Lesson Plan With Reflection

Karly Sachs
November 7, 2014
Professor Huey
Lesson Plan Assignment
Polar Graphs
Secondary Lesson Plan Template: Polar Graphs (Doing Math Lesson)
Name of class: Pre Calculus
Length of class: 90 minutes
LEARNING GOALS to be addressed in this lesson (What standards or umbrella

learning goals will I address?):
Represent complex numbers on the complex plane in rectangular and polar
form (including real and imaginary numbers), [and explain why the rectangular
and polar forms of a given complex number represent the same number]. (NCN.4.)
**The part in brackets is not addressed in this lesson but will be addressed in the
lesson the day before.
LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
Students will identify the different types of polar curves and parametric curves.
Students will compare and contrast the difference between polar curves and
parametric curves.
Students will analyze the different polar graphs by finding maximum and
minimum R-values as well as the line of symmetry.
By using the equation given, students will predict the graph of the polar
function or vise versa.
I can statements for the students:
1. I can identify the different types of polar curves and parametric curves.
2. I can compare and contrast the difference between polar curves and
parametric curves.
3. I can analyze the different polar graphs by finding maximum and minimum
R-values as well as the line of symmetry.
4. By using the equation given, I can predict the graph of the polar function or
vise versa.
CONTENT (What specific
concepts, facts, or vocabulary
words will I be teaching in this
lesson?):
SKILLS: (What skills will students acquire or

practice?)
Polar Curve
Parametric Curve
Rose Curve
Limacon Curve
o Limacon with an
inner loop
o Cardioid
o Dimpled Limacon
o Convex Limacon
Lemniscate Curve
R-Value
Theta
Students will be taught the section on Polar

Coordinates the day prior to this lesson.
Prerequisites:
Students will know how to graph equations

in the rectangular plain.
Students should be able to list important
characteristics of graphs.
Skills acquired in this lesson:
Define polar curve (x,y plane) and
parametric curve
Identification of polar graph types given an
equation (rose, limacon, lemniscate)
Identification of polar graph types given a
graph
Determine r values given an equation or
graph (maximum)
Determine symmetry types (if any)
Determine other characteristics of polar
curves
o Domain
o Range
o Bounded or Unbounded
o Continuous
RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):

Launch:
Yellow Post-it Notes
Pink Post-it Notes
Lesson:
Instructions handout
Timer
Mini Guided Instruction handouts for each person in the discovery group
Rose Curve Guided Discovery
Limacon Guided Discovery
Lemniscate Guided Discovery
Colored Cards (to form groups)
Graphing Utility
Graph paper
Colored Pencils
Notes Outline handouts for each person in the home group
Assessment:
Ticket Out handout
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students understanding, activate their prior
knowledge, or get them excited about my lesson?)
The teacher will activate the lesson with a Think, Pair, Share. He/she will have
their students
Think, Pair, Share to the question What are the important characteristics to
look for while graphing an equation? Make a list of these characteristics. First
think to yourself and write down some ideas on the yellow post it note in front of
you. After two minutes or so, turn to your shoulder partner and discuss your
ideas. Together, write down some ideas on the pink post it note in front of you.
After three minutes or so, face front and be ready to share your pink post it
note to the class. (This activity in general should take about 10 minutes)
ACQUIRE & APPLY (What instructional strategies will I choose to help my
students acquire and apply the knowledge, skills, attitudes, and behaviors
outlined above?
The activity the teacher will use to teach the lesson will be a JIGSAW Activity.
First we will divide the class into six different groups (there will be two groups
working on each topic). Each group will be given one of three different topics
to discover. They will become the experts on this topic. The three topics
include:
Rose Curve
Limacon
Lemniscate
Each group will be assigned a topic strategically. Once the topics are assigned
and the groups are formed, students will use the Important Characteristics of a
Graph list from the launch to investigate their equation. They will be asked to
come up with a general form of the equation as well as diagrams and different
rules. We will guide them to come up with the following facts:
General form of the equation
o How did you come up with this?
o What does each part of the general form tell you?
Sketch(s) of the graph
Line(s) of symmetry (if any)
o How do you know this?
o Are there different formulas you can use to check?
Continuous?
o Why?
Bounded or unbounded?
o Why?
Is there a max?
o Why?
Is there a min?
o Why?
What is the domain?
o How did you find this?
What is the range?
o How did you find this?
Compare the graph using polar coordinates and rectangular
coordinates. Sketch them both. How are they the same? How are they
different?
o Domain?
o Range?
o Max?
o Min?
o Bounded?
o Continuous?
**Depending on the ability level of each group, they will be guided with
different questions. This is where the differentiation aspect of the lesson comes
into play.
While each group collaborates and learns about their topic, the teacher will
put colored cards on each student desk. These cards will determine what
home group students are in. The teacher will determine this strategically.
After thirty minutes or so, students will move groups. They will change from their
discovery group to their home group. In each home group, there should be
4 to 6 members (depending on the classroom size); each member should be
an expert on a different topic. For the next thirty minutes or so, students will
teach their group members about their topics.
After the thirty minutes, students will be asked to compare and contrast each
type of graph. We will do this as a class.
How do the general forms of the equations differ?
How do the graphs differ?
o How do the three graphs differ? (Limacon, Rose, Lemniscate)
o How does the graph of the rose curve in the polar plane differ
from the graph of the rose curve in the rectangular plane?
o How does the graph of the limacon curve in the polar plane differ
from the graph of the limacon curve in the rectangular plane?
o How does the graph of the lemniscate curve in the polar plane
differ from the graph of the lemniscate curve in the rectangular
plane?
Students will address what they think is important to address at this time.
ASSESSMENT (How will asses student understanding?):
To assess student understanding, a ticket out will be given at the end of class.
The ticket out will ask students to match different formulas with the different
graphs. They will then be asked to sketch out their favorite graph of the day
and write three facts about it.
LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much
time will each part of the lesson take?)
1. Launch: Think, Pair, Share (10 minutes)
2. Discovery Group: Part One of the JIGSAW (30 minutes)
3. Home Group: Part Two of the JIGSAW (30 minutes)

4. Come together as a class and compare and contrast the polar graphs. We
will discuss general findings during this time as well. (15 minutes)
5. Ticket Out (5 minutes)
Goals for the Lesson:

1. I can identify the different types of polar curves and
parametric curves.
2. I can compare and contrast the difference between
polar curves and parametric curves.
3. I can analyze the different polar graphs by finding
maximum and minimum R-values as well as the line of
symmetry.
4. By using the equation given, I can predict the graph of
the polar function or vise versa.
Instructions for the Day

1. In your discovery groups, complete the guided activity
on either the
a) Rose Curve
b) Limacon Curve
c) Lemniscate Curve
You will be assigned a group. Everyone must write. If you
have any questions raise your hand. (30 minutes)
2. If you finish before the timer goes off, raise you hand.
3. When the timer goes off, you will be asked to get in your
home groups. Get into these groups as quickly and as
efficiently as possible. They will be assigned as well. In these
groups (30 minutes)
a) Each member of the group with teach the rest of the
group their topic.
b) Take notes while classmates are talking
c) Do NOT just copy each others packets and call it a
day
4. When the timer goes off again, it is time to discuss as a
class. Face forward and be ready to listen (15 minutes)
Name: ___________________________
Date: ____________________________
Polar Graph Exploration

What are some important characteristics of graphs? List as many as
you can.
The Rose Curve:

Use the following website to explore the different properties of a Rose Curve.
The website is https://www.desmos.com/calculator
Type in the following functions:
a. r = sin()
b. r = 4 sin ()
c. r = 4 sin (3)
1. Which graph do you think is the Rose Curve? Sketch it below.
2. The following functions are also Rose Curves. By looking at the functions and
graphing the equations, can you come up with a general form for a rose curve?
Write the general form of the function below. How did you come up with this?
(Hint: the general form of a function is an equation with variables)
a. r = 5 sin (2 )
b. r = 7 sin (5 )
c. r = 8 sin (6 )
The general form of the function is: ___________________________________________
Because:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Number of Petals:
How can one tell how many petals a rose curve contains by just looking at an
equation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Can one tell if the graph has an odd or even number of petals just by looking at
the equation? If so, how?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How can one tell how long a petal is by just looking at the equation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Sin() and Cos() and Tan() oh my!

If one replaces Sin() with Cos(), how does the graph change? Pick one of the
graphs from number two. Sketch the graph as well as the Cos() version of
that graph. How does the graph change?
Sine Graph
Cosine Graph
Describe the transformation occurring between the sine graph to the cosine
graph.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Symmetry
Is the Rose Curve symmetrical about the x-axis, y-axis, and origin? Use the space
below to show your work algebraically as well as graphically. (Hint: When
answering these questions pay attention to when the number of petals is even or
odd. Also pay attention to when the function contains sine or cosine).
a. The y-axis? If so, when?

______________________________________________________________________________
______________________________________________________________________________
b. The x-axis? If so, when?
______________________________________________________________________________
______________________________________________________________________________
c. The origin? If so, when?
______________________________________________________________________________
______________________________________________________________________________
6. Compare and Contrast the Graphs in DIFFERENT planes
Come up with an example of an equation of a Rose Curve. Graph it in the polar
plane.
My equation is _____________________________________________________________
In the polar plane is looks like
Now graph this equation in the rectangular plane. Sketch the graph in the
space below.
Analyze the graph in the rectangular plane. Find the

a. Maximum and Minimum: __________________________________________________
b. Domain: __________________________________________________________________
c. Range: ____________________________________________________________________
d. Altitude: __________________________________________________________________
e. Period: ____________________________________________________________________
Do these characteristics relate to any of the characteristics of the graph in the
polar plane? If so, which ones? How do they relate? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: ___________________________
Date: ____________________________

you can.
The Lemniscate Curve:

Use the following website to explore the different properties of a Lemniscate
Curve.
a. ! = 3! sin(2)
b. ! = 5! sin (2)
c. ! = 4 sin (2)
1. What are some characteristics of a Lemniscate curve? Sketch it below.
2. The following functions are also Lemniscate Curves. By looking at the functions
and graphing the equations, can you come up with a general form for a
Lemniscate curve? Write the general form of the function below. How did you
come up with this? (Hint: the general form of a function is an equation with
variables)
a. r = 22
b. r = 62
c. r = 42
Because:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sine Graph
Cosine Graph
graph.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Symmetry
Is the Lemniscate Curve Symmetrical about the x-axis, y-axis, and origin? Use the
space below to show your work algebraically as well as graphically. (Hint: Pay
attention to when the function contains sin or cos.)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Come up with an example of an equation of a Lemniscate Curve. Graph it in
the polar plane.
My equation is _____________________________________________________________
space below.

b. Domain: __________________________________________________________________
c. Range: ____________________________________________________________________
d. Altitude: __________________________________________________________________
e. Period: ____________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: ___________________________
Date: ____________________________

you can.
The Limacon Curve:

Use the following website to explore the different properties of a Limacon Curve.
a. r = 3+2sin()
b. r = 6+4sin()
c. r = 4+4sin()
1. What are some general characteristics of a Limacon Curve? Sketch it below.
2. The Limacon Curve can be divided up into four different graph types.
a. Limacon with an inner loop-- When (
b. Cardioid-- When (
!
!
)=1
c. Dimpled Limacon-- When 1 < (

d. Convex Limacon-- When (
!
!
!
!
!
!
)<1
)<2
) 2
Sketch the graphs below and label them with the proper term above. (Hint: in
the first example, a=5 and b=4)
a. r = 5 + 4 sin ()
b. r = 7 + 7 sin ()
c. r = 8 + 2 sin ()
d. r = 2 + 3 sin ()

Because:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sine Graph
Cosine Graph
graph.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Symmetry
Is the Limacon Curve Symmetrical about the x-axis, y-axis, and origin? Use the

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Come up with an example of an equation of a Limacon Curve. Graph it in the
Polar Plane.
My equation is _____________________________________________________________
In the Polar plane is looks like
space below.

b. Domain: __________________________________________________________________
c. Range: ____________________________________________________________________
d. Altitude: __________________________________________________________________
e. Period: ____________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: ___________________________
Date: ____________________________
Polar Graph Exploration (Answer Key)

you can.
Zeroes/Solutions/Intercepts
Y-intercept
Maximum (absolute/local)
Minimum (absolute/local)
Domain
Range
Symmetry
Altitude
Period
The Rose Curve:
Use the following website to explore the different properties of a Rose Curve.
a. r = sin()
b. r = 4 sin ()
c. r = 4 sin (3)
1. Which graph do you think is the Rose Curve? Sketch it below.
2. The following functions are also Rose Curves. By looking at the functions and
graphing the equations, can you come up with a general form for a rose curve?
Write the general form of the function below. How did you come up with this?
(Hint: the general form of a function is an equation with variables)
a. r = 5 sin (2 )
b. r = 7 sin (5 )
c. r = 8 sin (6 )
The general form of the function is:
1. r = a sin (n )
2. r = a cos (n )
Because: I came to this general conclusion by looking at the patterns of the
equations above.
3. Number of Petals:
How can one tell how many petals a rose curve contains by just looking at an
equation? If n is an odd number, the number of petals is n. If n is an even
number, the number of petals is 2n.
Can one tell if the graph has an odd or even number of petals just by looking at
the equation? If so, how? Yes. Look at the value of n.
How can one tell how long a petal is by just looking at the equation? Look at the
value of a.

Sine Graph
r = 5 sin (2 )
Cosine Graph
r = 5 cos (2 )
graph. The cosine graph is the sine graph rotated 90 degrees clockwise.
5. Symmetry
Is the Rose Curve symmetrical about the x-axis, y-axis, and origin? Use the space
below to show your work algebraically as well as graphically. (Hint: When
answering these questions pay attention to when the number of petals is even or
odd. Also pay attention to when the function contains sine or cosine).
a. The y-axis? If so, when? 1) When n is even and 2) When n is odd and r = a cos
(n )
b. The x-axis? If so, when? 1) When n is even and 2) when n is odd and r = a sin
(n )
c. The origin? If so, when? When n is even
Come up with an example of an equation of a Rose Curve. Graph it in the polar
plane.
My equation is r = 4 cos (3)
space below.

a. Maximum and Minimum: absolute value of a
b. Domain: All real numbers
c. Range: [- |a|, |a|]
d. Altitude: a
e. Period: Not pertinent information
The Maximum R Value and Altitude
Relate
The are both continuous
They are both bounded
There are no asymptotes
Name: ___________________________
Date: ____________________________

you can.
Y-intercept
Domain
Range
Symmetry
Altitude
Period
The Lemniscate Curve:
Use the following website to explore the different properties of a Lemniscate
Curve.
a. ! = 3! sin(2)
b. ! = 5! sin (2)
c. ! = 4 sin (2)
1. What are some characteristics of a Lemniscate curve? Sketch it below. Some
characteristics are 1) looks like an infinity sign, 2) symmetric about the origin, and
3) seems like the general form contains (2)
2. The following functions are also Lemniscate Curves. By looking at the functions
and graphing the equations, can you come up with a general form for a
Lemniscate curve? Write the general form of the function below. How did you
come up with this? (Hint: the general form of a function is an equation with
variables)
a. r = 22
b. r = 62
c. r = 42
! = ! sin(2)
! = ! cos(2)
Because: It contains both sine and cosine
Sine Graph
! = 3! sin(2)
Cosine Graph
! = 3! cos(2)
graph.
The graph seems to rotate 90 degrees clockwise
4. Symmetry
Is the Lemniscate Curve Symmetrical about the x-axis, y-axis, and origin? Use the
a. The y-axis? If so, when? The Cosine graph is

b. The x-axis? If so, when? The Cosine graph is
c. The origin? If so, when? The Sine and Cosine graph are

Come up with an example of an equation of a Lemniscate Curve. Graph it in
the polar plane.
My equation is: ! = 4 sin (2)
space below.

!
!!
a. Maximum and Minimum: ( , 4) is one of the maximum and (

the minimumsThe value of a determines the Range
b. Domain: All real numbers
c. Range: [-4, 4]
, -4) is one of
d. Altitude: 4
e. Period: Pi
Both graphs go through the origin
The length of a petal is half the Altitude
Name: ___________________________
Date: ____________________________

you can.
Y-intercept
Domain
Range
Symmetry
Altitude
Period
The Limacon Curve:
Use the following website to explore the different properties of a Limacon Curve.
a. r = 3+2sin()
b. r = 6+4sin()
c. r = 4+4sin()
1. What are some general characteristics of a Limacon Curve? Sketch it below.

Sketch of the Lemniscate Curve:
General Characteristics of a
Lemniscate Curve:
1. Looks Roundish
2. Can contain a plus sign
3. Can contain a minus sign
4. Can contain sine or cosine
2. The Limacon Curve can be divided up into four different graph types.
a. Limacon with an inner loop-- When (
b. Cardioid-- When (
!
!
)=1
c. Dimpled Limacon-- When 1 < (

d. Convex Limacon-- When (
!
!
!
!
!
!
)<1
)<2
) 2
Sketch the graphs below and label them with the proper term above. (Hint: in
the first example, a=5 and b=4)
a. r = 5 + 4 sin ()
Dimpled Limacon
b. r = 7 + 7 sin ()
Cardioid
c. r = 8 + 2 sin ()
Convex
d. r = 2 + 3 sin ()
Inner Loop
r = a b sin ()
r = a b cos ()
Because: I came to this general conclusion by looking at the general patterns of
the equations above.

Sine Graph
r = 3+2 sin ()
Cosine Graph
r = 3+2 cos ()
graph.
The graph seems to rotate 90 degrees clockwise.
4. Symmetry
Is the Limacon Curve Symmetrical about the x-axis, y-axis, and origin? Use the
a. The y-axis? If so, when? r = a b sin ()

b. The x-axis? If so, when? r = a b cos ()
c. The origin? If so, when? Never
Come up with an example of an equation of a Limacon Curve. Graph it in the
Polar Plane.
My equation is : r = 2 + 3 sin ()
In the Polar plane is looks like
space below.

a. Maximum and Minimum: 5 or in general form a + b
b. Domain: All real Numbers
c. Range: [a-b, a+b]

d. Altitude: 5 or a+b
e. Period: Irrelevant to the problem
The Maximum R Value and
Altitude Relate
The are both continuous
They are both bounded
There are no asymptotes

Ticket Out
Two-way match up: Match the graph to its general form. Write the name of the
curve near the graph.
r = a cos (n )
r = a sin (n )
Where n > 1
r = a b sin()
r = a b cos ()
Where a > 0 and b > 0
! = a sin (2)
! = a cos (2)
What is your favorite graph of the day? Sketch it. Write three facts about it.
My favorite graph is _______________________________________________
1.
2.
3.
Karly Sachs
November 16, 2014
Professor Huey
Mathematics Methods
Reflection on Pre Calculus Lesson
Launch:
For the launch of our lesson, TJ and I decided to really emphasize the aspect of
activating students prior knowledge to increase student engagement. Our launch
activity was having students do a Think, Pair, Share to the question, What are the
important characteristics to look for while graphing an equation? Make a list of these
characteristics. We felt that by asking this question students would really have to think
back about what they knew/learned about graphs prior to this lesson. After students
came up with a list, our goal was to relate the characteristics they came up with to
characteristics of graphs in the polar plane.
We wrote the question on the bored, passed out the sticky notes ahead of time,
and were ready to start the launch when the bell rang. When the bell rang, we quickly
started the lesson because we knew we had a lot to do in a short amount of time. The
only problem was that students walked into class late. This made us have to repeat the
activity quite a few times. I do not think this was too concerning of a problem, however.
The problem arose when we asked students to share what they wrote to the entire
class. The room was silent. We provided wait time but the room was still pretty quiet. We
then proceeded to call on tables that we thought had good ideas when we walked
around the classroom and observed during the launch. I thought this was a pretty good
idea, but we should have made each table share at least one idea. This would have
kept everyone engaged during share time instead of just the tables we called on. I
will be sure to make every table share an idea the text time I do a Think, Pair, Share
activity.
Explore:
The explore aspect of our lesson was a heavily guided Doing Mathematics
activity. We thought the lesson fell into the definition of Stein and Smiths Doing
Mathematics because our lesson 1) required complex and nonalgorithmic thinking, 2)
required students to explore and understand the nature of mathematical concepts,
processes, and relationships, 3) demanded self-monitoring and self-regulation of ones
own cognitive processes, and 4) required students to access relevant knowledge and
experiences to make appropriate use of them in working through the task. We made
our task into a Jigsaw Activity so that the students could practice teaching their
classmates about the topic they discovered. After the launch, the next thirty minutes of
class time was designated to becoming an expert of the rose curve, limacon curve, or
lemniscate curve. After students got into their groups, we soon found out that this part
of the activity was going to take longer than anticipated. Instead of taking the
anticipated thirty minutes, we gave the students fifty minutes to become an expert on
their type of curve. After fifty minutes students were still not finished with their first packet
and we still had more than half of the lesson to go. Even though the students were not
finished, TJ and I made the decision to move on and have the students get into their
home groups. We had a perfect transition planned out, but it did not happen. With all
of the hype in the classroom, we forgot about our colored card idea and just
numbered the students off. This was a bad idea on our part because students did not
feel like moving to go to another spot in the classroom. It was also very unorganized.
What made this transition especially poor was the fact that after students got into their
home groups, we had them get up once again to grab two more packets. Most
students did what they were told, but there were a handful that did not feel like getting
up yet another time. Because of this, they did not have the other packets until we
noticed a good ten minutes later. One way we could have avoided this unorganized
mess is if we were to pass out the packets while students were still in their expert
groups. This way, before the students were even grouped off they would have already
had the materials they needed. We could of then used our colored card system to
group the students off.
While the students were in their home groups they literally just copied down
what their classmates wrote, which is the last thing I wanted to occur. TJ and I had
planned to express our expectations of what students should be doing during this time
but we ended up forgetting. We even had an instruction sheet to put on the Elmo of
our expectations during the lesson but we forgot to put it up. I think this would have
benefitted our lesson quite substantially because maybe then students would not have
just copied their classmates packets. I was pretty surprised to see everyone explaining
his or her curves though!
Summarize:
The summarizing of our lesson was pretty sparse, which is something I do regret. In
my opinion, the close of the lesson is just as important as the launch and task of the
lesson, maybe even more important. Originally we had planned fifteen minutes to close
our lesson. We thought of doing a whole class discussion on each of the curves. We
thought of going over each curve expressing the most important aspects of each
graph, and then comparing and contrasting the curves as a class. We came up with
general guiding questions that we would ask during this time.
When it came to the end of the class period, though, we were short for time so
our close lasted all of three minutes. During the close, we asked very low cognitive
ability questions, which is the complete opposite of what we wanted to do. We also did
not think to write down what the students were saying during this time. We should have
written down each point the students were saying on the white bored to reemphasize
what they learned. I also wish we took the time to discuss higher level thinking questions
during the close. We kind of dropped the ball on this aspect of the lesson.
What went according to plan? What did not?
Overall, I do think our lesson on Polar Graphs went pretty well. Here is what I think
went according to plan and what did not.
Components of the
Lesson:
Launch
Positives:
Explore
Expert Groups
Negatives:
I think our launch really

activated students prior
knowledge
I think the think, pair,
share went according
to plan. Students
thought to themselves
and worked in groups
like they were supposed
to do.
Students contributed to
the large group
discussion, which is what
we wanted.
Most students worked

together as a team to
discover the
information.
The guiding questions TJ
and I came up with
During the large

group discussion, not
all groups had a
chance to share
their ideasthis
could have been
avoided.
Students did not
come up with some
of the key aspects of
graphs we intended
for them to come up
with. This made it
hard to make all the
connections we
intended to make at
the end of the
lesson.
Some students
worked ahead of
their group.
Some students were
off task in general.
Some of the
came in handy when

students were confused.
Transition
Most students actually

moved.
Home Groups
Students actually shared

what they came up
with.
The timing of this
component of the
lesson went according
to plan.
A close component of
the lesson occurred
Summarize
questions on the task

were confusing to
students. One
question that really
tripped up students
was the question
about writing an
equation in general
form. I did not
anticipate this
happening.
This component of
the lesson took
longer than
anticipated
Passing out the
second and third
packets was a
disaster. We should
have actually
passed them out
versus having
students come get
them.
Students copied
down their
classmates packets.
Our types of
questions we
wanted to ask
during this part of
the lesson did not go
according to plan
The time allotted for
this component of
the lesson did not go
according to plan
The main purpose of
the close did not go
according to plan.
The main purpose of
the close was to
really get at the
Assessment
Students worked on the

ticket out and turned it
in.
higher ordered
thinking of the
lesson. We did not
have time for it
though.
Students did not
work on it
individually
Students did not
answer the questions
on how we were
expecting them to
answer them. For
instance, we asked
the students to write
three facts about
their favorite type of
graph. Some facts
that were written
included it is
pretty, it is
beautiful, and it
looks like a butt. This
is not quite what we
wanted the facts to
be.
What surprises or challenges occurred during teaching?

One surprise that occurred during teaching was the fact that the timing of our
lesson was all off. Every aspect of our lesson took longer than anticipated, which meant
we really had to be on our toes and plan accordingly. I am really shocked that the
exploring component of the lesson took so long and the students did not even finish it. If
I were to use this lesson again I now know to give the students more time to complete
the task.
Another aspect of the lesson that surprised me was the confusion students had
during the completion of the task. The questions were very confusing for some, which is
not what TJ and I had anticipated at all. One question of the task that seemed to
cause the most confusion was the question asking the students to write their curve in its
general form. Students did not really know what this was. After TJ and I explained it to
them, they seemed to only write down the sine version of the equation. No student
thought to write the cosine version of the graph. TJ and I did not anticipate this at all
and it was hard to guide them to write the cosine version without actually saying,
There is a cosine version of this graph as well. This was a big challenge.
The biggest challenge TJ and I came across would probably have to be the
handful of students who decided to not participate in the activity. Everyone knows
there are a handful of students in every classroom that are like this, but how can one
motivate these students to do their work? TJ and I constantly found ourselves making
sure these boys were on task, and in most cases, they were not. The main aspect of this
challenge to remember here is that this will happen in every classroom and in order to
motivate these students, you have to get to know them on a personal level. As a
teacher, I will do this.
What did you learn through this process?
Through this process, I learned a lot! I learned that when one is student teaching
they really need to communicate with their cooperative teachers because they really
do give helpful advice. Mr. Seeley gave TJ and I a lot of input that really helped us get
through our lesson. As student teachers, this input is crucial in order to teach the
students properly. Another thing I learned through this process is how one needs to be
on their toes and be ready to adapt their lesson plan to fit the needs of the students. TJ
and I had to change our lesson plan timing quite a few times to meet the needs of the
students. A lesson plan is really just that, a plan! One cannot stick to it the entire time.
This is what I am most worried about.

Lesson Plan With Reflection

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Lesson Plan With Reflection

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Karly Sachs

Length of class: 90 minutes

LEARNING GOALS to be addressed in this lesson (What standards or umbrella

SKILLS: (What skills will students acquire or

Students will be taught the section on Polar

Students will know how to graph equations

RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):

3. Home Group: Part Two of the JIGSAW (30 minutes)

Goals for the Lesson:

Instructions for the Day

Polar Graph Exploration

The Rose Curve:

4. Sin() and Cos() and Tan() oh my!

a. The y-axis? If so, when?

Analyze the graph in the rectangular plane. Find the

Polar Graph Exploration

The Lemniscate Curve:

a. The y-axis? If so, when?

5. Compare and Contrast the Graphs in DIFFERENT planes

Analyze the graph in the rectangular plane. Find the

Do these characteristics relate to any of the characteristics of the graph in the

Polar Graph Exploration

The Limacon Curve:

c. Dimpled Limacon-- When 1 < (

The general form of the function is: ___________________________________________

a. The y-axis? If so, when?

5. Compare and Contrast the Graphs in DIFFERENT planes

Analyze the graph in the rectangular plane. Find the

Do these characteristics relate to any of the characteristics of the graph in the

Polar Graph Exploration (Answer Key)

4. Sin() and Cos() and Tan() oh my!

Analyze the graph in the rectangular plane. Find the

Polar Graph Exploration (Answer Key)

a. The y-axis? If so, when? The Cosine graph is

5. Compare and Contrast the Graphs in DIFFERENT planes

Analyze the graph in the rectangular plane. Find the

a. Maximum and Minimum: ( , 4) is one of the maximum and (

Polar Graph Exploration (Answer Key)

1. What are some general characteristics of a Limacon Curve? Sketch it below.

2. Can contain a plus sign

3. Can contain a minus sign

4. Can contain sine or cosine

c. Dimpled Limacon-- When 1 < (

The general form of the function is:

3. Sin() and Cos() and Tan() oh my!

a. The y-axis? If so, when? r = a b sin ()

Analyze the graph in the rectangular plane. Find the

c. Range: [a-b, a+b]

I think our launch really

Most students worked

During the large

came in handy when

Most students actually

Students actually shared

questions on the task

Students worked on the

What surprises or challenges occurred during teaching?

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