Beruflich Dokumente
Kultur Dokumente
Nermin Fialkowski
AIL 622
28 September, 2018
Essential Questions
1. How can I predict the behavior of a graph as it keeps going in the negative or positive
direction?
2. What conclusions can be made about a graph that never stops growing?
3. What additional conclusions can still be made about a graph that has no value?
2
Limits of Functions
(https://education.ti.com/en/timathnspired/us/detail?id=62B8E853318D482CA6BBF2C8C729D
28F&t=5E2A88F117944527ACAEC97F6BF4FEB3)
Differentiated Learning
Students will create their own piecewise graphs (like below) and pose various questions about
the graph. Students will then quiz their classmates on the answers.
𝑓(−1) 𝑓(1) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) 𝑓(−4)
3→! 3→6 3→76 3→7%
This unit lesson is intended for my Pre-Calculus classes. I teach both Honors and Regular Pre-
Calculus. Both classes are made up of junior and seniors. The juniors in my classes are
advanced learners, having taken Integrated Math II, during their freshmen year, while most take
Integrated Math I during their freshmen year. The seniors in my class have a focus of studying
something science/math related after high school. This way, students will be prepared to take
calculus after high school.
The good number of students in my Regular class lack the algebraic skills needed to have
proficient procedural fluency skills. They also require more prompting and scaffolds on how to
set up specific problems. None-the-less, these students still work very hard and put in their best
effort into the class.
processing and critical thinking skills are high. Students in my Honors class are also in other
advanced classes.
6. What accommodations and adaptations will you incorporate to meet the needs of Special
children?
Accommodations for my Special Education students are made per their individual needs.
Additional accommodations are also inclusive to provide them with success in my classroom.
Such accommodations include: promoting, redirection, additional time on assessments and
assignments, frequent check-ins, seating next to a supportive peer, flexibility in assignment
choice.
7. What accommodations and adaptations will you incorporate to include children who are
learning English?
A large majority of my English Language Learners speak Spanish. Since I also speak Spanish, I
can translate directions and further explain concepts to students in Spanish individually on a one-
to-one basis. A Word Wall will also be used to help build vocabulary acquisition. Various
visual graphs of different functions (continuous and non) will also be displayed around the room
to reinforce the concepts of continuity and end behavior for limits at infinity. English Language
Learners will also be seated next to a peer within One English Proficiency Level of them.
Students will also be provided with sentence frames/starters when participating in class
discussions and for explaining/proving why a function is continuous/discontinuous.
8. How do you plan to differentiate instruction to meet the needs of struggling, average and
advanced learners?
Grouping Students
By Learning Style: Reflector, Theorist, Activist, and Pargmatist (Honey & Mumforad, 2006).
This grouping allows for all students to successfully access the content material.
𝑓(−1) 𝑓(1) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) 𝑓(−4)
3→! 3→6 3→76 3→7%
2. Students create their own graphs based off given limits and values
Some examples include:
a. Sketch a function 𝑔(𝑥) defined for all 𝑥 such that: lim 𝑔(𝑥) = 3, lim< 𝑔(𝑥) = 4,
3→* 3→"
lim= 𝑔(𝑥) = 2
3→"
b. Sketch a function with the property that 𝑓(𝑎) exists but lim 𝑓(𝑥) does not exist.
3→@
c. Sketch a function with the property that lim 𝑓(𝑥) exists but 𝑓(𝑎) does not exist.
3→@
d. Sketch a function with the property that 𝑓(𝑎) exists and lim 𝑓(𝑥) exists but lim 𝑓(𝑥) ≠
3→@ 3→@
𝑓(𝑎).
10. How will you introduce your unit to gain learner interest?
Inquiry Questions
1. Before I can reach my desk from the classroom door, I must first walk halfway between
the door and my desk. Then I’ll walk another halfway distance, then another halfway,
and another halfway. When will I be able to reach my desk?
! " % & !))
2. How can I find the value of " + $ + & + ' + ⋯ + "** + ⋯ without adding up 200+
numbers?
Videos
11. How will you use UDL strategies to challenge all learners and to reinforce content and
skill development?
Universal Design for Learning (UDL) has three main guidelines: Representations, Action and
Expression, and Engagement. (CAST)
Representations
1. Given a graph, students will intuitively find the limit by using Benny & Bertha the Bug
as their approach.
What matters is where Benny & Bertha go and if they go to the same place
𝑓(𝑎) does not have to equal lim 𝑓(𝑥)
3→@
2. Limits Student Lab
http://www.mesacc.edu/~davvu41111/LimitStudent.html#MapleAutoBookmark5
3. Limits & Continuity: Desmos Activity
https://teacher.desmos.com/activitybuilder/custom/574de5cdab71b5085a2aad42
Action and Expression
1. Limits & Continuity: Desmos Activity
https://teacher.desmos.com/activitybuilder/custom/574de5cdab71b5085a2aad42
2. Differentiated Learning Assignment
a. Students will create their own piecewise graphs (like below) and pose various
questions about the graph. Students will then quiz their classmates on the answers.
𝑓(−1) 𝑓(1) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) lim 𝑓(𝑥) 𝑓(−4)
3→! 3→6 3→76 3→7%
b. Students create their own graphs based off given limits and values
Some examples include:
• Sketch a function 𝑔(𝑥) defined for all 𝑥 such that: lim 𝑔(𝑥) = 3, lim< 𝑔(𝑥) = 4,
3→* 3→"
lim= 𝑔(𝑥) = 2
3→"
• Sketch a function with the property that 𝑓(𝑎) exists but lim 𝑓(𝑥) does not exist.
3→@
• Sketch a function with the property that lim 𝑓(𝑥) exists but 𝑓(𝑎) does not exist.
3→@
• Sketch a function with the property that 𝑓(𝑎) exists and lim 𝑓(𝑥) exists but
3→@
lim 𝑓(𝑥) ≠ 𝑓(𝑎).
3→@
intervention. Low performing students can go to the re-teaching station, students who
have met the content objectives will go to peer tutoring and group work. Those few
student in peer tutoring will help the students that were not quite there in mastering the
content objectives. While high achieving students work on extension problems.
Engagement
1. Limits & Continuity: Desmos Activity
https://teacher.desmos.com/activitybuilder/custom/574de5cdab71b5085a2aad42
2. TI-Nspire Activities
Basic Limits
(https://education.ti.com/en/timathnspired/us/detail?id=CC9F89F49B89439993768B40F
C9CFEBF&t=5E2A88F117944527ACAEC97F6BF4FEB3)
Limits of Functions
(https://education.ti.com/en/timathnspired/us/detail?id=62B8E853318D482CA6BBF2C8
C729D28F&t=5E2A88F117944527ACAEC97F6BF4FEB3)
The purpose of UDL has a focus on “learning” not just on teaching. It is understood that a
student has learned and understood the content when they are able to transfer their knowledge.
The six facets of understanding include: explain, interpret, apply, shift perspective, empathize,
and self-assess (Wiggins & McTighe, 2011). In this unit students will be able to explain if a
function is continuous, interpret graphs to identify their limits, interpret functions to determine
end behavior, apply their knowledge of limits and functions to create their own piecewise graphs
and pose various questions about the graph. In addition to self-assessments, students will then
quiz their classmates on the answers of their own piecewise function (Differentiated Learning
Assignment).
13. How will your learners express their understanding of the Essential Question or pose
the solution to the Essential Problem?
Inquiry Questions
The main focus of the Inquiry Questions is to solidify the idea of a limit. The existence of a
point (or value) is irrelevant for a limit to be possible. What matters is what value is being
approached.
Essential Question #3
The main idea of Essential Question #3 is that the existence of a point is irrelevant for the
existence of its limit. 𝑓(𝑎) does not have to equal lim 𝑓(𝑥). But when talking about continuity,
3→@
𝑓(𝑎) does have to equal lim 𝑓(𝑥). Students will be able to independently find the solutions to
3→@
𝑓(𝑎) and lim 𝑓(𝑥), algebracially and graphifically. Students will then make the final conclusion
3→@
if a function is continuous based on 𝑓(𝑎) = lim 𝑓(𝑥). In the process of finding 𝑓(𝑎) and
3→@
lim 𝑓(𝑥) students will be able to describe important features and charateristics of functions even
3→@
though they may be discontinuous, or hold no value/existence.
9
Unit Flow
Assessment
1.) Evaluate the following limits. If the limit does not exist, explain why.
3 B C" "3 D 7%3 B C37& $3 D C"
a. lim 3 D 7!
b. lim 3 B C$3C"
c. lim
3→6 3→76 3→76 7)3 D CE
𝟏
2.) Given 𝒇(𝒙) = 𝒙7𝟑 + 𝟐 sketch the graph, then evaluate the accompanying limits.
a. Graph the function of 𝑓(𝑥) b. lim 𝑓(𝑥)
3→6
c. lim= 𝑓(𝑥)
3→$
d. lim 𝑓(𝑥)
3→$
e. lim 𝑓(𝑥)
3→&
𝒙𝟑 + 𝟐𝒙 − 𝟏 𝒇𝒐𝒓 𝒙 ≤ 𝟏
3.) Given 𝒇(𝒙) = K 7𝟒𝒙C𝟕 evaluate the following limits.
𝒙C𝟏
𝒇𝒐𝒓 𝒙 > 𝟏
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥) c. lim 𝑓(𝑥)
3→7" 3→! 3→$
7.) Given the piecewise function f (x) shown below, evaluate the following expressions.
a. lim 𝑓(𝑥) b. lim 𝑓(𝑥)
3→76 3→6
References
work/about-udl.html#.W6gVlhNKiRt
Honey, P., & Mumforad, A. (2006). Brainbase, Keeping the Brain in Mind. Kolb’s Learning
questionnaire.pdf
“Southwest Senior High School Accountability Report Card Reported 2016-17”. (2017). [PDF
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High
Development.