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AnnaThorne
Context
Coursetitle:Algebra1B
TopicandtheIowaCoreStandard(s)towhichitrelates:FunctionInputsandOutputs
(IntroducingDomainandRange)[Understandtheconceptofafunctionandusefunction
notation(HSF.IF.A.1,HSF.IF.A.2)Interpretfunctionsthatariseinapplicationsintermsofthe
context(HSF.IF.B.4)Analyzefunctionsusingdifferentrepresentations(HSF.IF.C.7,
HSF.IF.C.9)]
Gradelevels:1012
Lengthofperiod:50minutes
Descriptionofstudentsasrelatedtothischosencollaborative:Algebra1Aand1Baredesigned
forstudentswhowouldbeinPreAlgebra.However,becausePreAlgebradoesnotcountfor
highschoolcredit,thedistricthasdecidedtosplitAlgebra1overtwoyearsforthesestudentsin
ordertogiveenoughtimetoreviewandtocoverthematerialataslowerpace.Iamteaching
thesecondyearwithAlgebra1B(secondhalfofAlgebra1).Onethirdtoonehalfofmy
studentshaveIEPsineachofmyAlgebra1Bclasses,andallofmystudentsarebehindgrade
levelintheirmathcontent.Forthisgroupofstudentsespecially,itishelpfultogetideasfrom
thespecialeducationdepartmentonstrategiesanddifferentiation.
LessonPlan
Measurableobjectives:Studentswillbeableto
Findthedomainofafunction,giventheequation
Descriptionofimaginedformativepreassessment:
BellRingeronfindingsquareroots(willshowillegalmoveoffindingnegativesquare
root=DomainErrorincalculatortogetstudentsstartingtothinkaboutillegalmath
moves
Previousassignmentsleaduptodeterminingifpointsrepresentafunctionandplugging
ininputsforx
Yesterdaysbellringer:Usingnumbersfromaninputoutputtabletodeterminewhether
itrepresentsafunctionornot
InstructionalActivities:
Materials
Needed:
Bellringeronboard:
Whatarethesquarerootsof4,25,16?
(studentsdoB.R.whileteachertakesattendance)
Aftera~5min.(timergoesoff),studentsputbellringerpapersinpile
ondesks.TeachercollectsB.R.s,checkthroughthemquickly,&
goesoveranswer
PickFavoriteNotodiscussincorrectanswerthatstillhadsome
thingsright(commonmisconception)
Bellringer
Scientific
calculatorfor
eachstudent
Askstudentstogetaoutapieceofpaperfornotes/handoutguided Notesonboard
notes
GuidedNotes
Vocab:
Domain
=thesetofxvaluesthatwecaninputintoafunction
Showstudentsf(x)=x+2&askwhatinputcouldweputinforx?(start
makinganinputoutputtablewiththeirsuggestions
*Remindstudentsofnegatives,fractions,decimals
Sobasically,wecouldchooseanynumber&thisfunctionwould
work,right?
IfIaskedyou,Whatisthedomainofthefunctionf(x)=x+2?,Iwould
justbeasking,Whatsetofnumberscanwepluginforx?Whatset
ofnumbers
can
wepluginwhatsthedomain?
(Studentsshouldanswersomethinglike,Anynumber)
Thatsright,butinmathwecallthoseRealNumbers
[Add
RealNumbers
toboardw/definitionAllpositive,negative,
fraction,anddecimalnumbers]
Sothedomain,thexinputforthisfunctionisAllRealNumbers.
[Write:Domain=AllReal#s]
Showothersituationswithregularoperations:adding,subtracting,
multiplying,dividingDomainforeachsituation=AllReal#s
[Createchartonboardshowingwhatcouldpluginforxforittowork,
includingpositive,negative,&fraction/decimal]
Explainthatthedomainofmostfunctionsincludesallreal#s,but
thatthereacoupleofsituationswhereallrealnumberswillNOT
work
ThesehappenwhenwehaveillegalmathmovesCanyouthink
ofsituationswherethecalculatorshowsanerrormessage?
[studentsshouldreplywithdividingby0andnegativesquareroots
ifnot,promptthem]
Lookatdividingby0first.
Startw/exampleof1/x>Whatcanweinputforx?(everything
except0),soDomain=AllReal#s,EXCEPTx=0
Nextexample:1/(x2)
xcant=2
Nextexample:1/(x+6)
xcant=6
Givestudentsacoupletotrywithapartner.Canwalkaround&help
individuals,havestudentscompareintheirgroups
Showotherillegalmove:negativesquareroots
Startw/exampleofx>Whatcanweinputforxthatwillwork?(all
positivenumbers)
Havestudentstryincalculatortoshowthateventhoughthesquare
rootof2isastrangenumber,thecalculatorcangiveusananswer.
Thenaskwhatnumberswontwork(negative)
Makeacharttoshowwhatworkswhenweplugindifferentinputsfor
xSowhatisthedomainofx?Whatnumberswillworkforx?
[Studentsshouldreplysomethingaboutallpositivenumbers]
Write:Domain:x0
Nextexample:x1
Domain:x1
Showinputoutputchartwith3,2,1,0,1tobetterexplainwhat
works&whatdoesnt
Nextexample:x+5
Domain:x5
Again,havestudentsworkonacoupleofsimilarproblemsinpairs&
comparew/groupswhilewalkaroundtomonitor&help
PassoutWSw/practiceproblemssimilartoexamplesinclass
LastpartofWSisforstudentstomakeupquestionswiththeir
answers
DomainWS
Exitticket:Includes1ofeachtypeofDomainwediscussed
Exitticket?son
board&slips
Evidenceofaccommodationsorrationaleforwhynonearemade:
Guidednotesareprovidedforcertainstudents.Ingeneral,notesarebrokendownintosteps
whichmakesiteasierforstudentstofollowwithoutgettingoverwhelmed.Notesalsoinclude
manysimilarexamplestoprovideplentyofpractice,sothatstudentswithspecialneedscanfeel
successful.
Evidenceofdifferentiationorrationaleforwhynoneismade:
Studentsworkinpairsandingroups.Theworksheetalsohasstudentscreatetheirown
questions(withanswers),givingthemachoiceinwhichtypesoffunctionstowritedown.
Studentscanchoosetocreatevaryinglevelsofdifficultyintheirfunctions,butwecanstilltellif
theyunderstandtheconceptofdomain.
Indicationwhereformativeandsummativeassessmentsoccur:
Formativeassessmentsoccurwhencheckingthebellringer,duringnoteswhenstudentsare
givinginputandworkingonexamples,whilewalkingaroundtheclassroomtohelpstudentswith
theirpractice,andincheckingtheexitticket.Thesummativeassessmentistheworksheetfor
whicheachstudentisindividuallyresponsible.
Descriptionofimaginedsummativepostassessment:
Problemssimilartotheonesweworkedontodaywillbeinthereviewoffunctions,the
midchapterquiz,andonthechaptertest.Wewillalsocontinuetohavequestionsrelatingto
domaininbellringers.
Descriptionofwhatyouwilldoforstudentswhodonotdemonstratedesiredcompetenceonthe
postassessment:
Wewouldworkwiththesestudentsbeforeorafterschoolorduringhomeroomtime,andthen
allowthemtoretakethequizortest.
Resourcesusedinplanning/delivery/assessmentoflesson:
Textbook:PearsonCMEProjectAlgebra1CommonCore
Notes&examplesfromotherteacherswhohavepreviouslytaughtthislesson
Reflections
Discussionofhowyouandthespecialareateacherwouldusepreassessmentdatatodesign
theactivitiesforthelesson:
Beingabletoconnectpreviousknowledgetowhatwearelearningiskey.Manyofthe
studentsinmyAlgebra1Bclassgetoverwhelmedbymathconceptseasily,andithelpsthemif
wecanintroducenewmaterialwiththingstheyhavealreadylearned.Thebellringershowsus
howwellthestudentsunderstandhowsquarerootsworkandwhatsituationsareimpossible
withsquareroots.Dependingonthebellringerinformation,wemaymakemoreorless
examplestofocusonhowsquarerootswork.Wearealsousingtheideasofinputoutputtables
thatthestudentshavebeenworkingwithalotindealingwithfunctions.Theideaofinputoutput
tablesbridgestodomainandrange.
Discussionoftheeaseand/ordifficultyofplanningwithaspecialareateacher:
Ithinkwhoyoucoteach/collaboratewithcanmakeabigdifference.Certainteachers
haveasimilarwayoflookingathowtheclassroomshouldrunorhaveageneraleducational
philosophythatmeldswellwithyours.Itisgreatthatyouhavesomeoneelsetohelpgenerate
ideas,andtherewerethingsthatMr.KehoebroughtupthatIhadnteventhoughtabout.Ithink
itwouldbedifficulttofindthetimetotrulycollaboratewithacoteacher.Beingusedtoplanning
myownlessons,itwasalsodifficultformetofigureoutwhatroleacoteacherwouldplayinmy
plansandinmyclassroom.Relationshipsarerarely50/50inreallife,andtherearepartsthat
couldgetoutweighedbyeitherteacher.
Discussionofbenefits/drawbacksofplanningwithaspecialareateacher:
Imusedtohavingmyownclassroomandgaugingthepacingonmyown.Itisdifficult
formetogiveupthatfullauthorityovermyplanning.Ingeneral,Idoliketoplanonmyownfirst,
beforesharingwithothers.However,IdoliketobounceideasoffofotherpeopleafterIhavean
ideaofmyobjectivesforthelesson.Therearesomanygoodthingsyoucangetoutofa
collaboration,especiallywhenitcomestoapopulationofmystudentsthatmaylearninan
entirelydifferentwaythanIdo.Itisreallyhelpfultogetthosesuggestionsforotherapproaches
fromsomeonewhohasspecializedtrainingforworkingwiththosedifferenttypesofstudents.
Overall,workingwiththespecialeducationteacherwasveryhelpful.Ihadtobeabletoexplain
themathtohim,whichisntnecessarilyhisspecialty.Becauseofthis,hewasabletotellme
whatareasneededmoreclarificationormoreexamples.Mr.Kehoealsogavemesomeinsight
onhowtoconnectitwithsimplerpreviousknowledge.
Describeinsightsgainedfromthisexperiencethatwillimproveyouroverallinstruction:
IdefinitelythinkImgoingtogobacktothespecialeducationdepartmentteacherstoget
moreinsightonmylessons,especiallyifstudentsseemtobehavingalotoftroublewiththe
concept.Justhavingtoexplainittosomeonewhodoesnotspecializeinmathhelpedme
becomeawareoftheconfusingpointsformystudents.Mr.Kehoealsohelpedmefocusinon
themostimportantlongtermgoalsofmylessonandwhyIneedthesestudentstolearnthis
concept.Ourprioritiesinwhatorhowtoworkwithstudentswassometimesdifferent,butthat
wasntnecessarilyabadthing.