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# Revised 6-29-16 1

## Lesson Plan 2/Day 2

Secondary Lesson Plan Format

Part II. Lesson Plan (components required by EdTPA are noted below with a *.
coursethese will be designated with a ***.)

## GOALS/ DESIRED RESULTS

In the spaces below, articulate your specific learning goals for your lesson. Through each
section, you should be addressing the question: what do you want students to KNOW and BE
ABLE TO DO as a result of this lesson?

this specific lesson.
The aim of this lesson is to introduce students to the definition of a function through
using objects that they know. We will be relating the concept of functions to vending
machines and examining how to determine whether a relation is a function or not.

2. Standards *
State adopted student academic content standards and/ or Common Core State Standards
that are the target of student learning (List the number AND text of each standard that is
being addressed. If only a portion of a standard is being addressed, then only list or bold the
part or parts that are relevant.)
F.IF.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 the range. If f is a function and x is an element of its domain, then
f(x) denotes the output of f corresponding to the input x. The graph of f is the
graph of the equation y = f(x).
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.

3. Learning Objectives *
Learning Objectives associated with the content standards. These should be clear, specific,
and measurable.
Students will be able to determine whether or not a relation is a function (from
a table, a set of values, or a graph)
Students will be able to create a mapping of data to help determine whether a
relation is a function
Students will be able to state the domain and range of a function in set
notation

4. Essential Questions
What provocative, central question will foster inquiry and understandingand serve as the
focus for this lesson? What big ideas do you want students to understand from this lesson?
Lessons within the same unit will typically have the same Essential Question(s).
How can objects in our everyday lives (such as vending machines) be related
to mathematical concepts?
How can we define what a function is based on vending machines?
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ASSESSMENT
In this section, articulate the task or evidence through which students will demonstrate the
desired understandings. In other words, how will you know students got it by the end of the
lesson?

5. Assessments *
Informal and formal assessments used to monitor student learning, including type(s) of
assessment, both formative and summative, and what is being assessed
The assessment for this lesson will be part of the unit quiz.
LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and the
step-by-step sequence of the lesson.

## 6. Instructional Resources and Materials *

Instructional resources and materials (including technology) used to engage students in
learning. If technology is used, be sure to indicate how it enhances the lesson.
Paper
Pencils
Activity 2.1 from Springboard Algebra I
7. Instructional Strategies/ Learning Tasks *
Instructional strategies and learning tasks (including what you and the students will be doing)
that support diverse student needs. This step-by-step process should indicate how much time
you intend each segment to take and should be detailed enough that a substitute teacher
could teach your lesson as you intended.
(There are particular lesson models that might guide your thinking further here, such as the
5E model; POE; etc.)

## Introduction: How will you introduce the lesson and engage

students (how will you get them interested, help them see the
relevance and purpose of the lesson)?
(5 10 minutes)
Bell ringer: Students will complete questions 1 4 Bell ringer
from activity 2.1 as the bell ringer for this lesson
While students are completing the bell ringer, I
will come around and check homework

## Lesson: What are the specific steps and sequence of the

lesson? How long do you anticipate each lesson segment
taking?
(25 minutes) Large group discussion
I will guide students through a large group students will give input
discussion about how we can define functions and be asked to share
based on vending machines their ideas either with a
Given several examples of different vending partner or with the whole
machines, students will decide whether these class
representations represent a function or not.
Students will then be asked to decide whether
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## other relations represent functions

Closure: How will you conclude the lesson? How will you bring
bigger purpose and big ideas of the lesson?
(10 15 minutes)
To close the lesson, students will be asked to
relate their definition of a function to more
abstract, mathematical representations, such as a
set of coordinate pairs or a table of values
Students will relate what they now know about
inputs and outputs to determine the domain and
range of a function
8. References *
List citations for materials used.