Documente Academic
Documente Profesional
Documente Cultură
Part II. Lesson Plan (components required by EdTPA are noted below with a *.
Your instructor may ask you to incorporate additional elements that are tailored to the
coursethese will be designated with a ***.)
2. Standards *
State adopted student academic content standards and/ or Common Core State Standards
that are the target of student learning (List the number AND text of each standard that is
being addressed. If only a portion of a standard is being addressed, then only list or bold
the part or parts that are relevant.)
F.BF.1 Write a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for
calculation from a context.
b. Combine standard function types using arithmetic operations. For
example, build a function that models the temperature of a cooling body
by adding a constant function to a decaying exponential, and relate
these functions to the model.
F.LE.2: Construct linear functions given a graph, a description of a
relationship, or two input-output pairs (include reading these from a table).
o This standard has been cut down to only include what we are looking
for during this lesson. Only looking for students to construct linear
functions based on the relationship between the patterns (the data
from the patterns is put into a table)
3. Learning Objectives *
Learning Objectives associated with the content standards. These should be clear, specific,
and measurable.
Students will be able to write a function given a sequence of patterns or a
table of values.
4. Essential Questions
What provocative, central question will foster inquiry and understandingand serve as the
focus for this lesson? What big ideas do you want students to understand from this lesson?
Lessons within the same unit will typically have the same Essential Question(s).
How are functions different from what weve been working with and how are
Revised 6-29-16 2
they similar?
Can we use what we already know about writing equations to write our
function rules?
ASSESSMENT
In this section, articulate the task or evidence through which students will demonstrate the
desired understandings. In other words, how will you know students got it by the end of
the lesson?
5. Assessments *
Informal and formal assessments used to monitor student learning, including type(s) of
assessment, both formative and summative, and what is being assessed
Bell ringer at the beginning of class
Worksheet to be completed during partner work time
LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and
the step-by-step sequence of the lesson.
Closure: How will you conclude the lesson? How will you bring
the lesson together for students to help them return to the
bigger purpose and big ideas of the lesson?
(<10 minutes)
Relate how the pile patterns worksheet relates to
the first differences worksheet that students will
see in their packets
Examine how our function rules compare and
contrast with writing equations when given two
points
8. References *
List citations for materials used.
https://www.montanamath.org/lessons/pilepatterns.pdf
9. Alignment
Reflect on how the lesson goals, assessment, and learning plan are aligned. How does the
learning plan provide students with opportunities to meet the lesson goals? How do
assessments enable students to demonstrate that they have met the lesson goals?
Students have multiple opportunities to meet the lesson goals. Students working in
their groups should help each other to meet the learning goals by helping each
other and working together. The assessments provide students with the
opportunity to communicate their thoughts and prove that they have met the
learning goals, both through speech and written work. The bell ringer will serve as
a written assessment. There will also be homework related to this lesson that
students can complete as a formative assessment.