Name:_Cory Flake_____________________________________________ DATE:__04/21/11_____________ GRADE___9-12___________________ LEVEL:___Algebra 2 Regular level______________________ TITLE:_____Function Notation_(50 minutes)_________________________ OBJECTIVE(S): Students will understand function

notation for polynomial functions. Students will know how to use function notation to find information required in Algebra 2. Students will be able to evaluate polynomial functions using two methods. ALIGNMENT OF OBJECTIVE(S) TO STATE CONTENT AREA STANDARDS Content Area: Patterns, Algebra, Functions Standard Label: Concept 2: Functions and Relationships Grade Level Span: 11 - 12 Performance Indicator(s): PO1. Express and solve problems that can be modeled using linear, quadratic, logarithmic, exponential, cubic, reciprocal, absolute value, and step and other piecewise-defined functions; interpret their solutions in terms of the context. PO2. Use function notation flexibly and evaluate a function at a value represented by an algebraic expression. Rationale: Function notation is the way all functions are expressed after algebra 2. ASSESSMENT: Formative: I will have several students model examples on the white boards. I will check for understanding as they complete the examples. Summative: A test on use of functions will be given at the end of the unit.

PRIOR KNOWLEDGE/SKILLS: The students have seen function notation in algebra 1. The students know the definition of dependent and independent variables. The students know the order of operations to calculate the solutions of a series of operations. INTEGRATION OF SUBJECT MATTER: Function notation has been taught extensively. GROUPINGS: Partners will discuss the instruction at appropriate times. They will discuss their preferred method for using the concepts that they will learn in the closure activity. DIFFERENTIATED INSTRUCTION STRATEGIES:

Verbal Group discussions on the topics of the lesson. Logical Students will manipulate functions and find solutions to values of the function Visual Many examples will be modeled on the board, with separate steps taking a space of the white board. Intrapersonal Not applicable for lesson Interpersonal Group discussions and teaching of the material Kinesthetic Students will move desks to facilitate quiet discussion and teaching. Students will move to the board to complete examples. Musical Not applicable for lesson

MODIFICATIONS/ACCOMODATIONS: I will review student's IEP/504 and make appropriate modifications and accommodations. EXTENSIONS: English, Language Arts MATERIALS, RESOURCES, and TECHNOLOGY: Teacher materials: White board, dry erase markers, Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text., paper, and pen.

Student Materials: Writing utensils, calculator, paper, Larson, R. Boswell, L., Kanold, T. D., Stiff, L. (2004) Algebra 2. McDougal Little: Illinois, student edition.

SOURCE FOR LESSON PLAN AND RESEARCH: Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text. LESSON: See DETAILS of LESSON PLAN: ARIZONA STANDARDS FOR INITIAL CERTIFICATION: I am meeting the following standards though this lesson plan: Standard 5: The Teacher collaborates with colleagues, parents, the community, and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and to transition from school to work or post-secondary education. The performance assessment shall measure the extent to which the teacher: 5.2 Collaborates with other professionals and agencies to improve the overall learning environment for students 5.3 Accesses community resources and services to foster student learning 5.5 Collaborates with colleagues to meet school and district goals Standard 7: The Teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards: 7.1 Skills and concepts related to the subject area 7.1b At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she being certified to teach 7.3 Debates and processes of inquiry that are central to the discipline 7.5 Connections between knowledge of the subject areas and real life situations at the level of the students being taught Standard 8: The Teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and asses student learning. The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 8.4 Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 8.6 Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community of student learning 8.7 Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8.8 Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 8.11 Services and resources to meet the needs of exceptional children and how to access the services and resources 8.12 Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system8.13 Laws and ethics related to student, parent, and teacher rights and responsibilities

DETAILS OF LESSON PLAN PARAGRAPH ONE: The classroom should be arranged in one block of desks facing the main white board. There should be 5 columns with 5 rows of desks. The class seating chart is located to the right of my computer and should have current pictures with names for easier recognition. There is a podium to the right of the White Board to stand while giving instruction. The students will be learning content that pertains to evaluating functions for finite values. This is a process used by several professions to evaluate behavior using functions at certain data points. This way, predictions can be made without trial and error, which is the way to create good products without much scrap. See standards for Arizona Math above ANTICIPATORY SET: (5 minutes): Bell Work. The procedure for this activity is that the students walk in quietly, take out a piece of paper, and complete the bell work on their own. Write these problems on the board. 1. 2. 3. 4. Calculate the grade/slope from a vertical drop of 98 ft and a horizontal distance of 200 ft. What is meant by a 6% grade? Why do big rigs need to be aware of the grade? Calculate the grade/slope from a vertical drop of 1134 ft and a horizontal distance of 1.7 miles.

While students are working on the Anticipatory Set, attendance must be taken and reported on the computer for any absences or tardies. The class should have followed established procedures to turn homework in before starting the anticipatory set. All previous homework assignments are on the board to the left of the main whiteboard so there should not be any questions from the students. Discuss answers to bell work before starting the lesson.

PARAGRAPH THREE: (7 minutes) Direct instruction: Ask students to open algebra 2 book to pg. 330. Model the equation on top of this page using these steps below. Use separate areas of the white board for each step to show what students need to do. 1. 2. 3. 4. 5. 6. 7. Write function f(x) = 2x4-8x2+5x-7 Write evaluate for x=3 Write f(3)=2(3)4, -8(3)2, +5(3), -7 Write 2(3)4=2(81), -8(3)2=-8(9), +5(3)=15, -7 Write 2(81)=162, -8(9)=-72, 15, -7 Write 162-73+15-7 Write f(3) = 98

PARAGRAPH FOUR: (8 minutes) Class Practice: Have four students come to the white board and evaluate f(x)=2x3+5x2+4x+8 for x=-2. If a student gets stuck have the class help first. If the class is also stuck, help the student by explaining the step that was missed. Allow time for each student to finish the problem checking for the answer f(-2)=4. PARAGRAPH FIVE: (7 minutes) Direct Instruction: Model Example 2 Using Synthetic Substitution in separate steps for easier understanding. The function is f(x) = 2x4-8x2+5x-7 1. Write Coefficients 2 0 -8 5 -7 with space between each inside a half box as shown in the example. Explain that we need 0 to hold the place that x3 would be in the polynomial. 2. Write 3 on the outside of the box to the left. Separate each step as above in paragraph three so that the steps are clear for the students. PARAGRAPH SIX: (8 minutes) Class Practice: Invite four different students to the white board and evaluate f(x)=-4x3+3x-5 for x=2. Repeat instructions from paragraph four. The answer is f(2)=-31. PARAGRAPH SEVEN: (10 minutes) Independent Practice: The procedure for this activity is for the students to work quietly. They are to raise their hand if they need help and wait patiently until they are given help. To help students, mention the step that they appear to be missing from the examples and move on. The students know that this is all the help they will get as others in the class may need the same help. Write the assignment pgs. 333 & 334 #27 46 odds. CLOSURE: (5 minutes) Partner discussion: Ask the students to turn to the student on their right and discuss their preferred method for evaluating functions and why. The last column can turn around to the student behind them. The procedure for this activity is for one person to talk while the other person listens intently for 2.5 minutes. The teacher then calls switch and the other person shares their opinion. If this procedure is not correctly done, stop the group and restart as needed till it is done correctly. REFLECTION: