DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate ________Aubrey Ence___________________________ Grade Level _9th Subject/Content:__Secondary Math 1___Title _F.LE.1 __ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. The classes I will be presenting this lesson to are block classes, meaning they have math everyday because they need extra help. Most of the students are in a similar learning situation in that they have a hard time learning math. So I have to change my lesson and gear it towards students who struggle, and that will capture the entire class for the most part. However there are still a few students who are farther behind than the others who will need different instruction and assessment because their math level is closer to 3 rd grade than 9th. There is also ELL students however they are at a high enough level that they dont have too much trouble, but its important to keep them in mind so that I make sure to include activities that encompass reading, writing, speaking, and listening so that they have the best opportunity to learn. There also has been two recent additions to the class, one ELL student that is maybe a level two, and another student with a general learning disability. So far these two do the best with individual instruction, but since that is not always possible, I will allow the students to work with a partner on this particular activity.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Students will be able to distinguish between situations that can be modeled with linear functions and with exponential functions. Prove exponential functions grow by equal factors over equal intervals. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. Reading/Language Walk-Away: Students will know what an exponential function and its characteristics. Students will understand rate, growth, and decay.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Formative assessment: benchmark including the problems that relate to this section. Summative: Skittles assignment given in class. Have the students work in groups and walk around listening to the conversation, helping when necessary, and checking for understanding.

Modifications/Accommodations

(ELL, IEP, GATE, etc.) Allow group work on Skittles assignment. Teacher aid acting as a tutor.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences: Bell work including a short video that models decay of chemicals. The video is followed by two questions. The first asks them to find how much berilliun-11 is left after 70 seconds. The second asks them to create an equation with the information and graph the equation.

Focus Lesson (I do it) With block, because they have math everyday they have double the in class learning time. Thus the I do it portion of the learning plan was completed the day before by Mrs. Ostler. Guided Instruction (We do it) Along with the Focus Lesson, Mrs. Ostler with the class worked on exponential functions. As a review, I added we do it together for their bell work a t the beginning of class. The bell work began with a short video clip of chemicals decaying to allow the students to visual exactly what is happening. Then I will have the students walk me through the story problem and create an equation together that models the decay rate of berillium-11. Collaborative/Cooperative (You do it together) Skittles activity. The students will work with their shoulder partner on the assignment. Each student is required to fill out their own paper as well as correctly use the calculator to generate an appropriate equation. After this activity we will discuss as a class any problems they may have come across and if necessary go back to guided instruction to ensure that any misconceptions are fixed.

Independent (You do it alone) For the remaining class time the students were able to work alone in ixl Algebra I, sections S.1/S.3/S.5. Summarization/Closure Take the last few minutes of class to recover what they learned. Follow up on vocabulary and make sure they understand exponential vs. linear.

NOTES TO TEACHER What do I need to remember to do? Relate the skittle activity to five sick students coming to school so the students can visualize the activity. Compare the students equations and help them make connections with

growth equations and decay equations. Materials to have ready? Print 66 skittles assignment papers. Bags with skittle/cups for skittles activity. Calculator help card so they know how to get the equation that matches the graph. Approximate time needed for lesson? 80 minutes

This is the Grading Rubric for all assignments in Mrs. Ostlers class. It is hanging on the wall for students to refer to anytime they feel the need.

Period 5B

Period 6B

Period 7B Sadie Jadzia Princesa Gabriella Kate Audry Donaldo Terese Justin Jessica Kage Lindsie Brooke Jared Cassandra 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

Nikki 8 Matt 8 Jazmin 7 Mikal 8 Gabby 7 Tatiana 8 Gage 7 Brendon 8 Talon 7 Dade 7 Ashlin 8 Shalein 7 Jesus 7 Cadyn 8 Tanner 8 Jade 8 Nicole 8 Alli 8 Bryan 8 Taritza 7 Zak 6 Robert 8 Brandy 6 Madi 8 Easton 7 Bolton 8 Sandy 8 Hunter 8 Shaun 7 Andrea 8 Colby 7 Alan 8 Taw 6 TJ 8 Jamie 8 Isabel 4 *Chart includes only students who were present in class

Did the data show that the students are proficient in the Walk-Away? Why or why not?

Reflection: Yes, that data supports the idea that the students are proficient in the Walk-Away. All but a small handful (2 students) clearly understood the difference between exponential and linear graphs. Majority of them recognize that the equation should be multiplying if representing an exponential function. A small part of the class couldnt recognize to use ExpReg instead of LinReg on their calculator, so they were obtaining the wrong equations. As a class we compared four equations (2 exp. and 2 lin.) and I let the students talk their way through until they discovered that two of them were linear equations. When I asked why some students obtained linear equation at first no one responded. Then after 10 or so seconds of waiting one student realized they plugged it in their calculator wrong and began helping students correct their mistakes (this is why 8th period has solid 8s on their assignments). The other classes didnt have as dedicated of a tutor student. My biggest regret looking at the date is the one student who clearly did not understand the difference between linear and exponential, thus they were not proficient in the walk-away. Had I known this during class I would have stopped to talk to her and help create clarity.