Common Core Aligned Lesson Plan Template Subject(s): Algebra 1: Functions Grade: 9-11 Teacher(s): Brendan Holmes

LESSON ELEMENT
1. Common Core Learning Standard(s) Addressed:

School: Ocean View High School

FIF 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).

2. ELD and Content Area Standards Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts): B5- Listening actively to spoken English in a range of social and academic contexts 3. Learning Target(s): (What will students know & be able to do as a result of this lesson?) Students will be able to identify what graphs are functions and not functions. They will also be able to recognize that each element of the domain corresponds to exactly one element of the range in order to be a function.

Students will listen to the descriptions of what is and what is not a function and also collaborate with each other. Students will be able to decide what graphs are functions and what graphs are not. They will also know that for every x-value, there is only one y-value that goes with it for the graph to be a function.

4. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?) When businesses have to graph estimated gains or losses, they want to use functions because that will give them the highest probability for their estimations to be correct. 5. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?) Students will have successfully met the outcomes if they can use the vertical line or pencil test to check if a graph is a function or not a function and show that they understand the concept behind every x-value only having one y-value in order to be a function. They will also need to be able to apply that concept to ordered

In business, graphing with functions allows for correct estimations of gains or losses so that a company can be certain about buying or selling different amounts of products.

pairs and mapping diagrams. Students will turn in an exit card to get out for tutorial that will include graphs, xy tables, ordered pairs, and mapping diagrams in which they will have to tell if they are functions or not. I will expect an 80% success rate on the exit cards and those that have trouble will receive extra help and practice during the next tutorials until the concept is attained.

6. Instructional Method: Direct Instruction 7. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?) An appropriate, short, fun hook (optional):
(Examples: famous or provocative quote, picture, icon, or poster; childrens book; video clip; excerpt from book; a very puzz ling or mysterious question; an artifact, etc.)

-Show pictures of functions found in the real world, including graphs of business profits and losses.

Phase II: Presentation (list steps in teaching concept or skill; note visual aid)
-I will show them two xy tables and ask them what patterns or differences (if any) that they see in the two tables. -Once discussion is had, I will show them that the left table is that of a function and the right table is not a function and explain why this is so. -Graphs will then be shown and the same question will be asked. -Sets of ordered pairs and mapping diagrams will also be shown and the same logic will apply to those as well. -I will then explain the connection between the four, xy-tables, mapping diagrams, ordered pairs, and graphs, and check by thumbs up, down, or to the side if they understand or need more explanation.

Phase III: Structured Practice (briefly describe activity (the means to an end) related to concept or skill that you and students will be doing together)
-A new xy-table will be shown and I will ask them to follow along with me as we determine if the table represents a function or not. -A graph will then be shown and we will do the same.

Phase IV: Guided Practice (briefly describe activity that students independently do at desks while you monitor and guide their work)
-Several different xy-tables, mapping diagrams, ordered pairs, and graphs will be shown along with those that are special cases. -I expect there to be many questions about these cases and we will work through them together.

Phase V: Independent Practice (individual, measurable product that is stated in learning objective)
-Students will work on problems involving deciding on whether or not what is shown to them a function or not a function and have to explain why and their reasoning.

Closure Activity (Examples: simple self-assessment, such as a continuum or thumbs up or down response)
An exit card will be given to the students in which there will be an xy-table, graphs, set of ordered pairs, and a mapping diagram in which the students will complete in order to exit for tutorial.

8. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Computer, projector, paper, pencil, and whiteboard.

9. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.) I will use large visuals and the projector to show various graphs tables, ordered pairs, and mapping diagrams. I will put a list of key vocabulary words and define them in simplest terms relating to the lesson on the whiteboard so if any confusion on words arises for EL students or any other student for that matter, they can look up and figure out what it means.

10. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.) I will ensure that those students who have slight visual impairment will be close enough to see the large visuals and that my hearing impaired student will be close to the front of the room so he can clearly hear my voice.

Common Core Aligned Lesson: Reflection Does this lesson reflect one of the shifts in instruction (see Common Core Shifts documents)? If so, please describe which shift is addressed and how? Shift 6-Dual Intensity: Students are practicing and understanding. There is more than a balance between these two things in the classroom-both occurring with intensity. My students will be challenged in this lesson and they will be able to do more than just practice how to do the specific problems. I will be showing them the meaning behind the concepts so that they can have an understanding of the problems and not just knowledge behind the process. In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson. 1. How did this lesson support 21st Century Skills? 2. How did this lesson reflect academic rigor? 3. How did this lesson cognitively engage students? Students will be given a new concept and its functionality in the real world. This will instantly engage students more so than just learning something new because they will see how often functions show up in every day life. Also, I believe that they will appreciate being able to learn the why the process works rather than just being given a formula for them to plug numbers into. 4. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills? Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson. Make copies of student work and write your comments on the copies.