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Molloy!College!!
Education!Department!!

Lesson!Plan!
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Student:!Joseph'Brass!
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Course:!EDU'521' !
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Grade:!9'
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Topic:!Exploring'More!Transformations'of'Parent'Functions!!

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Professor:!Esposito'!
Date:!October'23,'2015'
Content!Areas:!Mathematics!

Instructional!Objectives!
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! Through'class'discussion'and'a'cooperative'learning'activity,'students'will'use'words'tables,'and'
graphs'to'explain'the'effects'of'transformations'on'linear,'quadratic,'and'exponential'functions.''

CCLS/!+NYS!Standards!and!Indicators!!
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Standards!(CCLS,!College!Board,!or!Local!Learning!Goals):'
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! F"IF.C.7a(Graph'linear'and'quadratic'functions'and'show'intercepts,'maxima,'and'minima.'!
! F"BF.B.3(Identify'the'effects'on'the'graph'of'replacing'f(x)'by'f(x)'+'k,'kf(x),'f(kx),'and'f(x'+'k)'for'specific'
values'of'k'(both'positive'and'negative);'Experiment'with'cases'and'illustrate'explanations'of'the'
effects'on'the'graph'using'technology.'!
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Standards(for(Mathematical(Practice(in(the(Common(Core(State(Standards((
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Make'sense'of'problems'and'persevere'in'solving'them.'
Reason'abstractly'and'quantitatively'
Model'with'mathematics.''
Look'for'and'make'use'of'structure.''
Look'for'an'express'regularity'in'repeated'reasoning.'
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Motivator!!
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! I'will'start'by'promoting'students'to'draw'a'connection'to'their'prior'knowledge.'To'review'
translating'parent'functions,'have'students'participate'in'the'Go'to'Your'Corner'activity.'I'will'post'
three'chart'papers'around'the'room'and'on'one'chart'paper'I'will'write'y'='x,'on'another'I'will'write'y'
='x2,'and'on'the'third'I'will'write'y'='bx.'Each'student'will'be'given'a'function'card'when'they'enter'the'
room.'Their'responsibility'is'to'identify'their'cards'parent'function'and'go'to'the'correct'corner.'Once'
all'students'are'at'their'corresponding'corners,'they'will'tell'their'corner'partners'how'their'function'
was'translated.'Students'must'use'the'vocabulary'terms'they'learned'to'describe'their'translations.'I'
will'ask'a'couple'of'students'to'share'how'their'function'was'transformed.''

Materials!
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Q'Smart'Notebook'Lesson'' '
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Q''KWL'Chart' '
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Q'Graphing'Calculators'
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Q'Performance'Based'Assessment'(Mosaic'Problem)'
Q'Go'to'Your'Corner'Cards' '
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Q'Index'Cards'' '
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Q'Multiplying'x'by'Q1'<'a'<'0'Lab'Sheet.'
Q'Multiplying'x'by'0'<'a'<'1'Lab'Sheet.'
Q'Multiplying'x'by'a'>'1'Lab'Sheet.'
Q'Multiplying'x'by'a'<'Q1'Lab'Sheet.'
Q'Multiplying'x'by'Q1'Lab'Sheet.'
Q'Combining'Transformations'Lab'Sheet'

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Strategies!
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! Do(Now:(In'order'to'draw'a'connection'to'students'prior'knowledge,'students'will'complete'a'KWL'
chart'to'review'what'they'learned'in'the'previous'lessons.'
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! Go(to(Your(Corner(Activity:'I'will'start'by'promoting'students'to'draw'a'connection'to'their'prior'
knowledge.'To'review'translating'parent'functions,'have'students'participate'in'the'Go'to'Your'
Corner'activity.'I'will'post'three'chart'papers'around'the'room'and'on'one'chart'paper'I'will'write'y'='
x,'on'another'I'will'write'y'='x2,'and'on'the'third'I'will'write'y'='bx.'Each'student'will'be'given'a'
function'card'when'they'enter'the'room.'Their'responsibility'is'to'identify'their'cards'parent'function'
and'go'to'the'correct'corner.'Once'all'students'are'at'their'corresponding'corners,'they'will'tell'their'
corner'partners'how'their'function'was'translated.'Students'must'use'the'vocabulary'terms'they'
learned'to'describe'their'translations.'I'will'ask'a'couple'of'students'to'share'how'their'function'was'
transformed.''
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! 4"Corners(Vocabulary(Chart((
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! Think(Alouds:!Students'will'take'part'in'whole'class'discussions,'as'well'as'small'group'discussions'
to'investigate'key'attributes'of'linear,'quadratic,'and'exponential'functions.'
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! Cooperative(Learning(Activity:!This'lessons'activities'will'provide'students'a'review'of'the'
attributes'and'characteristics'of'linear,'quadratic,'and'exponential'functions'by'having'them'collect'
data'from'three'problem'situations.'Students'will'analyze'the'data'and'determine'what'type'of'
function'best'represents'each'problem'situation.''
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! Technology:!Students'will'use'TI'Graphing'Calculators'to'investigate'transformations'of'parent'
functions.'
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! Exit(Ticket:!Students'will'apply'what'they'learned'in'todays'lesson'to'complete'an'exit'ticket.'This'exit'
ticket'will'provide'with'measurable'data'of'how'well'each'individual'student'understand'todays'
lesson.!'

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Adaptations!
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! A'copy'of'the'Smart'Board'Lesson'will'be'provided'for'more'visual'learners.'
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! Links'will'be'provided'to'khan'academy'videos'to'reinforce'the'content'for'those'students'who'are'
struggling'to'understand.'
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! Extra'time'will'be'provided'on'the'lesson'quiz'for'those'that'require'it.'

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Differentiation!of!Instruction!!
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! Level(1:!Students'will'reflect'on'the'previous'lesson'and'use'this'knowledge'to'identify'key'attributes'
of'exponential'functions.!
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! Level(2:!Students'will'use'technology'to'investigate'transformations'of'parent'functions.!!
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! Level(3:!Students'will'complete'a'performanceRbased'assessment'to'assess'their'understanding.!

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Developmental!Procedures!
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! Prior'to'students'entering'the'room,'I'will'set'up'six'stations'that'students'will'work'in'groups'at'
later'in'the'lesson.'Each'station'will'have'chart'paper'displaying'one'of'the'following''''''''''''''''''''''''''''''''
parent(functions:'y'='x,'y'='x2,'and''y'='bx'
! In'the'previous'lesson,'students'learned'how'to'translate'these'three'parent(functions.(To'review'
translating'parent'functions,'I'will'have'students'participate'in'a'Go(to(Your(Station(Activity.(As'
students'enter'the'classroom'they'will'be'given'a'function'card.'Their'responsibility'is'to'identify'
their'cards'parent'function'and'go'to'the'correct'station.'Once'all'students'are'at'their'
corresponding'stations,'I'will'ask'them'to'explain'to'their'station'partners'how'their'function'was'
translated.'Students'must'use'the'vocabulary'terms'they'learned'to'describe'translations'in'their'
explanation.'When'each'student'has'had'an'opportunity'to'share'with'their'group,'I'will'select'a'
couple'of'students'to'share'how'their'function'was'translated.'''
! I'will'then'read'the'daily'learning'objective'and'introduce'the'lessons'key'vocabulary'verbally'and'
pictorially.'After'I'have'introduced'the'key'vocabulary,'I'will'allow'students'to'process'their'
understanding'of'the'words'by'adding'them'to'4"Corners(Vocabulary(Charts.(As'students'are'
working'to'add'the'key'vocabulary'terms'to'their'charts,'I'will'distribute'todays'activity.'This'
warmRup'activity'will'serve'as'a'great'way'to'get'the'student'interested'and'involved'in'the'lesson'
right'from'the'beginning.'It'also'allows'for'me'to'complete'my'first'informal'assessment'to'ensure'
that'all'students'possess'the'necessary'knowledge'required'to'be'successful'in'todays'lesson'
before'proceeding.''
! For'todays'activity,'students'will'be'working'in'the'same'six'groups'that'they'are'currently'in.'
There'will'be'six'stations'set'up'consisting'of'the'following'topics:''
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Station!1:'Multiplying'x'by'a'>'1'
Station!2:'Multiplying'x'by'a'<'R1'
Station!3:'Combining'Transformations'
Station!4:'Multiply'x'by'0'<'a'
Station!5:'Multiplying'x'by'R1'<'a'<'0'
Station!6:'Multiplying'x'by'R1'

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! I'will'ensure'that'each'station'will'need'one'calculator'per'student'and'copies'of'the'corresponding'
lab'sheets.'Students'will'have'4'minutes'to'complete'the'activity'at'each'station.'Once'time'is'up,'I'
will'ask'students'to'rotate'the'groups'to'the'next'station'until'all'students'have'done'each'activity.'
! Once'each'group'has'been'to'every'station,'I'will'ask'that'the'students'remain'in'their'groups.'I'will'
assign'each'group'an'activity'station'transformation.'Each'group'will'be'responsible'for'presenting'
their'findings'of'their'assigned'transformation.''
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" Group!1!will'present'Multiplying'x'by'a'>'1'
" Group!2!will'present'Multiplying'x'by'a'<'R1'
" Group!3!will'present!Combining'Transformations'
" Group!4!will'present'Multiply'x'by'0'<'a'<'1'
" Group!5!will'present'Multiplying'x'by'R1'<'a'<'0'
" Group!6!will'present!Multiplying'x'by'R1'
! I'will'use'a'performanceRbased'assessment,'The'Mosaics'Problem,'to'assess'students'
understanding.'This'problem'can'be'found'at'
http://www.utdanacenter.org/mathtoolkit/downloads/alg1assess/alg1_mosaics.pdf.'In'addition'
to'the'Mosaics'problem'questions,'I'will'ask'students'to'identify'The'Mosaics'Parent'Function,'
describe'The'Mosaic'Functions'transformations,'and'discuss'what'each'transformation'represents'
within'the'problem'situation.'
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! As'a'final'wrapRup,'I'will'ask'students'to'think'about'how'parent'functions'differ'from'transformed'
functions.'I'will'ask'them'to'write'their'thoughts'on'an'index'card.'They'can'use'the'sentence'
starter:'One(difference(between(parent(functions(and(transformed(functions(is(Students'will'
share'their'findings'by'participating'in'a'Conga(Line(activity'to'hand'me'their'cards.'
! I'will'close'the'lesson'by'reviewing'our'daily'learning'objective.'

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Assessment!
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! I'will'use'a'performanceRbased'assessment,'The'Mosaics'Problem,'to'assess'students'understanding.'
This'problem'can'be'found'at'
http://www.utdanacenter.org/mathtoolkit/downloads/alg1assess/alg1_mosaics.pdf.'In'addition'to'
the'Mosaics'problem'questions,'I'will'ask'students'to'identify'The'Mosaics'Parent'Function,'describe'
The'Mosaic'Functions'transformations,'and'discuss'what'each'transformation'represents'within'the'
problem'situation.'

Independent!Practice!
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! Students'will'complete'an'exit'ticket,'which'will'provide'me'with'measurable'data'on'how'well'each'
individual'student'understood'todays'lesson.'Students'will'also'complete'a'homework'assignment'
that'will'require'them'to'apply'what'they'learned'in'todays'activity.'

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Follow!Up:!Direct'Teacher'Intervention'!
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! Students'that'did'not'perform'well'on'the'assessment'will'be'required'to'attend'review'session'to'be'
held'after'school'to'go'over'what'they'did'not'understand'about'the'lesson.'

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Follow!Up:!Academic'Enrichment!
! I'will'use'a'performanceRbased'assessment,'The'Mosaics'Problem,'to'assess'students'understanding.'
This'problem'can'be'found'at'
http://www.utdanacenter.org/mathtoolkit/downloads/alg1assess/alg1_mosaics.pdf.'In'addition'to'
the'Mosaics'problem'questions,'I'will'ask'students'to'identify'The'Mosaics'Parent'Function,'describe'
The'Mosaic'Functions'transformations,'and'discuss'what'each'transformation'represents'within'the'
problem'situation.'
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