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th
Content Area
(Class)/Grade
Algebra 1: 9 Grade
Date of Lesson
Lesson Title
Standards
HSF-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
(CCSS and/or
Content
Standards)
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently
in formulas; choose and interpret the scale and the origin in graphs and data displays.
Independent
Co-planned
Key Vocabulary
Texts/Visuals/Resources/Supplementary Materials
1
(General academic (tier 2), Subject-specific (tier 3), or Word parts - note differentiation )
Differentiation may be the result of consideration of factors such as language, culture, gender, diverse learning processes or individual interests.
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Context
(Essential Questions of Inquiry Unit
or if not part of Unit, then Purpose:
Why is this important now, later?)
Students thus far this semester have been working on solving expressions for a single variable in equations and
inequalities. Students have had the opportunity to work with at least one word problem per section up to this point
in order to recognize key words. Students will need to identify key features in story problems/real life situations in
order to construct functions and function rules.
The students will use functions and function rules to represent situations in which solutions can be found for any
possible number. This will be a stepping-stone for students into dealing with linear functions, quadratic functions,
and other functions in the future.
Objectives
Assessment
Content Objective(s)
Launch
(Introduce objectives, activate knowledge, experience, build
necessary understandings)
Launch:
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Lesson Sequence
(Steps that provide instruction and practice and application of key
concepts, language and vocabulary via speaking, listening, reading,
writing, viewing and representing visually; based on Gradual Release
of Responsibility.)
Wrap Up
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Wrap-up
(Where will there be opportunity to review? Note that review facilitates
learning and successful responses whereas assessment evaluates
them. Prepare to extend ideas, building on learning of this lesson.)
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Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to promote engagement, understanding, and independence for all learners. San
Francisco, CA: Jossey-Bass.
IMPORTANT TO NOTE: Please supply any/all materials that will help instructor and peers understand this lesson, for example, a text to be used, links
to websites, photographs of items not known or readily visualize-able (e.g., posters, charts), and if there is something that you plan to copy and
distribute to students, it should be attached or included at the conclusion of this lesson plan document.
Post-Teaching Reflection
After the Lesson, reflect in writing on the following questions
1. Sohow do you feel the lesson went and why?
I feel that this lesson was fairly successful overall. For many of the students who completed the assignment I noticed that they experience more
success with the story problems then they have in the past. I also believe that this assignment increased the students ability to relate to what was
taking place in the story problems.
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2. Provide evidence of the full range of student learning (i.e., students who: 1.) can do, 2.) can almost do, 3.) can do with support) in the form of data,
quotes, annotated student work (scanned, attached), your own reflections, etc.
1.) CAN DO
In photo number one, the student was given the following story problem/real-life context: To rent a cabin, a resort charges $50 plus $10 per person. This
student chose to draw the cabin with a sign depicting the constant of $50. In a cut away, the student then drew a few people holding $10 each. I believe
that this student was able to interpret the given problem well and depict it in a manner that any one could understand.
In photo number two, the student was given the following story problem/real-life context: You invest $209 to buy shirts and then sell them for $9.50. This
was the work sheet on which the student compared their picture with a partners picture. This student was able to identify what would be necessary to
change about their picture in order to better represent what was taking place in the story.
In both situations the students were able to find the function rule, create a table, make a graph, and use the rule solve additional problems.
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3. After identifying the full of range of student learning (see question #2 above) and the factors that may have influenced learning, what are your (and
your CTs) next steps and why?
After having identified the full range of student learning, our next step is to have students talk through the pieces of the function rules that they chose to use and
why. The students that were unable to write the correct function rules all seemed to have overlooked the constants of their story problem/real-life context. While
they did include the constants in their drawings, they neglected this information in the process of writing the rule. Additionally having the students talk through the
story problem/real-life context a few times with specific numbers to represent the variable, one piece at a time, may help the student to see more clearly what is
taking place.
4. What additional ways can (and will) you support students content-area literacy development (e.g., the ability to read, write, and communicate for
various purposes in your content area)?
I can and will continue to integrate story problems into the students lessons and homework in order to relate the mathematics that they are learning to the real
world, and hopefully making the material less abstract. I will also encourage and require, at times, for students to talk through the choices they made when solving
different problems and their reasoning why.
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