1/24/19 and 1/28/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Algebra I Keystone Remediation _
Time Needed for Lesson 40 minutes Lesson Concept Properties of Relations/ Functions__

PA STANDARD(S) (Write out standards):

2.8.A1.D: Demonstrate an understanding and apply properties of functions (domain, range) and characteristics of linear
functions.

CC.2.2.HS.C.1: Use the concept and notation of functions to interpret and apply them in terms of their context.

BIG IDEAS/ESSENTIAL QUESTIONS:

How does the Get More Math (gmm.com) software work?

How does one determine if a relation is a function from set notation or a graph?

ELIGIBLE CONTENT:

A1.2.1.1.2: Determine whether a relation is a function, given a set of points or a graph.

OBJECTIVE(S) (Be sure to include all four parts):

The student will determine if the graph of a relation is a function on the GMM software on their Chromebooks by
completing five problems with 100% success.

The student will determine if the set relation is a function on the classwork assignment by answering four or more out
of five questions correctly (80% success).

MATERIALS:
Whiteboard
Marker
Eraser
GMM software
1-24-19 Classwork Worksheet
Smartboard
iPad
Stylus
Get More Math software

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher write the word “function” on the whiteboard and ask students to think about what the word “function”
means (this serves as their bell-ringer question for 1-23-19).
 The teacher will have students work on their bell-ringer question and walk around the room to check for
completion of the two bell-ringer questions for the week
 The teacher will ask a volunteer to share their thoughts on what they think of when they hear the word “function”
 The teacher will write the bolded parts of the objective using the iPad and the smartboard

BODY (Bulleted step by step/differentiation must be included)

 The teacher will say that a function is like a toaster.
 The teacher will say that you can eat a piece of bread by itself (which isn’t much)
 The teacher will say that you can put that piece of bread into a toaster and you get toast!
 The bread represents what you put into a function and the toast represents what you get out of a function.
 The teacher will ask students to give a thumbs up if they understand or a thumbs down if they don’t understand
 The teacher will draw a random graph on the whiteboard.
 The teacher will talk about the vertical line test by describing the graph of a function as a visual representation of
a lot of pieces of bread and the pieces of toast that result after putting the bread in the toaster.
 The teacher will say that as long as each vertical line passes through only one point on our graph, then the graph is
a function! It’s as simple as that!
 The teacher will have students work on their Chromebooks to complete the five question assignment on GMM
 After going through each of the steps in the “Opening” again, the teacher will review the concept of functions
through bread and toast the following day
 The teacher will say that we can tell if a relation is a function by looking at the graph and drawing vertical lines
 The teacher will ask students what would happen if we just had a collection of points.
 The teacher will then say that in this situation if we have a collection of four points, then we are dealing with four
pieces of bread and four pieces of toast.
 The teacher will say that a collection of points is always a function as long as the same x value does not
correspond to two different y values
 The teacher will ask students to do one of the following: raise one open hand if they understand or raise one
closed hand (fist) if they do not understand
 The teacher will pass out the 1-24-19 Classwork Worksheet

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will say that we went to GetMoreMath.com for the first time on 1/23/19 and that we did five
problems on determining if a relation is a function
 The teacher will finish the lesson by summarizing the vertical line test
 The teacher will say that if you haven’t finished those five problems, make sure to do so for tomorrow’s class and
that we will continue with the other part of this lesson (in red) tomorrow.
  The teacher will say that we built upon the idea of relations and functions in today’s class through a classwork
worksheet

ACCOMMODATIONS/MODIFICATIONS:
 The teacher will provide a visual representation of a machine during the set in order to solidify the concept of
function
 Students who cannot access GMM or forgot their Chromebook will be able to use my laptop to access the website

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of determining if a graph is a function by answering five questions in the
getmoremath.com software by the end of the period on day 1
 The student will master the objective of determining if the set relation is a function by turning in the classwork
assignment and answering four or more questions correctly (80% accuracy).

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

Thursday:
I believe that I did a good job during this lesson today by making the lesson come to life by
incorporating the use of a toaster in class. The GetMoreMath.com software indicated that my students indicated
the correct answer 77% of the time. Now, granted, all students completed more than five problems on the
material. While the accuracy is not as high as I would like it to be, I am satisfied that they were able to answer
more than 5 questions on this particular topic. Some of them answered 30 questions correctly! I hope that by
reviewing on Monday with the summary worksheet that the accuracy of the students’ work will go up.

I feel that I could have done a better job at my classroom management skills at the end of the lesson. I
had students who were starting to pack up to leave two minutes for the bell because I gave them time to work on
their GetMoreMath.com problems. As a rule of thumb, I always try to leave one minute at the end of the class
period for students to start packing up and getting ready to leave. I will definitely re-emphasize the idea that I
expect all students to be in their seats until exactly one minute before the end of class (11:07 am).

Monday:

(Will complete after lesson finishes on Monday)