LP Evaluating Functions PDF

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Summary

Secondary math lesson plan...

Description

GENERAL INFORMATION Lesson Title & Subject(s): Evaluating Functions – Algebra 1 Topic or Unit of Study: Functions Grade/Level: 9th grade Instructional Setting: The desks are arranged in “pods” of 4, 6 and 3. The classroom is large with 24 desks, and four tables that will seat 3-6 individuals. A “C” shaped table is in the front of the room and has an Elmo for projecting visuals. There is room for five students to sit at the table for small group instruction. This lesson will be used for four different classes. All classes are learning the same standard, but there will be differentiated instruction for each class in the form of scaffolding, challenge activities, questions asked and the number of guided and independent practice problems. 1st Block (17 students): All students are 8th graders taking an advanced class to earn high school credit. They are from three different feeder schools. The students have been placed in a peer group for the first nine weeks depending on their feeder school, gender, personality, ability level and willingness to peer tutor. 3rd (15 students) 4th (20 students) and 5th Block(19 students) : The students have a wide range of ability levels. They have been placed in a peer group based on ability, gender, personality and willingness to peer tutor.

My school has one-to-one technology and each student has been issued a chromebook. Each student has an account in Edulastic, an online assessment platform, and google classroom. I have a classroom set of TInspire graphing calculators.

STANDARDS AND OBJECTIVES

A1.F.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. Lesson Objective(s):  The students will be able to evaluate a function given an input using algebraic means and using a calculator.  The students will be able to use and interpret function notation given a domain and a range.  The students will be able to write a function using function notation given a context.

MATERIALS AND RESOURCES Instructional Materials:    

“dictionary” organizer TInspire calculator Worksheet packet that includes guided notes, guided practice and independent practice worksheets. Chromebook

Resources: 

Edulastic online assessment platform.

INSTRUCTIONAL PLAN

Student Prerequisite Skills/Connections to Previous Learning:  Students must know and be able to use the order of operations  Students must recognize function notation and understand input and output with respect to function notation

(10 minutes) - Bellringer where students review order of operations and function. (20 minutes) – Guided notes and guided practice. The teacher will model how to use parentheses to show where substitutions occur. Given a context teacher will model using highlighters how to identify the input and the output given a context and how to write it in function notation. Students will check answers with a peer partner. (5 minutes) Formative assessment – students will bring three problems for the teacher to check for accuracy. If the student gets them all correct, they will begin the independent practice. If they miss something, they will be given feedback, oral or written, and given the opportunity to make corrections before beginning the independent practice. If it is clear that a student is struggling with the concept and hasn’t simply made a calculation error, then they will join a small group facilitated by the teacher until they are ready for independent practice. (20 minutes) Independent practice. Accelerated students may be able to finish this assignment quickly. Therefore, they will get their ACT practice test and work on it while the rest of the class finishes the independent assignment. (5 minutes) Challenge Activity: Students will be given two functions (an exponential and a logarithmic) that they do not have the background knowledge to evaluate. They will be asked to find two different strategies using the calculator to evaluate the functions. A connection will be

made to the ACT and how the calculator can be a strategic tool if you understand all of its capabilities. (10 minutes) The teacher will model how to check answers in the calculator for evaluating functions. Students will then do a self-check of their answers for the independent assignment. (10 minutes) Exit ticket. Students will be given three problems ranging from simple to complex; they must show their work. They will also be asked to reflect on how well they understand the objectives. Based on the results of the exit ticket a review will be planned for the next day before the assessment. Assessment: The following day students will take an online quiz using the Edulastic platform. Instructional Strategy (or Strategies): Students will be taught using direct instruction. They will use peer partners and small groups to check answers and get help with using the calculator. The focus will be on using strategies for substitution that will help students to visualize the steps for the order of operations. Students will be taught to identify context clues in the situational problems and highlight them before writing the input and output in function notation.

Differentiated Instruction Accommodations: Students with learning disabilities will be given visual clues using a highlighter. They will also be given the opportunity to use a calculator to check their answers. Students with extreme disabilities who have not mastered the order of operations will be allowed to use the calculator to generate answers after attempting the assessments without the calculator. Exceptional students will be assessed without the use of a calculator. They will have extra time during independent practice to work on an ACT practice test. Accelerated students will be given a challenge assignment and asked to discover a strategy and share it with others in the class through whole class discussion.

Use of Technology: Students will use a TI-Nspire graphing calculator for checking and/or generating answers. They will take an assessment with their Chromebooks on Edulastic an online assessment platform. Student Assessment/Rubrics: Formative assessment – Students were given specific problems and will be required to have 100% accuracy before beginning an independent assignment. Students will be given oral and

written feedback until they reach 100%. If more than 25% of the class cannot complete the formative assessment task, I will re-teach the material and then re-assess. Quiz: Students will be required to have a minimum of 80% accuracy. Students below 80% will be given additional tutoring, oral and written feedback and given the opportunity to make corrections until they have at least 80% accuracy. If the class average is below 80%, I will reteach using a different instructional strategy or use supplemental material and re-quiz. Unit Test: Unit tests will be a combination of short answer, multiple choice, multiple select and essay type questions. Unit tests include spiraled material. The unit test will be given on Edulastic an online testing platform. Students will be required to have a minimum of 70% accuracy. Students below 70% will be given additional tutoring, oral and written feedback and given the opportunity to retake the test or make corrections until they have at least 70% accuracy. If the class average is below 80%, I will review and re-teach with a focus on the areas for which students performed poorly....