Teacher:

Ms. Hirsch Lesson Plan Date: 3/20/17

Period: 1,2,3,5

Unit of Study: Linear and Exponential Functions

Topic Topic 3A: Linear and exponential
Sequences
Topic 3B: Functions and their Graphs
Maryland College and Career Standard(s) Interpreting Functions HSF.IF.A.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
domains and geometric sequences
as exponential functions with
integer domains

HSF.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.

Learning Topic C:
Target:
Period We will…
1-2:
• Interpret functions to understand
KJ – that the domain and range and its
prefer uniqueness.
• Use function notation
ential
• Evaluate functions for inputs in their
seatin domain
g;
exten ● Interpret statements that use
ded function notation in terms of a
time context.
when
Success Topic C:
necess
Criteria
ary * I can define function
* I can define independent variable
DM – * I can define dependent
consta * I can recognize a function
* I can recognize the independent and
Teacher: Ms. Hirsch Lesson Plan Date: 3/20/17
Period: 1,2,3,5

nt check-ins with teacher dependent variable.

* I can recognize y is replaced with f(x).
AA – frequent breaks; constant check- * I can evaluate functions at a given
ins with teacher; preferential seating input.
* I can use function notation to
determine the input and output.
* I can distinguish the domain and
Period 3-4: range in context
* I can interprets statements about the
DB – constant check-ins with teacher domain and range in terms of contact
I create situations that address
function notation, domain, and range,
in the context
Period 5-6:
Materials: Pencils, colored pencils, worksheets

DT – preferential seating; constant
check-ins; frequent breaks; extended Opening: Opening Routine (T7)
time
Students follow the entry routine: enter room, pick Commented [A1]: As noted by Tomlinson & Imbeau,
MA – constant check-ins up their books in the back and go to their assigned this is an example of a routine, which has been developed
seats. Students seats were assigned based on i- over the course of the entire year through much class
discussion and rationale as to the importance of the routine
ready/10-day assessment data. Once seated,
itself (Tomlinson & Imbeau, pg. 100, 2010).
students will begin their Do Now. (T7)
Period 9-10: Commented [A2]: The seats were arranged in order to
create the most productive pairings and groups (Tomlinson
Accommodation: DB (IEP) - preferential seating. & Imbeau, pg. 93, 2010).
BF – frequent breaks; constant check- DB has been assigned a seat around students that
ins will help and not be distracting to him. He is close
to the board and on the edge so that teacher can
KP – frequent breaks; constant check- easily check in with him.
ins
Do Now

Students will complete a Do Now reviewing how
to plot coordinates on a graph plane.

Students will be given five (5) minutes to complete

the opener independently on their worksheet.
Teacher will circulate and ensure students remain
on-task and focused on their learning during the
time allotted to complete the do now. Teacher will
positively narrate students who begin the do now
immediately. (T8 & T9)
Debrief
Teacher will give students sixty (60) seconds to
discuss their answers with their partner promoting
student-to-student interaction and academic talk.
(T6)
Teacher: Ms. Hirsch Lesson Plan Date: 3/20/17
Period: 1,2,3,5

Teacher will bring the class whole group. Teacher

will cold call on partner groups to share their
answers and press students to justify why they
made the decisions that they did. Teacher will use
this discussion as a formative assessment
opportunity. Teacher will note that one of our
short-term goals is to improve our numeracy. (T1)
(T4 & T5)
Possible Questions- “What is the
maximum/minimum?
“What is the domain/range of the function?”
“What is the x-intercept(s)? Y-intercept(s)?”
“What does it mean for a function to transform?’
“Did the graph shift?”
“How did the graph shift? Why?”

Learning Target Discussion (5 minutes) (T7

Teacher asks for a student volunteer to read the

learning target for the day (We will learn how to
identify transformations of a absolute value
function and apply that transformation to the graph
of that function). (T1) Teacher will positively
narrate students who begin copying down learning
target immediately. (T9) Teacher will tell students
the success criteria we are working on for the day.

Success Criteria

* I can identify a transformation of an

absolute value function.
* I can apply a transformation of an
absolute value function to the graph.

Discussion: Teacher will display a question from

PARCC that involves transformation of
functions.Teacher will ask students to raise their
hand if they feel that they would be able to solve
this question right now. Teacher will say that by Commented [A3]: The purpose of this is for me to
the end of the lesson, it is our goal that each gague the class, and also for both me and the students to be
student will be able to confidently answer this able to track growth from the beginning to end of class
(Laureate Education, 2012). In my classes, around 5 people
question on exit ticket. Teacher will emphasize that
in each class raised their hand saying they would be able to
what we are learning in class today will be on the solve this at the beginning of class. Meanwhile, in 3 out of
PARCC test and will remind students that passing my 4 classes, every single person got this question right on
the PARCC test is our long-term goal. (T1) the exit ticket at the end of class, which was beyond
fantastic to see.
Teacher: Ms. Hirsch Lesson Plan Date: 3/20/17
Period: 1,2,3,5

Cross-Discipline Connection (T2)

Teacher will relate transformations of functions to

real world transformations students experience on a
daily basis. Commented [A4]: I usually use cross-discpline
connection for two purposes. First, I think it's important for
Teacher will relate transformations of functions to
students to recognize the relevance of what we are
students’ trades: you can use transformation of learning, and second, it gives me a means to explain what
functions to see how small changes can manipulate we are doing in a different way (Tomlinson & Imbeau, pg.
data in business, science and engineering. 130, 2010). For some learners in my class, it is important for
their mastery process to be able to use something they are
My Favorite Mistake familiar with as a foundation for what we are learning in
class. In this lesson, I found that this portion of the lesson
Teacher will display a common mistake on the
had students who don't normally participate in the more
board from exit tickets from the previous day. mathematical based conversation in the class participating,
Teacher will give students 2 minutes to discuss because they felt it was a topic they were more confident
with the people around them about what they feel with.
the mistake was (T6). We will then discuss whole
group. Commented [A5]: My favorite mistake is fantastic,
because it allows students to learn from other mistakes, it
HITS: Activating prior knowledge, homework and allows students to learn from their own mistakes, and it
practice, cooperative learning, reinforcing effort allows students to teach each other (Laureate Education,
and providing feedback, and non-linguistic 2012). My favorite mistake is a means of creating an
representation. ongoing assessment, because it allows me to check-in on
where students are an adjust based upon the discussion
that occurs amongst the class (Laureate Education, 2012).
Explicit Guided Notes As noted by Tomlinson in the video "Beliefs and Mindset for
Differentiation," she notes that students will learn better if
Instruction:
they are a part of a belonging environment (Laureate
We will start with a quick review of types of Education, 2012). To me, belonging means being a part of
transformations on an absolute value parent an accepting environment, where mistakes are accepted
function. Teacher will note the importance of using and respected. In this particular lesson, I used two exit
tickets from the previous day that contained mistakes that
guiding questions while answer questions.
were very prevelant amongst many of my students. The
desired goal of this activity is for students to be able to find
Model the mistake, and explain why that might've happened. In
doing this, student who made the mistake get to see how it
is done correctly, and students who didn't make the mistake
Teacher will model using a graph to figure out the
get an opportunity to reaffirm the concept.
function of the absolute value transformation. (T2)
Commented [A6]: Modeling is great for all students, but
is especially beneficial for more visual-based learners. While
Students will then copy this down. Teacher will modeling, I had all students put their pencils down, voices
circulate and use this as a check for understanding off, and asked them to simply watch me and listen to the
opportunity (T5). guiding questions I used as I solved the problem. I asked
them not to write it down initially, because I wanted to
make sure they were fully engaged in what I was doing
Next, we will come together whole group to graph rather than half engaged with what I was doing and half
a transformation on a coordinate plane. engaged with writing it down. While modeling, I made sure
to follow Tomlinson’s advice, and not only model the
Model mathematical process, but also model positive self-talk and
mentality as well (Tomlinson & Imbeau, pg. 103, 2010).
Once I finished the model, I asked students if there was
Teacher will model how to use the graph of a anything in particular they noticed, and asked them to write
transformation to figure out what the new function that down in their notes.
is. Teacher will begin by asking and answering
guiding questions. Pulling out key information
Teacher: Ms. Hirsch Lesson Plan Date: 3/20/17
Period: 1,2,3,5

along the way. Teacher will continuously reference

the equation as a base. Teacher will then model
how to write down the transformation in the full
equation. (T1 & T2)

Teacher will then guide students through graphing

a parent function and a transformation of that
parent function to a coordinate plane. (T2) Teacher
will ask the following questions:

Scaffolded Questioning:
“What is the parent function?”
“What is x-intercept(s) and y-intercept(s) of that
function?”
“What is the domain/range?
Maximum/minimum?”
“What is the transformation of the parent
function?”
“What will that transformation do to the graph?
Why?”
Teacher will note the importance of graphing the
parent function first, so that we are able to better
recognize the change that occurred due to the
transformation.

After the transformation is graphed, students will

be released to do collaborative practice.

Model (T2)

Teacher will model graphing a parent function and

the transformation of the function. Teacher will
emphasize academic vocabulary that students are
expected to use. We will then identify what change
occurred in the graph as a class.

Turn & Talk (T6)

Students will then stop and jot what they saw and
what the process is to graph a transformation. They
will turn and talk to their partners to discuss their
ideas before returning how class to synthesize the
steps (T6) While students are doing their stop and
jot and discussing with their partners, the teacher
will circulate the room to determine how students
Teacher: Ms. Hirsch Lesson Plan Date: 3/20/17
Period: 1,2,3,5

comprehend the material. (T5)

Students will then graph a parent function

independently. After about two minute, students
will be instructed to turn and talk with their
neighbor and justify why they graphed it the way
they did. (T3) The teacher will then select a
volunteer to come up to the board and draw their
graph, and ask them to justify their answer. (T4) Commented [A7]: I asked a student to come up to the
board, because I recognize that more often than not, a
Guided You Try (T6) student can teach another student far better than a teacher
Practice: can teach a student. My students are far better at talking
Students will be given 10 minutes to graph through their process and explaining in a way that gets
the transformation of various functions and through to their peers.
answer various graphing property
questions. Teacher will circulate and
intervene as necessary. Teacher will
positively narrate students who are on task
and facilitate a collaborative learning
environment. Teacher will bring back the
class whole group to review their work.
(T3, T5, T6 & T9)

Independent Independent Practice- Team Activity

Practice: (T6)

Students will rank themselves 1-5 on their

understanding of today’s content on their
worksheet. (T5, T7 & T8) Commented [A8]: Although they didn't know this as the
time, this was an exercise in self-differentiation, as I used
Based upon the rankings students give these rankings to move students into differentiated groups
(Laureate Education, 2012). As noted by Tomlinson in the
themselves, teacher will move students to video “Managing the Differentiated Classroom,”
different groups in order to differentiate differentiating groups in this way allows me to give different
the groups and promote the most effective groups various attention, tools and resources based upon
what that particular group needs (Laureate Education,
collaboration amongst groups. 2012). For the most part, I strived to create groups so that
there was a wide array of conceptual understanding in each
Once the question is on the board, students will group. In doing this, the hope is that students would be able
first independently work through each problem. to support each other while working on this activity. I also
Once time is up, teams created using student made one or two group of students who were struggling the
rankings will come together to discuss their most together, so that I could give them some additional
guiding resources and spend extra time talking through the
answers. Each team must decide on one final process with them. I also assigned individual roles within
answer and put that answer up in the air. Each team groups, so that all students had a responsibility (Tomlinson
will receive a point if they get the answer & Imbeau, pg. 91, 2010).
completely correct. As the students are completing
this activity they will be able collaborate with their
classmates to determine if they are correctly
answering the questions and I will be walking
Teacher: Ms. Hirsch Lesson Plan Date: 3/20/17
Period: 1,2,3,5

around checking for understanding. (T6) &(T5)

Possible Scaffolded Questions:

“What is the parent function?”

“What is x-intercept(s) and y-intercept(s) of that
function?”
“What is the domain/range?
Maximum/minimum?”
“What is the transformation of the parent
function?”
“What will that transformation do to the graph?
Why?”

Homework: Study for Quiz Friday

Closure /Summary: Learning Target Review

Teacher will ask a student volunteer to re-read

the learning target for the day. (T1)

Exit Ticket

Students will be given two options for an exit

ticket to differentiate. They will self-select their
exit ticket based on their own self-assessment of
how they did today. If they understood the material
well they will select exit ticket A. If they feel like
they are just beginning to grasp the material or if
they feel confused they will select the exit ticket B.
(T3) Students will be asked to determine if they
met they day’s learning target by checking a box at
the end of the exit ticket. (T1) Commented [A9]: Once again, this was an opportunity
for students to self-differentiate, and also an opportunity
for an ongoing assessment check-in (Laureate Education,
2012). Based upon their understanding of the material, they
choose either to complete exit ticket A or exit ticket B. Both
exit tickets contained the PARCC question from the
beginning of class, but one of them had additional guiding
questions for students who needed a little additional
support. My hope in doing this was to increase confidence
by making the material accessible to all students (Tomlinson
& Imbeau, pg. 91, 2010). I then reviewed the exit tickets
that night to get a gague of how each student progressed
from the previous day, and access individual and class-wide
mastery of the transformation concept (Laureate Education,
2012).

Teacher: Ms. Hirsch Lesson Plan Date: 3/20/17
Period: 1,2,3,5

Works Cited

Laureate Education, Inc. (Executive Producer). (2012). Beliefs and Mindset for Differentiation.
[Video file]. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2012). Managing the Differentiated Classroom.
Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2012). Ongoing Assessment. Baltimore, MD:
Author.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated

classroom. Alexandria, VA: ASCD.