Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Edison
11/16/16

Subject/ Topic/ Theme

Functions: Graphing Functions (Day 4)

Grade __9th____

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the fourth section in the chapter, and it focuses on graphing functions. The previous section practices writing functions, while this one takes it a step
further and represents the function in a graph.
cognitivephysical
socioLearners will be able to:
R U Ap An E developme emotion
C*
nt
al
U, Ap
Graphing functions given a domain

Graphing functions

U, Ap

Finding values using graphs

U, An, E

Problem-solving application

U, Ap, C

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9-12.A.CED.2 Create equations in two variables to represent relationships between quantities; graph equations on coordinate
axes with labels and scales.*
CC.9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function
notation in terms of a context.
CC.9-12.F.IF.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.*
CC.9-12.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.*
CC.9-12.F.IF.7 Graph functions expressed symbolically and show key features of the graph *
CC.9-12.F.IF.7b Graph ... piecewise-defined functions, including step functions *
CC.9-12.F.BF.1 Write a function that describes a relationship between two quantities.*
CC.9-12.F.BF.1a Determine an explicit expression from a context.*
(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 functions and graphs. The students also need to understand how to
plug values into functions.
Pre-assessment (for learning): Students will take notes from a video of the lesson for section 3.4.

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,

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Formative (for learning): As a class, we will go over any confusion on the notes. I will also go through a few
examples with the class.
Formative (as learning): The students will be completing a worksheet to practice graphing.
Summative (of learning): Collecting the worksheet the next day.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

A video for the lesson

allows the students to
control their viewing.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students can work

together on the
worksheet.

Provide Multiple Means of

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

Art (coloring)

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

emotionally, etc., for your

students to do this lesson?

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

How will your classroom

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

Graphing

Provide options for comprehensionactivate, apply & highlight

There is a graph that

can be colored in

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, mastery-oriented
feedback

A fun graphing worksheet

that involves coloring!
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

On their devices,
notes/worksheeet, or
smart board. [everyone
has (means to) a
device]
We will have a smart board to work on review with the students. This will all be ready to use. The
students will need coloring utensils. The worksheets will be prepared for the students.

The classroom will have the normal row set-up. Each student will have a laptop/device for the
beginning of the class period.

III. The Plan

Time
8:42

8:45

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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.
Listen
Talk with students about the chapter so
Go through Quia quiz
far, and where we are going.

Have Quia quiz ready online, and

walkaround to check notes

Go over any reoccurring questions from

the lessons video, Quia questions, and
examples.
o Does this function match the
graph?
o Find function when x =
o Graph the function for the given
domain:
y = 4x - 1 ; D: {-2, 0, 3}
o Graph the function
y = -2x + 3

Take notes on the review/recap

o Engage in review and discussions.

Go through worksheet.
o If they finish early then they can
watch the video for the next
lesson.

Go over any problems from the worksheet

that students struggled with.

*Maybe a student will show the class*

Engage and fix/take notes.

Explain what to do with worksheet, and

anything else needed.

Wrap-up, listen, hold onto the sheet to

finish at home, and turn in the next day.

9:00

9:30

Closure
(conclusion,
culmination,
wrap-up)

Pass out worksheets.

Walk around and help when needed.

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.)
This lesson may be the most important lesson for the students, because it covers graphing functions, which they will be using
for the rest of their math classes. While this is true, I forgot to emphasize that to the students, but I believe the lesson went
almost as well as it could go. This was a difficult lesson, because it takes a lot of work to find the values.
As we started class, I redirected the students on the plan for today, and directed them onto Quia to complete a short quiz. As
they finished, we went over those examples and more. I allowed for a lot of questions and responses, and the class could
follow along. The students were very engaged, and I had good control over the class, redirected attention back to me when it
went away. I spent a lot of time in setting up the graphs, and the actual graphing part of the skill they were developing, but
did not spend much time on plugging in. Maybe I asked the right students, but the ones I asked had correctly set up the
function T-charts. The recap/review seemed like it went very well.
I say this, though, because when the students were practicing graphing functions, the students were struggling with plugging
values into the functions. It looked like the students just did not want to do the math of plugging in all the functions. A few
students had expressed their disapprovement in having to evaluating 11 functions. Also, a lot of students were struggling with
multiplying with negatives, which was discouraging because that should be a skill that the students have mastered. The
students also struggled with graphing functions without a variable, like y=12 and x=0. Since I noticed this, I stopped the class
to go through an example of each to try to clear things up. The students asked plenty of (4-7) clarifying questions.
Afterwards, the students had about five minutes to work on the worksheet, then we wrapped up class by telling them what
was needed for tomorrow. I told the students to have the worksheet finished, and we could check answers, and go over
anything that they needed to review.

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