Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Abbi Stratton

Date Day 4 Subject/ Topic/ Theme Transformations I Grade __Algebra II__________

I. Objectives
How does this lesson connect to the unit plan?
Part of knowing about polynomials is how they move around and are transformed. In this lesson, students will see how characteristics of graphs change when adding,
subtracting and multiplying numbers and exponents to the parent graph.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Graph a family of functions Ap
Work as a group to present mathematical ideas U X X
Explain how adding, subtracting, and multiplying constants to the equation of a function changes the graph R, U, Ap,
An, E

Common Core standards (or GLCEs if not available in Common Core) addressed:
Build new functions from existing functions-Identify the effect on the graph of replacing f( x) by f( x) + k, k f( x), f(kx), and f(x + k)
for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an
explanation of the effects on the graph using technology (F-BF 3)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite -Know how to make an x-y chart
knowledge and skills. -Know how to graph functions on the Cartesian plane

Pre-assessment (for learning): Shared Google Doc Reflections

Formative (for learning): Group presentations

Outline assessment
activities Formative (as learning): Transformations group work; presentation
(applicable to this lesson)
Summative (of learning): Homework

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Engagement
-Provide options for self-
regulation- expectations, personal
skills and strategies, self-
assessment & reflection
-Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
-Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students can engage through
watching the video, using a
graphing calculator, writing on
a poster and a Google Doc,
presenting information to the
class, and working on a
worksheet
Representation
-Provide options for
comprehension- activate, apply &
highlight
- Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- Provide options for perception-
making information perceptible
Students graph functions,
explain transformations on
written paper and in words,
listen to other peers and the
teacher explain, and write it on
their own
Action and Expression
-Provide options for executive
functions- coordinate short &
long-term goals, monitor progress,
and modify strategies
- Provide options for expression
and communication- increase
medium of expression
- Provide options for physical
action- increase options for
interaction
Students get out of their seat to
get into groups, present, and
draw graphs of their own

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 Projector
Colored pens and markers
Students need their worksheets from the previous lesson
Transformations chart
Large flip-book graph paper
Notecards with the following functions on them (general function family on front, specifics on back,
color-coordinated, but not yellow):
1. y = x2
a. y = x2 + 2
b. y = (x -5)2
c. y = (1/4)x2
d. y = 3x2
e. y = -x2
2. y = x3
f. y = x3 - 4
g. y = (x + 3)3
h. y = (1/3)x3
i. y = 5x3
j. y = -x3
Materials-what materials
3. y = x4
k. y = x4 + 1
(books, handouts, etc) do
l. y = (x -2)4
you need for this lesson
m. y = (1/6)x4
and are they ready to use?
n. y = 4x4
o. y = -x4
4. y = x
p. y = x+ 5
q. y = x - 3
r. y = (1/3)x
s. y = 3x
t. y = -x
5. y =x
u. y = x + 2
v. y = (x +4)
w. y = (1/4)x
x. y = 8x
y. y = -x

Google Doc for students to write equations and descriptions on

Wordbank of key words for transformations
Transformation Chart Template
Notes 3.2.5 #2
Transformations 3.2.5 Worksheet

How will your classroom

be set up for this lesson? The classroom will be set up in 5 table groups with 5 students in each

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 mins Motivation Do Now:
(opening/ Project a graph on the board and have students find
introduction/ the key characteristic to the graph. Go over it as a
7-10 engagement) class
mins
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 Homework Check: Students listen
-Have students pull out their characteristics
worksheet they did for their pictures polynomials
and the ones they evaluated for homework
-Have students find the people they evaluated and Students quietly watch video
check their answers with each otherif need
correction, have them correct it in a different color
pen; teacher wanders room to make sure students Students get out worksheets
3 mins are on task
-Have students turn in worksheets
Transition: Students compare their answersadd corrections
- Tell students that today were going to learn about if needed
how the characteristics of polynomials transform
based on their graph and their equation
-Watch 1 min of Transformers video:
https://www.youtube.com/watch?v=plbswZqQvCc Students turn in both worksheets to the teacher

35mins Development Transformations Investigation

(the largest Count students off and have them get into groups Students get into their assigned group
component or -Hand out notecards-one to each group One student from each group takes a notecard
main body of -Tell students to do the following: Students listen to instructions
the lesson) 1. Make a table for each of the functions written on
the back of the notecard
2. Graph each of the functions on the big graph
paper using the corresponding color marker for
each function, and making sure to label their x- and
y- axes
3. On a Google Doc, write the equation of each
function, color it in the corresponding color of the
function, and describe what happened to the graph;
make a wordbank for the students to use to
describe the graph

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 -Tell students we will be presenting these in 20 Students follow the instructions to make a
mins, but they may divide/conquer when it comes colorful graphs and describe functions on Google
to graphing the different functions Docs
15
mins Presentations
-Have each group come to front of class and point
to each of their functions and describe them using -Students present or listen to their peers while
their Google Doc projected on board they present and start to fill out transformations
-During this presentation, students start to fill out chart
transformations chart
20
mins Transformations:
-Give students a few more minutes to fill out
transformations chart on Note worksheet #2, box 5
by themselves -Students work by themselves
-Tell students to compare their chart with the
person sitting next to them -Students share with partners
-Write chart on board and have students share their
answers while teacher fills it in with different -Students share answers with the class
colors
-Look at example of class of y=x2 functions
together as a class. Find a key point and see how it
15 changes when the function changes
mins
Worksheet:
-Have students work on Note worksheet #2, boxes
6-7 at their own pace
-When they are finished, they are to help other
students

Closure Assign Homework: Problems 1-9 on

(conclusion, Transformations 3.2.5 worksheet
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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