edTPA Template Task 1 Facciolo_________________ Fall 2013 1. Lesson Background Teachers Name: Mrs.

. M School:Edgewood High School Class: Honors Algebra 2 Date: 09/23/2013

Name: _________________________ Name: _Nicholas

2. Standards / Objectives Topic or Essential Question What is the vertex form of a quadratic equation and how is it used in transforming an equation? Standard(s) Addressed CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. Instructional Content Objectives Have the students be able to move between the vertex form and standard form of the quadratic equations. Be able to predict the graphs of the parabolas formed from those equations. Then be able to graph the equations. Assessment of content objectives Students will be assessed throughout the lessons with verbal questions from the instructors. Secondly they will be assessed through in-class problems and assigned homework, which includes graphs and written problems. 3. Language Academic Language Functions and Forms (including key lesson vocabulary) 2 Standard Form: y=ax +bx+c

a is the stretch or shrink of the graph, and how the graph opens b increases or decreases the slope of the equation c shifts the graph up or down Vertex Form: y=a(x-h)2+k a is the way the parabola opens and its stretch or shrink h is the x coordinate k is the y coordinate (h,k) is the vertex of the parabola Vertex: the origin of the parabola Transformation: the act of moving a graph on the coordinate graph from one location to another Line of Symmetry: the line through the vertex that splits the parabola into two identical parts.
Language Objectives Understand what the idea of transforming an equation into different forms means. Comprehend the idea of graphing a parabola. Determine what the terms standard form and vertex form means. Assessment of language objectives Graph the equations given by hand and provide the reasoning behind the graph. Show the steps in transforming an equation from one form to another. Before graphing, have the students identify certain aspects of the parabola just from the given equation.

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4. Differentiation (including accommodations and modifications of content, materials, delivery, activity, assignment, assessment, etc.) Use the in-class microphone to help students hear. Combine the examples from the text, graphical representations, and hands on examples during class to reach students. Allow students to access the notes and examples through their personal google drive account, which is provided by the school. Use the smart board to help students take effective notes since it allows us to write things on the board and on the power point while we are teaching 5. Lesson Sequence (Including opening hook and closure - include estimated time allotted next to each phase of the lesson) A. Opening Pose a question to the class about the application of the standard form of a quadratic function. Allow them to think about it and share it with other members of the class. B. Lecture/Example Questions 1. Review of material covered in previous lessons Prompt the students to consider how else they could represent the data or formula. 2. Show the students the vertex form of the equation and allow the students to evaluate it. Have them share their ideas with one another and then with the class. Then explain all of the nuances of the vertex form and how use full it is for them when graphing parabolas. 3. Give graphical examples of how and when the vertex form will be useful for them to use. Also show them how manipulating the different variables will manipulate the graph of the parabola. We showed the picture to help students understand better.

4. Conduct examples with the class and answer questions as they arise. 5. Review the two forms of the equation. Identify the variables in the equations and review what they signify on a coordinate plane. We also put all the information in a graph so students can visually see the summary.

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C. Closing Present homework to the class and then continue to help students as problems arise. Specifically asking what they think the graph will look like even before they find the vertex form, as they are working on their individual assignments.

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6. Lesson Reflection After the lesson was taught the students had many questions over the mechanical operations of moving to and from vertex form of the quadratic equation. During the remaining classroom time we aided the the students with their homework and answered individual questions.This was disappointing because during the lesson we asked for questions and if they understood what we were covering. The students had questions on the materials that were extensions to the covered material, as expected but the lack of effort to solve the problems before simply asking for help was disconcerting. This included creating an equation by being given two points on the parabola. We feel that the students did not fully comprehend the meaning of the vertex form, simply could only find it give certain information. Conceptual understanding of the material came in the following days with other lessons that referred back to the previous lessons. The homework helped to solidify the material and create an understanding of the lesson. Feedback from students was limited during the lesson, but when they were allowed to work on the assigned material they had many questions. The class was shy to ask questions during the lesson, in response we would have students come to the board and solve problems with the aid of their classmates. This would foster individual thought and force the students to actually apply themselves during the lesson instead of simply copying down notes. We felt that the opening question helped to challenge the students and make them apply what was to be covered in the upcoming lesson. This was a joy to see. The think, pair, share sections were helpful in encouraging the students to actually participate in class. After they discussed the questions they would be willing to share and encouraged by comments from both us and their fellow classmates.

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Appendix A: Context for Learning Information Directions: Use the Context for Learning Information to supply information about your school/classroom context. I. About the School Where You Are Teaching 1. In what type of school do you teach? a. Middle school: b. High school: Edgewood High School c. Other (please describe): 2. In what type of community is the school located? a. Urban b. Suburban c. Rural d. Other (please describe): 3. List any special features of your school or classroom setting (e.g., charter, co- teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment. This course was a Honors Algebra 2 class so we felt that we could move at a greater pace.The SmartBoard, and Chrome Books for every student helped us to distribute the notes more efficiently to the students. Finally the microphone for teacher allowed for the two students with IEPs to hear the teacher and understand the instruction as the rest of the students. 4. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. Our cooperating teacher specifically asked us to become connected with the students. We attempted this by helping them on individual work and being interested with their other studies. With regard to the school and district, they were concerned that the students pass the Ohio Graduation Test (OGT). So we looked at the homework problems in the book and assigned problems that we felt would help them in the spring on the OGT. II. About the Class Featured in This Assessment 1. What is the name of this course? Honors Algebra 2 2. What is the length of the course? a. One semester: b. One year: c. Other (please describe): 3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? This class meets everyday for 45 minutes. 4. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects your class. Yes, the class was split into an honors group at an earlier grade, thus that group has remained together for several years and the students are very familiar with one another. 5. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the title, publisher, and date of publication. Miami University EDT (Adapted from The SIOP Institute, Pearson Education, Inc.) 7/31/2013 Page 5

Algebra 2, Pearson, 2004 6. List other resources (e.g., electronic white board, graphing calculators, online resources) you use for mathematics instruction in this class. The SmartBoard, GeoGebra, and Google Presentation were essential in this lesson. We used both Google Presentation and GeoGrbra in the presentation of the lesson, and then the SmartBoard to share the presentation with the class. The Google Chrome Books, and graph paper were used by the students to access the notes online and to complete the homework. III. About the Students in the Class Featured in This Assessment 1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors): All Sophomores 2. Number of students in the class ___27__ males ___8__ females __19___ 3. Complete the chart below to summarize required or needed supports, accommodations or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first two rows have been completed in italics as examples. Use as many rows as you need. Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment. English language learners Gifted students needing greater support or challenge Students with Individualized Education Programs (IEPs) or 504 plans Struggling readers Underperforming students or those with gaps in academic knowledge

Learning Needs Category

Number of Students

Supports, Accommodations, Modifications, and/or Pertinent IEP Goals Wear a microphone and when talking to the student speak clearly and slightly louder

Hearing Impaired

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Appendix B: Planning Commentary Directions: Respond to the prompts below (no more than 9 single-spaced pages, including prompts). I. Central Focus 1. Describe the central focus and purpose for the content you will teach in this learning segment. The central focus is to teach students about the vertex form of a parabolic equation. They will be exploring the different ways to write a quadratic equation and how it relates to a graphical representation. 2. Given the central focus, describe how the standards and learning objectives within your learning segment address a. conceptual understanding Conceptual Understanding is fostered in several ways by having the students ponder the solution to a question that uses the quadratic equation in it. This forces the students to apply previous knowledge in thinking of the solution to the problem. Next throughout the lesson the students are prompted to continue recalling information and relating it to the new formula. Finally there understanding is aided through individual exploration with the material in the form of assigned and checked homework. b. procedural fluency The steps in completing the transformation of the equation will help the students with the procedural fluency. They were taught what steps follow the next in solving for the equation. Also they were given different pieces of the necessary information and then asked to solve for the remaining information. This practice helped the students to understand how the formula and equation were applied and also when and what information they need to complete a problem. Even when the students were given the vertex form they were asked to go back to standard form, thus showing their knowledge of procedure. c. mathematical reasoning and/or problem solving skills Students mathematical reasoning was tested with the introduction problem. It was done by posing a question that forced the students to apply old and new material at the same time. They were forced to recall that the vertex of a parabola with a negative coefficient on the a variable would be that same thing as the height of the parabola. This example was a real world example and helps students focus on math in everyday life.With in the lesson their reasoning skills and problem solving skills were tested with the examples given during instruction and on the assigned homework problems. During instruction the example problem asked them to move to the next level before they were shown how. Several students were able to complete the problems but with assistance the entire class was able to solve the problem. 3. Explain how your plan builds on lessons that came before to help students make connections between facts, concepts, and procedures, and to develop their reasoning and/or problem solving skills to deepen their learning of mathematics. During the lesson we reviewed the previous lessons material in the pre-instruction question, also in the lesson an entire slide was dedicated to the review of what standard form of a quadratic equation meant. Then in the lesson they were forced to use information from the standard form in creating the vertex form of the equation. The students had to be able to pick out certain pieces of information that they would need. The concept of a vertex is shown clearly in this lesson by illustrating to the students what and where it exists in relation to a parabola. Also the line of best fit is used to help the students create there graphs of the equations. Finally they see that there are Miami University EDT (Adapted from The SIOP Institute, Pearson Education, Inc.) 7/31/2013 Page 7

always many different ways to an equation, this holds true in all areas of mathematics. There is always a different ways to write an equation that is just as correct as the other. 2 x +2x+1 = (x+)+

II. Knowledge of Students to Inform Teaching For each of the prompts below (II.13), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). 1. Prior academic learning and prerequisite skills related to the central focus What do students know, what can they do, and what are they learning to do? The students knew before the lesson what the standard form of the quadratic equation looked like, and what the certain variables meant in the equation. Additionally they were able to graph a parabola from the equation and identify the vertex and axis of symmetry. Students were taught how to move from the standard form to the vertex form. Also they were taught how to create the vertex form when given the vertex and another point on the graph. From the vertex form they could discover the Cartesian point of the vertex. 2. Personal/cultural/community assets related to the central focus What do you know about your students everyday experiences, cultural backgrounds and practices, and interests? We know that our students had recently attended their homecoming dance, the previous Saturday. Thus on the Monday after (when we taught) the students were sleep deprived. So we tried to engage them and prompt them with questions in order to keep them focused. Many of the students were football players, so we found a problem that related to the lesson and football. 3. Mathematical dispositionsWhat do you know about the extent to which your students a. perceive mathematics as sensible, useful, and worthwhile The students were very confused about the usefullness of this assignment. They did not understand how and why it would be important in the everyday world. Even after the example in the beginning of class they were still considered it unworthy of their attention. b. persist in applying mathematics to solve problems They were willing to do the problems and to take the notes during the class, but they did not apply their previous knowledge when presented with more difficult problems. c. believe in their ability to learn mathematics Students had the ability (given that they were honors students) to learn the mathematics in the lesson. They were willing to learn and understood the material, but they were not confident even after they completed the problems correctly.

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III. Supporting Students Mathematics Learning Directions: Respond to prompts below (III. 13). As needed, refer to the instructional materials and the lesson plan you have included to support your explanations. Use principles from research and/or theory to support your explanations, where appropriate. 1. Explain how your understanding of your students prior academic learning, personal/cultural/community assets, and mathematical dispositions (from prompts II. 13 above) guided your choice or adaptation of learning tasks and materials. Our previous knowledge of the class came from the teacher. She traditionally taught from the PowerPoint presentations and then assigned homework or a worksheet for the remainder of the period. Thus we held true to her method in order for cohesion and student comfort. This seemed to be the best way for these students to learn because they were given the time in class to discover areas in the lesson that they did not fully understand. In our lesson we added a critical thinking question before our instruction in order to have the students start thinking about how this material could be applied to the real world. From our previous observations of the class, we found that the class responded to pictures and graphical representations so we added pictures and graphs into the lesson. These were referenced during the lesson and helped the students realize what the variables actually meant. 2. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs. Our teaching style was consistent with the style that the teacher in the class used. We found that the presentation and lecture format was the best because it addressed all students at the same time. The class was small enough that once instruction was done we could address questions from the students on an individual basis. This supporting of the students by the instructors helps the students by addressing individual questions and helping making the connections to the lesson. The homework was our supports for the lesson, it forced students to show their understanding of the lesson. The individual attention to students and one on one time allowed for the hearing impaired students to have direct contact with us if needed. Also during the lesson we used a microphone that helped to project our voices to the class. 3. Describe common mathematical preconceptions, errors, or misunderstandings within your content focus and how you will address them. Within the confines of this lesson the misconceptions that most students encounter is not knowing how to find the y-coordinate of the point when given an x value on the graph, also that an equation can be written in different forms but the resulting graph can be identical. Many times students can easily do the first step in finding a point but neglect to remember how to locate the other coordinate. When students are given an equation and the xcoordinate they only need to plug-in the value for x into the equation to find the y-coordinate. To help students realize this we walked through multiple examples where we either gave them the x-coordinate or had them locate the x-coordinate. Next we would ask the class what the next step would be. This helps the students discover the answer on their own and learn how to complete the problem. With regard to the second misconception, that students believe equations can only be written in one unique way. We attempted to fight this by showing graphs of equations drawn from the standard form of the equation and then also showed graphs that were identical to the first, but were drawn form the vertex forms of the equations. Finally to fight this we showed a graph that had both forms of the equations linked to the single graph and then also what the variables in each form of the equation correspond to graphically.

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IV. Supporting Mathematics Development Through Language 1. Language Demand: Language Function. Identify one language function essential for students to learn the mathematics within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. a. Compare/contrast b. Conjecture c. Describe d. Explain e. Prove The students need to be able to describe what the graph would look like by simply looking at the function that was given, or the reverse being given a graph and supposing what the function would have in it. They had to be able to describe that having a negative a value would flip the parabola and that a positive h was actually on the left side of the y axis. 2. Identify a key learning task from your plan that provides students with opportunities to practice using the language function. The matching the pictures of the graphs to the equations and then having them explain why was the perfect way to have the students describe how and why the graph and functions correlate. The different questions showed what would happen if the a variable was changed. This included both being negative and changing in magnitude. We then asked the students to describe the transformations to the graphs and why they were occurring. This showed whether or not they understood how changing the function changed the graph and also in the reverse. We also asked why the vertex form was important and had them explain the information that was presented by this form. 3. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use. a. Vocabulary and/or symbols To describe the vertex form of an equation the students needed to know what the equation meant and the information that is enclosed in it. This included the meanings of the h and k. They had to know that it made up the point (h,k) and was the graphical vertex of the parabola. Additionally in the equation if the coefficient on the h value was negative then the x coordinate of the vertex was actually on the positive side of the x-axis. However before they could know this they had to have the previous knowledge of the standard form and what the variables a,b,c meant in that form. Such as the c value being the y-intercept of the parabola. Also they had to know how to find the x coordinate of the vertex by using the formula -b/2a. In this formula they had to know where the a and b values came form and that in the event of b being negative that the formula would change to b/2a. Students struggled to comprehend that the x coordinate of the vertex could simply be plugged in to the original standard form to find the y value of the vertex (h). b. Mathematical precision (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students mathematical and language development In this lesson we used many Cartesian graphs and different mathematical symbols such as negative symbols and how to represent fractions. When we created graphs we were sure to label points to reinforce the way to write a point, and to also label the axis with the scale that we would be using. Many Miami University EDT (Adapted from The SIOP Institute, Pearson Education, Inc.) 7/31/2013 Page 11

times students are used to using a one tick mark equals one unit, but a tick mark can actually represent any number of units. Students falsely assume the scale of the graphs, so we need to clearly identify what the scale is. When moving to and from the vertex form the students need to know how a fraction can be represented (, or 1l2). Also they need to know what happens when two negative symbols are multiplied (ie. -(-2)=2). At times the students forget what this means and how to calculate it, thus we followed our observational teachers lead and referred to the equation as opposite b over two a (-b/2a).

c. Plus at least one of the following:

i. Syntax Students need to understand what the negative symbol meant and also what to do when they are presented with a double negative. The graphical representational of a negative number is either on the left side of the y-axis or the bottom of the x-axis, if the the negative number is with the x or y coordinate respectfully. But when the students are presented with the double negatives they need to be able to realize that this forms a positive number. (ie. -(-b)=b) However in other places this symbol also means to subtract the two numbers (ie. x-h) this will confuse students. But they should realize that the same principle holds because x-(-h)= x+h. ii. Discourse Consider the range of students understandings of the language function and other demandswhat do students already know, what are they struggling with, and/or what is new to them? 4. Language Supports. Refer to your lesson plan and instructional materials as needed in your response to the prompt. Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts IV 1 3. In the lesson we used scaffolding to support the use of mathematical language by the students. We continually asked them questions using the proper mathematical terminology thus reinforcing the proper language. Then we would help them answer the question using the accurate terms. For example we continually referenced the vertex and did not call it the by some other name, also we referred to the equation to find the x coordinate of the vertex as negative b over 2 a, instead of negative b over 2 a. By doing this we reinforced the accurate mathematical language that the students need to know. During the lesson we referred to different points as a point and referred to the components of the point as x and y coordinates. In their future math careers they will hear of points being made up of components other than x and y. Our goal by referring to x and y coordinates now will hopefully help them in a later math course. The single biggest difference in language that the students had to understand was what the equations in standard form and vertex form meant. If they did not know the mathematical difference between the two then they would not have the ability to start the problem We supported their knowledge of the two different forms by reviewing standard form with them at the beginning of the lesson, then later on in the lesson we showed and explained the vertex form. Next we showed how the two related, and that they were similar but presented different types of information more easily than the other. By doing this the students could understand that two different looking equations could actually be for the same parabola. Finally to assess their understanding of mathematical language we asked them to describe the different transformations that could occur on the graphs of parabolas and the correlate those changes with changes in the two forms of the quadratic equations.

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V. Monitoring Student Learning. Refer to the assessments you will submit as part of the materials for Task 1. 1. Describe how your planned formal and informal assessments will provide direct evidence of students conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment. Our formal and informal assessment verified that the students comprehended the presented information, understood what the process was and the reasoning behind the steps. Conceptual Understanding was displayed when the students were able to describe what the vertex form of the equation means in written and spoken language. We prompted them during class to describe what they thought the graph of the equation would look like before they ever took pencil to paper or were given a graph that showed it. During the formal assessment the students were able to convey their understanding by creating the equation form a graph. If they created a proper graph then they would conceptually see the graph they imagined represented on the paper. If during the lesson or on homework, the students were struggling we would prompt them to think critically by asking what the information in the equation means and what they can interpret form it. Our best example of conceptual representation came during the lesson where we presented them with the idea of a shrink or stretch by using a rubber band. The rubber band stretches with a spreading of fingers in the vertical direction and shrinks with the fingers coming together. This example allowed the students to see and understand conceptually what the variable of a meant in the equation. Also the example cleared the students confusion of the language shrink and stretch. Since student may know what the two words means but they might not know how it really works, for instance which way is the graph shrinking. Demonstrating the example truly assisted the students to understand it conceptually. Procedural Fluency was represented by the process of finding the equation being repeated during the lesson and during the homework. The steps were explained from start to end with explanations for each step during the initial instruction. And lots of the new terms and definitions were repeated and emphasized very often.We were trying to build a positive environment for the students to understand the new concept and get familiar with the new language. During both the lessons and in homework the students were presented with differing amounts of the information, such as given the vertex and a point on the parabola or given the standard form of the equation. From these amounts of information they were forced to discover the other missing pieces of information needed to create the vertex form. But in both cases their first step was to locate the x coordinate of the vertex and then go on from there. Mathematical Reasoning with in this lesson and assessment was shown by the students ability to take the differing amounts and types of information. The students were given the standard form and forced to use the equation -b/2a to find the x coordinate of the vertex. If the students did not realize what the b, a or that the equation -b/2a gives the x coordinate then they would not be able to start the problem. Included in this step if the students did not know how to complete the equation then they would be stuck. The standard form gives a y value for every x plugged in, if they did not realize this then they would only have the x coordinate of the equations and never know the y coordinate. Also for vertex form, if students did not understand what k and h is, they would not be able to solve the problem. More importantly, since our lesson was transferring from standard form to vertex form, student would be able to understand the mathematical reasoning and relationship between these two form and why it matters we need two different forms to represent the same graph; and what different kind of information they give us. They would be able to see all of these after our instruction. Thus this lesson verifies that the students has mathematical reasoning throughout it. 2. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. The instruction during the lesson and after on the homework was designed to be accessible by all students no matter their individual abilities. The presentation is available to the students so that if the student could not write the information they could access it online. With specific to their assessments the students were allowed to work together on homework so a fellow student could read the problem to a student with a visual IEP or a translator could help by translating the instructions for the students. For the hearing impaired students in the class we wore Miami University EDT (Adapted from The SIOP Institute, Pearson Education, Inc.) 7/31/2013 Page 13

the microphone so the students could hear us clearly. Then during the assessment we approached the students on an individual basis and verified that they understood what they were supposed to do for the given problems. The assessments were both given in written and visual form to help those students that are English Language Learners succeed. We attempted to address any and all disabilities that could exist in the classroom, because we wanted all students to succeed. Also considering students have different preferred learning style, we tried to create different learning environment for the students. We allowed students to think individually and we put then into small group as well. In our power point we had some text also some pictures to help students to learn. Thus our lesson was definitely trying to reach every student in the classroom. Consider all students, including students with IEPs, English Language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

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