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, where .
iii. Specify that the inverse function belongs to the Reciprocal function family which
can also be called the rational function family.
iv. Review previous translations that have been learned
v. Show the equation of a translation of that parent function is
vi. Demonstrate the roles of each of the following variables:
1. Stretches graph; shrinks, compresses graph;
2
nd
and 4
th
quadrant;
1
st
and 3
rd
quadrant
a. Model examples
b. Guided practice with whiteboards/comparison matrix/body
graphing.
2. Shifts left; shifts right; vertical asymptote.
(Specify that h is negative!)
a. Model examples
b. Guided practice with whiteboards/comparison matrix/body
graphing.
3. shifts up; shifts down; horizontal asymptote
a. Model examples
b. Guided practice with whiteboards/comparison matrix/body
graphing.
vii. Revisit the definition of asymptote: Imaginary lines that the graph approaches
but never touches
viii. Show the asymptotes of the parent function are the x-axis and y-axis;
, so in the parent functions
SAU School of Education Lesson Plan Template
ix. Identify the values on a couple example functions.
x. Sketch the asymptotes by determining the values.
xi. Describe the properties of the transformed function.
xii. Utilize the graphing calculator by entering the parent function and the example
transformation function
xiii. Think-aloud about the similarities and differences between the two graphs with
the class.
xiv. Sketch these two graphs on the board and show the correlation of similarities and
differences.
xv. Have students begin by always sketching the asymptotes first!
c. Guided Practice: 5 minutes per objective (15 minutes)
This set of guided practice will occur after introducing each of the 3 variables from the 3
objectives. That is, this set will occur 3 times, once after introducing a, then after h, and
then after k.
i. After introducing the variable, as a class we will go over a practice problem that
involves identifying the variable, making predictions, sketching the graph of the
function, and discussing the changes in the translated function.
ii. Then, I will put up a new translated function and ask students to work with a
partner to identify, predict, sketch, and discuss as done previously as I observe
their conversations. They will use a whiteboard to write down their findings.
iii. I will give an additional 30 seconds for the pairs to come up with one question
they might have based on that practice problem.
iv. Then students will raise their whiteboards and I will scan their answers, assessing
their understanding.
v. I will then do the same problem on the board and they will follow along looking
at their answers.
vi. Then I will ask 2 groups to share a question they had.
vii. As a class we will discuss the questions.
viii. Then I will give them 6 separate functions and they will individually answer
them one at a time, as I reveal them, on their white boards.
ix. After sketching the function on their whiteboard, they will use a comparison
matrix (strategy #1 in profile) to identify similarities and difference between the
parent function and the new translation function. (Appendix A).
x. After guided practice is completed after each objective, I will break students into
groups who each have a function. I will use a kinesthetic activity (strategy #13
in profile) where the students will be asked to use their bodies to give a
representation of the translation function. (For example: using arms as branches
of the graph, laying on the ground to form the curve, etc.)
d. Independent Practice: 12 minutes
i. Students with have time to complete the interim assessment to check for their
understanding. If they are unable to complete it all in class they may complete it
for homework.
4. Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities
for students who):
Finish quickly: Student may work on a supplemental activity from Extra Fun! bin
pertaining to objectives.
Struggle to complete activity/assessments: Student will be given extra time to finish after
school, at home, or next class period.
SAU School of Education Lesson Plan Template
Show proficiency early: Students can assist peers with questions as well as begin working on
more complex uses of the material.
Still not proficient near end of lesson: Student may meet with me after school for
supplemental instruction until they reach proficiency. They will be able to continue working
on current objectives until they reach proficiency before moving onto new objectives.
Needs different modes of learning or learn through a different multiple intelligence strategies:
Create open lines of communication in order to be informed of the students instructional
needs and adapt accordingly.
5. Closure: 3 minutes
a. As students wrap up their interim assessments, take inventory of how many students still
need more time.
b. Ask students that are finished to turn their assessments in on their way out.
c. Ask students that are not finished to put their assessment away to finish at home.
d. Revisit the predictions from the beginning of class.
e. Ask the class to write down on sticky notes how they think the function has changed now
and stick it to the poster labeled differences
f. Graph the new function on that poster board.
g. If time permits, discuss changes compared to predictions.
h. If time runs out, discuss the changes as the anticipatory set of the next lesson.
6. References:
a. Bellman, A. Bragg, S., Randall, C., Handlin, W., & Kennedy, D. (2004). Prentice hall
mathematics: Algebra 2. Needham, MA: Pearson.
7. Explanation of Identified Instructional Strategies:
Comparison Matrix
I decided to use the comparison matrix in this lesson because it is a good way for students to
identify the relationship of the translation function to the parent function by detecting similarities
and differences while looking at the two graphs side-by-side.
Since will be comparing the two graphs, I considered doing a Venn diagram or a t-chart, but I
think the comparison matrix is the best option because it allows room to sketch the graphs and
compare them next to each other.
This would be the most effective strategy because it serves the purpose of identifying the
relationship of the functions and it gives the students another source of reference since the
whiteboard activity will not provide them with a permanent source of notes.
Con- If we wanted to compare more than two graphs in a row it could become messy and hard to
understand. However, with only two graphs to compare, the comparison matrix could be useful to
reference.
Kinesthetic Activity
I incorporated kinesthetic activity in order to include different learning styles into the instruction.
Kinesthetic activities help to create a mental image of the knowledge for the students which assist
in retention of the knowledge.
Con- This activity has the potential to get out of hand since students have free range to move and
communicate with their groups. Therefore, it is important to establish guidelines and remind
students of those guidelines for group work before they begin working on the activity.
SAU School of Education Lesson Plan Template
Teacher Reflection (Proof your lesson and revisit it before you teach it. Make sure you can answer
the following questions you do not need to physically respond to these questions, just think about
them and check yourself):
Do I have measurable objectives derived directly from the state expectations?
Do I have ways for students to create tangible proof or evidence that they accomplished EACH
objective? What will I do for the students that didnt? What will I do for the students that did?
Do I embed in my direct instruction and guided practice as many possible multiple intelligences
to reach as many types of learners as possible?
Do I have ways to scale-up or scale-back my content, resources, etc. for students functioning on
all levels?
SAU School of Education Lesson Plan Template
Appendix A
Comparison Matrix
Function
Items to be compared
Similarities/Differences
Parent Function
Graph
Translation Function
Graph
1.
Similarities:
Differences:
2.
Similarities:
Differences:
3.
Similarities:
Differences: