Inquiry (5E) Lesson Plan Template

Teachers: Subject:
Alyssa Migler Mathematics
Common Core State Standards:
For students:
 6c). Students communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or simulations.
 7b) Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.

For Teachers:
 6c). Create learning opportunities that challenge students to use a design process and
computational thinking to innovate and solve problems.
 6d). Model and nurture creativity and creative expression to communicate ideas, knowledge or
connections.

Objective (Explicit):

By the end of the 2019 school year, 80% of students will use the technological graphing tools GeoGebra and
Graphing Calculator in order to produce objects on a graph.

Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

Students will turn in a screenshot of their picture/object/word they created with an explanation of the steps they
took to create the object and the equations that built the model.

(contained on bottom of lesson plan)

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?

Some sub-objectives will involve…

Being able to define variables and relationship between two variables.
Using slope to build mathematical equations.
Key vocabulary: variables, relationships, equations, slope Materials: Chromebook, GeoGebra, Graphing
Calculator, pen/pencil, notebook
Engage
 How will you activate student interest?
 How will you hook student attention?
 What questions will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Student Will:

Ask the guiding questions: how can relationships of
mathematical components produce moving Work in small groups trying to formulate answers to the
guided question.
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objects/shapes? How can mathematics be applied to the
real world? Brainstorming methods to complete the “task”

Create an engaging/funny image/design/word on

Graphing Calculator and present that to the class

Explain to the students that their task is to create some

type of picture/object/word that the students can guess,
or they can be able to have a conversation through the
words on the graphs.

Explore
 How will model your performance expectations? Remember, you are not modeling what you want students to discover but
need to model expected behavior or required procedures.
 How will students take the lead and actively use materials to discover information that will help them answer the question
posed in Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: Student Will:

Discussing key vocabulary and having students come up Follow along on their Chromebooks
with their own definitions. Open up GeoGebra and Graphing Calculator in which
Displaying examples to show the relationship between they experiment with different equations to see what
variables. affects they have on a graph.
Use a projector to model the steps taken in building
equations.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

One teach, One observe

One teacher has primary responsibility while the other gathers specific observational information on students or the
lead teacher. The key to this strategy is to focus the observation- where the teacher doing the observation Is
observing specific behaviors.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

Repeating or clarifying any difficult concepts

Modeling the use of the materials and steps of the process
Providing separate step by step problems on a separate activity for more practice for the students that cannot grasp
the material and for those who are excelling, they can work on a separate worksheet with more difficult problems.
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the
question from Engage before moving on?

Teacher Will: Student Will:

Use the projector and Graphing Calculator to focus on Students will get into groups of 2-3 students
mathematical investigations and discussing student investigating problems,
thinking presenting solutions to homework questions within the
Assign each group members different roles (ex. groups
Facilitator, time-keeper, elaborator) discussing multiple solutions to a given problem

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Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

One teach, one assist

An extension of One teach, one observe. One teacher has primary instructional responsibility while the other
circulates to heck for understanding, assists students with their work, or monitors behaviors.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

In placing them in groups, they each would have a different set of points to graph and then they go to each group
and explain how they attempted the problem and their explanation of why they chose their steps during the process.
Promoting students teaching students will help them gain more knowledge on the subject. This is also a type of
cooperative learning as students are responsible for their work and have the opportunity to showcase that to the
class.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular
aspect of this learning at a deep level?
 How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a “what If
question”)
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Student Will:

Call on groups who have not gotten as far as others or Write up their explanation of their steps,
even who had incorrect answers. Include a step by step process on problem-solving and
Ask them to describe their thinking and to stimulate reason why they made their decisions throughout the
whole class discussion. project

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Parallel teaching
Each teacher instructs half the students/ The two teachers are addressing the same instructional material and
presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduced
student to teacher ratio.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

I will provide extra practice worksheets and activity cards in which when done with the homework to assess where
the students are in their progression of learning.
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Student Will:

Facilitate the end of discussions to make sure students Students will present these pictures to the class,
are understanding everything before they present their explaining how their constructions led to their design so
material they can act as the teacher as well.
Also submit a screenshot of their work and explanation
Guess what their peers’ pictures are
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 Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Team teaching
Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority.
Using a team-teaching strategy, both teachers are actively involved in the lesson. From a student’s perspective,
there is no clearly defined leader- as both teachers share the instruction, are free to interject information and
available to assist students and answer questions.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?

Students that need additional challenge can make more than one object, or try to create a moving graph
Students that require accommodations can do their project in pairs, since it can provide them with collaboration
and combining their ideas with one another

Exemplar for student mastery

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My picture that I chose to create was a kite flying over water with a sun. In order to create the water, I restricted
the y value from 0 to sin(x)+1 since just sin(x) starts at the y-value of 0, I wanted the graph to begin at a y value
of one.

To form the line that is holding the kite, I chose to use the linear equation y=3/2x+3 so the graph intersects the y
axis at 3 and has a slope of 3/2.

I knew since I made the line for the kite intersect at 3 on the y-axis, that my kite had to have 3 as its center. So
the way I constructed the kite was creating two linear lines with the y value restricted between the two lines,
therefore the kite becomes filled in only the area in between the two lines chosen.

For the sun, I know the equation for a circle is x^2+y^2=1, but I chose the circles to be at the location of (2,5)
with one circle expanded 2 times the smaller circle. This is why I have the two circles, both having a radius one,
and centered at (2,5) and one being 2x the size of the inner circle.

Level 1 questions
 What are the variables in your construction?
 What stays constant?

Level 2 questions
 How would you classify the type of line that this equation would represent on the graph?
 Can you draw a picture or a model to show how the two variables relate?
 What were the mathematical ideas in your construction?

Level 3 questions
 What approach would you use to form a circle inside a circle on graphing calculator?
 What would result if
 How are your solution methods different or similar to those on your group?

Level 4 questions
 Can you propose an alternate way to have built the constructions that your group had?
 Is there a real-life situation where this application of technology can be used?
 Explain the specific skills or ways to build on concepts that weren’t necessarily mathematical
components?