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Grade Level/Content Area: 9th Grade/Algebra 1

Placement School: Thornapple Kellogg High School

Collaborating Teacher: Liz Ritsema

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

HSA-SSE.A.1.a Interpret parts of an expression, such as terms, factors, and coefficients.

HAS-SSE.A.2 Use the structure of an expression to identify ways to rewrite it.

Key Vocabulary

Texts/Visuals/Resources/Supplementary Materials

1

(General academic (tier 2), Subject-specific (tier 3), or Word parts - note differentiation )

- starboard/projector,

- blank paper (optional),

- colored pencils/crayons (previous class period)

Differentiation may be the result of consideration of factors such as language, culture, gender, diverse learning processes or individual interests.

Page 1

*********

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

on a model of gradually releasing responsibility to and include focus

lesson, guided instruction, productive group work, and

independent learning, though not necessarily in lock-step order.

student learning will you collect? These may be spot-checks,

teacher observations, and questioning, but it is not enough to

simply say 'observation' or 'anecdotal notes.' Describe

succinctly, attach or append to plan tool/criteria to be used.

Include prompts to elicit deep thinking. Be clear if these

assessments are formative or summative.)

of evidence of success: If students met

the learning target, what would they

say/do?

Is the purpose of this lesson to teach

something new, to review, or to

formatively assess (what

knowledge/skills are students bringing

and do not need to be taught or what

should be taught at the point of need)?

NOTE: Objectives should build on

earlier learning and prepare for future

learning)

student should do in the end, though certainly there is value in

modeling. Rather, it is teacher explicit instruction in the form of clear

explanation of tasks and demonstration using comprehensible input

that scaffold to ensure understanding of concepts. [I do. You watch

and respond.]

Guided instruction should use instructional strategies/approaches

that facilitate students' use of learning strategies. Teacher moves

should be supported by theoretical and empirical (based on research)

work. [We do together. I help and respond.]

Productive group work should provide opportunities for practice in

applying content and language knowledge developed in guided

instruction and further build knowledge and hone skills in interaction

with peers. [You do together. I watch and respond.]

Independent learning [You do independently. I watch and

respond.]

Content Objective(s)

interpret a given table or

Launch

(Introduce objectives, activate knowledge, experience, build

necessary understandings)

Launch:

Page 2

to complete the task of

creating a function rule

modeling the situation.

vocabulary)

recognize key words in a

real-world situation in order

to complete the task of

determining the variable, the

function, the function-rule,

and domain and range if

necessary.

overhead, of which they must fill in a table for values

ranging from 1 to 6, and create a graph. Once most

students have completed both problems, they will turn

to their table partner and compete in rock-paperscissors. The winners will then compete against one

another until only 2 winners remain. The winners will

demonstrate their answers on the board by filling in the

tables and showing their work for only one of the xvalues.

students work. If more than a few students

appear to struggle with finding the y-value of a

function with the given x-values, we will go

through the process for each value of both

tables.

Lesson Sequence:

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.)

the notes for section 5.4. Teacher will introduce the

objective to write a function rule given a table or a

real-world situation, followed by introduction of the

key concepts/questions to think about when writing a

function: How much is it going up by? What is my

starting point? Teacher will model example 1a, writing

a function rule given a table; f(x) or the y-values

increase by 1 as the x-value increases by 1. If this

same patterned was followed in reverse the starting

point is found to be f(x)=-2 when x=0.

Notes Examples We do: Teacher will call on

students using note cards to identify what the y-values

are going up by, what the starting point is, and to

finally write the function rule in examples 1b and 1c.

Notes I do: Teacher will continue to guide students

through the notes fro section 5.4. Teacher will model

example 2, writing a function rule given a real life

situation and finding a y-value for a specific x-value.

Teacher will first identify the input (# of ads) and the

output (amount of money), and quantify their variables.

Teacher will then identify what the output would be

going up by and the starting point. Finally teacher will

demonstrate solving the function rule for when x=6.

Notes Examples We do: Teacher will call on

students using note cards to work through examples 3

understanding by calling on students to answer

questions regarding definitions as they progress

through the examples; definitions/terms will

come from previous sections of chapter 5.

Teacher will check for understanding during We

do by calling on students to complete pieces of

the examples.

Teacher will walk around the class during You

do I watch monitoring students work and

asking guiding questions when necessary, and

answering questions when needed.

Wrap Up

will ask students questions to gauge

understanding of the lesson and their work,

along with a chance to correct possible

confusion. The teacher will collect students

questionnaires as exit slips to see their thinking,

as well as their pictures on 5.4 homework at the

beginning of the next lesson.

Page 3

quantify their variables, and identify what the output

would be increasing by and the starting point. Using

this information, students will write a function rule and

find a y-value when given a specific x-value.

Understanding You do I watch: Teacher will ask

students to take out the picture that they completed for

homework the previous lesson (4 different homework

sheets were distributed throughout the class; students

were instructed to draw a picture of the real-world

situation described in problem 2 and draw a picture of

what they understood was taking place). Students will

be given 1 minute to find a partner that had the same

word problem and take a seat. Once students are

seated they will be handed out a work sheet to

complete with their partner. Partners will compare their

pictures, specifically identifying what they drew

differently, what they drew the same, and how they

would change their own drawings. Students will then

work together to complete number 2 from the

homework sheet and the corresponding questions on

the questionnaire. The teacher will walk around and

monitor students work.

If student complete their partner work with time still left

in class they can work independently on the

remaining question from their 5.4 homework sheet.

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.)

students back together to discuss the function rules

that they wrote for the 4 real-world problems. For each

problem the teacher will call on students to state what

the input and output, the increase of the y-value, and

the starting point. Teacher will address discrepancies

as they arise.

The questionnaire will survey as the students exit slip

for the day.

Page 4

(Name a literacy learning strategy/instructional approach you use in this lesson. Provide a specific example from this lesson as evidence of your use of this

approach, and present theoretical or empirical support from the literature for this approach - summarize rather than quote the literature, and include citations below

(APA format).) Highlight, bold, and cite specific approaches in the narrative below.

SEE-THINK-WONDER: I used a variation of this approach to accomplish understanding in this lesson. Instead of presenting the students with an image I had

students create the image from a story problem. The purpose was to help students visualize what was taking place in the story. The students are creating the

image in order to interpret the story; in the process of drawing their picture students will think about which pieces of the story/image represent constants and

variables. Finally, students will wonder about how they could have changed their drawing to better describe what was taking place in the story.

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.

Page 5

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.

In photo number three, the student was given the following story problem/real-life context: You invest $209 to buy shirts and then sell them for $9.50 each.

While this student was able to write the function rule, create a table and graph, and use the rule to solve additional problems, they struggled with

interpreting the story and drawing an accurate depiction. In the drawing the student has identified that each shirt will cost $9.50, however he struggled with

how to depict the relationship between the investment of $209 and the selling of the shirts.

In photo number four, the student was given the following story problem/real-life context: The choir spends $100 to record their winter concert, and sells

CDs of the performance for $5.50 each. This was the work sheet on which the student compared their picture with a partners picture. While this student

was able to write the function rule, create a table and graph, and use the rule to solve additional problems, they struggled with explaining how they would

better their drawing (putting their thoughts into words).

In photo number five, 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

students drawing is a great example of what could be a Function Machine. The student demonstrated the investment of $209 going into shirts that will be

sold for $9.50 and eventually producing a profit. Unfortunately the student was unable to take their interpretation and observation, and create the correct

function rule. With some guidance this student is not far off from success.

In photo number six, the student was given the following story problem/real-life context: Suppose you have a $20 bill, and are purchasing items in a story

where every single item is $1.25. This was the work sheet on which the student compared their picture with a partners picture. This student like the

previous one drew a picture that demonstrated a good grasp of the story/context. However, the student was unable to write the correct function rule. From

there work it appears as though they believe that they could have benefited from a more detailed photo, whereas they may have better benefited from

some guidance for relating the picture and story to the function rule.

Page 6

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.

Page 7

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