EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan: Integrating Technology and Pedagogy Directions and Outline Ariel Masten

Analysis of Graphs April 16, 2012

Lesson Objectives: A. Content and Technology: a. Students should have some background knowledge of graphing functions. b. Students should also know what a function is. i.A function is a rule in which every x has one and only one y associated with it; denoted f(x). A function passes the vertical line test. c. Students will learn about inflection points, concavity, and maximum/minimum points on the graph and the relationship between the four key terms. d. Finally, students will be able to use a graphing tool online to graph the given function and compare their written results with the actual graph. B. Procedure: a. The teacher has already reviewed the basic ideas of graphing functions. Now she can focus on particular functions and discuss the specifics of the graph. b. Since students have not yet graphed this year, they will participate in a warm-up activity to get them in the mindset of graphing. Students will use the provided website to review how to graph and remember the specific quadrants. Students will be asked to answer ten questions in the following categories: Cartesian (both), quadrants, and slope. The teacher will write the quadrants and the slope formula on the board as a refresher. Results, including the time it took to complete the ten questions, the number of questions correct and incorrect, will be typed by the student in a word document and e-mailed to the teacher at the end of the lesson. c. Once the students have completed the activity, the teacher will write the function on the board and review the first derivative and critical points, which were found last class. d. Then the teacher will guide the class in finding the second derivative in the same fashion they learned how to find the first derivative. Also, students will learn about inflection points, concavity, and max/min. e. They will go back to the computers and use the provided website to graph the given function and see if the written work gives the same results as the graph online. f. At the end of the lesson, students will have a grasp on graphing functions and the process to do so.

Introducing the Learning Activity: A. First the teacher will remind students of the function that was worked on in the previous class. The first derivative and critical points have already been found, so these will be provided by the teacher. B. The teacher will then explain the goals of the lesson, which is to find the second derivative, inflection points, concavity, and max/min of the graph. C. Once these four results are found, students will be sent to their computers. They will log onto the teachers website and follow the link to graph the function. If there is enough time, the teacher should give the students another function to graph or some free time to play with the website. D. During the time that the students are on the computers, the teacher will walk around the room observing students progress and answering any questions they may have. Provide Information: A. Since the students have some background on graphing, the focus will be on the second derivative, inflection points, concavity, and max/min of the function. B. The teacher needs to inform the students about what these terms mean and where they can be found on a given graph. C. The teacher should ask if the students have an idea of what the graph is going to look like before they are sent to the computers. Provide Practice: A. Students will engage in an interactive evaluation at the beginning of the lesson. Once the exercise is finished, students will reconvene with the teacher and interact with the teacher involving the given function. At the end of the lesson, students will again be able to practice their acquired knowledge of the subject by graphing the function online. Provide Knowledge of Results: A. While the students are working on the computers, the teacher should walk around and observe the progress of students. If students are having trouble, the teacher should recognize this and guide them in the right direction. B. Results from the warm-up activity will be e-mailed to the teacher and a participation grade will be given. C. Pertaining to the graph on the computer, the students will show the teacher individually how the graph turned out. The teacher should ask each student a question about the graph. Review the Activity: A. Before class is dismissed, the teacher should review with the class the importance of the lesson and the key points. B. Relation of todays topic to future lessons should also be talked about. Method of Assessment:

A. A number of different functions will be written on the board for students to evaluate and graph for homework, which will be collected at the beginning of the next class period and graded accordingly. New York State Teaching Standards: A. Technology Standards (ISTE NETS): a. Facilitate and inspire student learning and creativity. b. Design and develop digital age learning experiences and assessments. c. Model digital age work and learning. d. Promote and model digital citizenship and responsibility. e. Engage in professional growth and leadership. B. NYS P-12 Common Core Learning Standards for Mathematics: a. Understand the concept of a function and use function notation. i.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). ii.Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. b. Analyze functions using different representations. i.Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. 1. Graph linear and quadratic functions and show intercepts, maxima, and minima. c. Represent and solve equations and inequalities graphically.