LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: __9______________________ Subject/Topic: Math/Functions F-BF_____A-CSS__ Date: ____________________

INSTRUCTION PLAN To be completed by student teacher before observation

REFLECTION To be completed after observation. May be completed by student teacher and cooperating teacher or by the student teacher alone.

1. LEARNING GOALS/OBJECTIVES What student outcomes/objectives do you have for this lesson? *Describe scenarios that require special effects technicians to use mathematics and algebraic reasoning in lighting and highspeed photography. Identify a strategy and create a model for problem solving. *Recognize, describe, and represent inverse relationships using words, tables, numerical patterns, graphs, and/or equations. *Learn to recognize and interpret inverse relationships and exponential functions that arise in applications in terms of a context, such as light intensity. *Compare direct and inverse variation. Solve real-life and mathematical problems involving the area of a circle. How do your outcomes relate to the Local/State Curriculum Model(s)? Algebra Overview 1 Ohio Northern University Lesson Plan Template
Pathwise Statement added 8/06

2003-2004

LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: __9______________________ Subject/Topic: Math/Functions F-BF_____A-CSS__ Date: ____________________

Seeing Structure in Expressions o A.SSE.1a, 1b, 2 Interpret the structure of expressions. o A.SSE.3a, 3b Write expressions in equivalent forms to solve problems. Arithmetic with Polynomials and Rational Functions o A.APR.1 Perform arithmetic operations on polynomials. Creating Equations o A.CED.2, 4 Create equations that describe numbers or relationships. Reasoning with Equations and Inequalities o A.REI.1 Understand solving equations as a process of reasoning and explain the reasoning. Represent and solve equations and inequalities graphically A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Functions Overview Interpreting Functions o F.IF. 1, 2 Understand the concept of a function and use function notation. o F.IF.4, 5, 6 Interpret functions that arise in applications in terms of a context. Analyzing Functions using different representations o F.IF.7e. Graph functions expressed symbolically Ohio Northern University Lesson Plan Template 2
Pathwise Statement added 8/06

2003-2004

LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: __9______________________ Subject/Topic: Math/Functions F-BF_____A-CSS__ Date: ____________________

and show key features of the graph, by hand in simple cases and using technology for more complicated cases (i.e., exponential). Building Functions o F.BF.1 Build a function that models a relationship between two quantities. Build new functions from existing functions F-BF 4a, 4b, 4c. Find inverse functions: a. Solve and equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. b. Verify by composition that one function is the inverse of another. c. Read values of an inverse function from a graph or a table, given that the function has an inverse. 2. STUDENT GROUPING How will you group students for instruction? No groups for this lesson. The discussions will be with the entire class so that students can bounce ideas off each other and gain a deeper understanding.

3. ACCOMMODATIONS/MODIFICATIONS How will you accommodate for students with special Ohio Northern University Lesson Plan Template 3
Pathwise Statement added 8/06

2003-2004

LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: __9______________________ Subject/Topic: Math/Functions F-BF_____A-CSS__ Date: ____________________

needs/ethnic or cultural differences/limited English proficiency? ESL, low vision, hard of hearing students can sit near the center of the room so they have a better change at hearing and seeing all that is going on around them.

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

4. METHODS How will you 1) activate background knowledge, 2) make connections, and/or 3) introduce the lesson? Ask students to start remember the following questions from the day before. Have the students take out their journals and write a response to each of the questions: After recording the light intensity at each distance, what patterns do you notice? Using the data, can you identify a recursive formula that models the relationship? Using the data, can you identify an explicit formula that models the relationship? Is there only one strategy for solving the challenge?

What instructional methods will you use?

___ Constructions ___ Library research ___ Cooperative learning ___ Peer editing _x_ Discussion/questioning ___ Practicum ___ Problem solving ___ Field Study _x_ Reflection/response ___ Graphic organizers ___ Independent learning ___ Role playing ___ Laboratory ___ Interactive Lecture ___ Viewing/Listening/Answering ___ Other________________________ ___ Inquiry ___ Discovery ___ Practice/drill ___ Experiment ___ Reporting _x_ Journal ___ Simulation

Why did you choose these methods? It is important for students to reflect on what they did. I feel it is also important for students to write and journal. It brings other subjects and skills into the classroom.

What activities/applications did you plan? Activity

Time Allocated

Ask students to start remember the following questions from the day before. Have the students take out their journals and write a response to each of the questions: After recording the light intensity at each distance, what patterns do you notice? Using the data, can you identify a recursive formula that models the relationship? Using the data, can you identify an explicit formula that models the relationship? Is there only one strategy for solving the challenge? (15 minutes) After students have completed the activity, ask them to share their solutions and problem-solving strategies with the class through discussion and visual materials, such as chart graph paper, grid whiteboards, overhead transparency grids, etc. Encourage students to discuss how their strategy helped (or didnt help) figure out the relationship between light intensity and distance, as well as how to adjust the camera for any shot. Ask students to discuss any difficulties they faced in completing the challenge and how they overcame those obstacles. (15 minutes) As students present their solutions, ask them to discuss the mathematics they used in solving the challenge. Ask students to describe how they selected the equation to model the relationship and any graphs used, how they calculated the values for light intensity (I), distance (d), d2,

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

and k, why rounding was important, and the strategy they would recommend to the gentlemen for finding the light intensity for any distance in a high-speed special effects shot. Video: Tell the students to watch the video clip and observe what strategies the teams used and whether they are similar or different from the strategies presented by the class. Tell them to take notes if they need to. http://www.thirteen.org/get-themath/teachers/math-in-special-effects-lesson-plan/activities/thechallenges/math-in-special-effects/see-how-the-teams-solved-thechallenge/241/ (6 minutes) How will you bring the lesson to closure? After showing the video, ask students to discuss the strategies the teams used and to compare them to the strategies used by the class. How are they similar? How are they different? During the discussion, point out that the two teams in the video solved the Special Effects challenge in two distinct ways. Discuss the strategies listed in the Math in Special Effects: Take the challenge answer key, as desired. (9 minutes) 5. MATERIALS What instructional materials will you use? Projector Answer keys (attached below) Journals for the students Overhead slides/markers How will you infuse technology into the lesson?

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

Technology used: ___ Cassettes ___ _x_ Overhead _x_ _x_ Slides ___ ___ Tape recorder ___ Other_______________ ___ VCR/TV ___ Other_______________ ___ Laser Disk Other_______________

CD ROM Computer Distance learning Internet Digital camera

___ DVD _x_ Smart Board ___ Digital camcorder ___ ___ ___

6. EVALUATION How do you plan to evaluate student outcomes (see checklist)? Why are you evaluating in this manner? The journals and discussions will let me know the students personal feelings and understandings very well.
Assessment alternatives: ___ Application exam ___ Objective test ___ Quantitative Scales ___ Concept mapping _x_ Observation ___ Rating scales ___ Parent evaluation ___ Contract ___ Rubric ___ Peer evaluation ___ Checklist _x_ Questioning ___ Self-evaluation ___ Performance _x_ Journals ___ Inventories ___ Portfolio ___ Problem-solving ___ Other _________________________________ assessment Put a for assessments reflecting process and an x for those that reflect products.

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004