?
4) Why is it hard to see the parent
function of this graph? How can we
connect the key characteristics to
come up with an equation?
5) What do your group mates

think?
J) How will you ensure that students
remain engaged in the task?
(1) What will you do if a student does
not know how to begin to solve the
task?
(2) What will you do if a student
finishes the task almost immediately
and becomes bored or disruptive?
(3) What will you do if students focus
on non-mathematical aspects of the
activity (e.g., spend most of their time
making a beautiful poster of their
work)?

Task 1: Warm-Up
1) We will ask them to notice
some key features of the graph in
order to spark their thinking.
2) We can ask that student to
help a student in their group who is
struggling. The best way to learn
something is to teach it
3) We will walk around to each
group and probe them to focus on the
key characteristics of the graph
Task 2: Card Sort
1) We will ask them to think back
to the warm-up. Try to think of a graph
that looks similar to this one.
2) We have many problems that
we dont have in the lesson, but can
be integrated if a student is finished
3) We will remind the student of
the final exam coming up on this
material the following week
Task 3: Transforming Quadratic and Radical
Functions
1) We will ask them to look back
at task 2 and notice the similarities
between the tasks
2) We have a few backup
problems that we can give to that
student
3) What can we do to be
productive on this problem?

Part 3 SUMMARIZE: Sharing and Discussing the Task

K) How will you orchestrate
the class discussion so that
you accomplish the
mathematical goals of the

Task 1: Warm-Up
1) Solution one: Correct identification of the parent
function but incorrect transformation. Solution two:
Correct answer. We want to show through the wrong

lesson? Specifically:
answer why the transformation needs to be left instead
(1)
Which solution paths
of right, etc (only 1 transformation in warm-up)
2) This order will hopefully clear up student
do you want to have shared
misconception on the shift of functions from the parent
during the class discussion?
function.
In what order will the
3) SWBAT
solutions be presented?
a) Why do we have to look at the
Why?
parent function? How does that connect to this
(2)
In what ways will the
function?
order in which solutions are
b) What is the general rule of
presented help develop
transformations? Why do they apply to this
students understanding of
function?
the mathematical ideas that
c) Is there a certain way we have to
are the focus of your lesson?
address the shifts shown on the transformed
(3)
What specific
function? Do we get the same answer?
questions will you ask so
d) Have you seen any similar
that students will:
transformations across the card sort? Are
(a) make sense of the
transformations parent function specific?
mathematical ideas that you
e) How can we express a function
want them to learn?
that is moved to the left/right/etc?
(b) expand on, debate, and
Task 2: Card Sort
question the solutions being
1) Incorrect matching of the functions, but
shared?
identifying the same parent function. Then, the correct
(c) make connections
matching. We do not want to display an incorrect
between the different
selection of the parent function because we think if it
strategies that are
happens at all, it would be a small portion of the class.
presented?
This order of selection will help develop the students
(d) look for patterns?
understanding of transformations.
2) This order of selections will put a premium on
(e) begin to form
the selection of the correct parent function by
generalizations?
neglecting all incorrect parent functions. After that, the
order also instills the correct movements that occur
Note: Connect to Part 0, (E)
from the transformations of the function, which can be
What are all the ways this
seen in the form of a graph, equation, and function.
task can be solved? and
3) SWBAT
Part 2, (I).
a) What do we need to look at to
create an equation for this function?
b) How can we check the equation
hypothesized? Why should we make a table?
c) Why did we make a table, graph,
and equation in task 2? Can that help us here?
d) What is similar in this task and
task 2? Can we connect the two tasks?
e) How can we represent a graph
that has been shifted? What does that make the

equation look like?

Eric and Cody seemed to rely on Sebastian to discuss and
communicate the mathematical ideas.
It seemed like students were losing concentration towards the
end of the discussion. Eric briefly discussed the vertex form of
a parabola and how that transforms the graph.
Task 3: Transforming Quadratic and Radical Functions
1) We will first display a student answer that
identifies the correct parent function, but makes wrong
transformations. Then we will show a solution that is
correct, but chooses to do the stretch/shrink instead of
the shift. Finally, we will show a correct answer that
displays the shift before the stretch. We want to do this
in this order to display the effectiveness of shifting the
graph first.
2) By sequencing in this way, the students will see
a few things. First, they will see the need to identify the
parent function. Next, they will see the importance of
understanding transformations and their properties.
Finally, the students will notice the effectiveness of
moving the graph before stretching it.
3) SWBAT
a) Why do we want to shift the
graph first? Is it easier to come up with an
equation this way?
b) Why can we do either way? Why
is it hard to come up with an equation? Why is it
necessary to understand in math language
what moving the graph does to the function?
c) How is this similar to task 1 and
2?
d) Why do we get a certain sign
every time the graph moves to the right?
e) Can we make a general rule
from this observation?
Mike stepped in during the discussion and helped clarify that
parenthesis matter. After we had the students derive an
equation given a graph and the list of transformations. They
had to show enough work so that a different group could
explain how they derived the equation.
Lizzy, Leann, and Claudia explained.
I think that we could have encouraged students to ask

questions about the work to promote more discussion.

At the end, we started talking about HSRV and trying to
explore that a little bit. There wasnt a lot of closure, but I dont
think it took away from the lesson.
L) What will you see or hear
that lets you know that
students in the class
understand the
mathematical ideas that you
intended for them to learn

Students will . . .
Task 1: Collaboration on coming up with relevant answers.
Task 2: Students connecting functions that have been transformed to
their parent function.
Task 3: Students looking at the characteristics of the functions to
come up with an equation for the function.

M)What will you do in

following lessons that will
build on this lesson?

Unfortunately we are the last lesson in the unit and the

students will take their final exam after our lesson.

(Relate this to Math

Preparation, #4)

The Thinking Through a Lesson Protocol was developed through the collaborative efforts (lead by
Margaret Smith, Victoria Bill and Elizabeth Hughes) of the mathematics team at the Institute for Learning
and faculty and students in the School of Education at the University of Pittsburgh.
Smith, M.S. & Bill, V. (2004, January). Thinking Through A Lesson: Collaborative Lesson Planning as a
Means for Improving the Quality of
Teaching. Presentation at the annual meeting of the Association of Mathematics Teacher
Educators, San Diego, CA.
Hughes, E.K., & Smith, M.S. (2004, April). Thinking Through a Lesson: Lesson Planning as Evidence of
and a Vehicle for Teacher Learning.
Poster presented as part of a symposium, Developing a Knowledge Base for Teaching: Learning
Content and Pedagogy in a Course on
Patterns and Functions " at the annual meeting of the American Educational Research
Association, San Diego, CA.
(NOTE: This template has been modified and is slightly different from the original TTLP June 1, 2005
Version by Smith, et al. The primary difference is the inclusion of the Launch Script, and organzing the
questions of the protocol in outline form for easier reference.)