L4+Doran,+Christopher


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Mr. Doran
 * Date of Lesson:** Knowledge
 * Grade Level:** 10th
 * Topic:** Identifying graphs and terms

__**Objectives**__

 * Student will understand that** there are multiple types of graphs, functions, and techniques used to identify them**.**
 * Student will know** the definition of: function, limit, x-intercept, y-intercept, asymptote, vector, and rate of change.
 * Student will be able to** recognize the different types of graphs**,**

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - D. Algebra Functions and Relations (4) Grades: 9-Diploma Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques


 * Rationale:** In this lesson, students will be able to recognize multiple graphs.

__**Assessment**__
Students will complete homework problems and practice problems to practice identifying these terms. These assignments will be brought up the next class period to see what the students know and what they still don't understand. At the beginning of the next class there will be a time where students can ask any questions they had regarding the material taught to them. A Describing Wheel will be used to help the students define these terms so they know their meanings and what they are when they're looking at a graph. Students will be in groups of 4 based on their birth month and use the Think-Pair-Share collaborative learning technique to define these terms and how they might be found visually (looking at a graph).
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Students will correctly identify pictures of graphs by matching them to their functions. Work should be completed on a separate sheet of paper before the results are made using Glogster. When presenting, be sure to explain the strategy you used in matching your graphs to the functions. **//(////25 points)//**

__**Integration**__

 * Technology:** Students will use Glogster to make a poster on matching different graphs to their functions. The mathematical process as to how the students came to the conclusion will be accompanied with the glogster.


 * Art:** Glogster is a poster application that has many different and unique ways to display information. Students will get creative and come up with an appealing way to present the information.

__Groupings__
Students will use the Think-Pair-Share collaborative learning technique to define important terms such as x-intercept, y-intercept, function, limit, and more. They will be put into groups based on their birth month. Students will first think about their own definitions of these terms. They will then share these definitions with one other person in their group and then finally each student will share their definitions with their entire group.

__**Differentiated Instruction**__

 * Strategies**


 * Linguistic:** Read out word problems dealing with identifying functions and/or graphs
 * Logical:** Make a list of helpful techniques used in recognizing functions and their graphs
 * Visual:** Use of graphs on a white board or another medium such as a graphic organizer to help with identifying functions and graphs.
 * Musical:** Use of jingles to help memorize key terms or procedures for identifying graphs
 * Interpersonal:** Think-Pair-Share activity used during class for cooperative learning
 * Intrapersonal:** Think-Pair-Share activity used during class for individual learning/reflecting


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.


 * Absent:** If a student is absent, it will be the student's responsibility to get any work that was missed that day and make a plan with me on how to get caught up. If the student is unable to attend school, yet is well enough to participate, the use of Skype will be possible to get the information. Students will need to email me beforehand to let me know that they will be skyping in so I can plan accordingly.


 * Extensions**

Students will use type II technology by creating a Glogster poster, making it creative, displaying and presenting the information to the class.

__**Materials, Resources and Technology**__
Students will need:
 * Pencil
 * Notebook
 * Textbook
 * Graphing Calculator
 * Laptop
 * 3 Ring Binder

I will need:
 * White board markers
 * Laptop
 * Graphing Calculator
 * Describing Wheel handout
 * Pen/Pencil
 * Quiz

__Source for Lesson Plan and Research__
[] -- How to graph quadratic functions and example problems [] -- Glogster for students' project

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**


 * Rationale:** Beach Ball -- Students will be assigned groups based on what month they were born in, so they need to move around and find who shares the same birth month as them. Microscope -- Students will be thinking individually of the definitions of important concepts and discussing these definitions with their classmates. Clipboard -- A graphic organizer will be used for students to record their definitions of these key terms. Puppy -- Students will be working in groups with their classmates and interacting with each other in a friendly environment.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**


 * Rationale:** Students will need to know the definition of: function, limit, x-intercept, y-intercept, asymptote, vector, and rate of change (Reference content notes at the end of the lesson). //**Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques**//**.** The facet I chose for this lesson is knowledge in hopes that //students will be able to recognize the different types of graphs//. I chose this facet because I want my students to know that a quadratic equation can come in many different forms and that each one is very unique.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**


 * Rationale:** Using the multiple intelligences:


 * Linguistic:** Read out word problems dealing with identifying functions and/or graphs
 * Logical:** Make a list of helpful techniques used in recognizing functions and their graphs
 * Visual:** Use of graphs on a white board or another medium such as a graphic organizer to help with identifying functions and graphs.
 * Musical:** Use of jingles to help memorize key terms or procedures for identifying graphs
 * Interpersonal:** Think-Pair-Share activity used during class for cooperative learning
 * Intrapersonal:** Think-Pair-Share activity used during class for individual learning/reflecting


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**


 * Rationale:** This is how I plan on assessing student learning.


 * Formative (Assessment for Learning)**

Students will complete homework problems and practice problems to practice identifying these terms. These assignments will be brought up the next class period to see what the students know and what they still don't understand. At the beginning of the next class there will be a time where students can ask any questions they had regarding the material taught to them. A Describing Wheel will be used to help the students define these terms so they know their meanings and what they are when they're looking at a graph. Students will be in groups of 4 based on their birth month and use the Think-Pair-Share collaborative learning technique to define these terms and how they might be found visually (looking at a graph).


 * Summative (Assessment of Learning)**

Students will correctly identify pictures of graphs by matching them to their functions. Work should be completed on a separate sheet of paper before the results are made using Glogster. When presenting, be sure to explain the strategy you used in matching your graphs to the functions. **//(////25 points)//**

__Teaching and Learning Sequence__
Day 1 (80 minutes)
 * Students will have a "contest" to see how many different functions they can correctly identify (10 minutes)
 * Students will find their groups based on birth month or birth season (5 minutes)
 * Give students the graphic organizer and have them individually define in their own words the key terms written on the board (10 minutes)
 * Have students discuss with a partner their definitions, and then as a group discuss their definitions (25 minutes)
 * Give students homework problems for them to do with the group (to be completed for next class) (30 minutes)

Day 2 (80 minutes)
 * Go over homework assignment and any questions students may have regarding it. (10 minutes)
 * Have students take a quiz on identifying the key terms by looking at a graph. (15 minutes)
 * Explain to students the Glogster project they will be doing and giving a brief demo of Glogster (30 minutes)
 * Give students their functions and graphs that they need to match and create an online poster for. Rest of class period is devoted to working on their project. (25 minutes)

Day 3 (80 minutes)
 * Hand back/go over quizzes to students and go over any questions they may have regarding it (15 minutes)
 * Last minute editing on their Glogster project. (10 minutes)
 * Presentation of each Glogster project (35 minutes)
 * Students will give feedback on what they thought of the project. (10 minutes)
 * Brief mention of what students will be doing in the next section.

Students will understand that there are multiple types of graphs, functions, and techniques used to identify them. Logical thinking is a key part in life and it is important for students to be able to use logical thinking to identify the difference between two different graphs. //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques//. At the beginning of class, give students a handout with graphs on one page and their functions on the board and have a "contest" among the students to see how many they can correctly identify by themselves. I will then see exactly how many students were able to correctly identify which will help me in terms of seeing what students already know/still remember from last class. **Where, What, Why, Hook, Tailors: Intrapersonal, Logical, Visual**

Students will need to know the definition of: function, limit, x-intercept, y-intercept, asymptote, vector, and rate of change. They will use a describing wheel to help the them define these terms so they know their meanings and what they are when looking at a graph in groups. Students will respond to the question "How do you recognize the different types of functions based on the graphs shown and vice-versa?" By doing so students will be able to look at a graph and know what the equation used to create the graph will be, and looking at an equation will have a rough idea of what the graph should look like. **Equip, Explore, Rethink, Tailors: Logical, Visual, Interpersonal, Intrapersonal**

Students will be able to recognize the different types of graphs. They will also look at graphs of quadratic functions and pick out the x-intercept, y-intercept, and the rate of change (for linear functions). Students will get up from their seats and locate all the students that were born in the same month that they were. In the case where there aren't 4 students per group, groups will be determined by what season students were born in and adjustments will be made based on months of birth. In their groups, students will use the Think-Pair-Share technique to define key terms and share them with the rest of their group. Students will take a quiz on correctly identifying these key terms (x-intercept, y-intercept, limit, rate of change (linear functions), and asymptotes). The following day, I will go over the quiz and answer any questions regarding the quiz the students may have. **Organize, Experience, Refine, Revise, Tailors: Intrapersonal, Verbal, Logical, Kinesthetic, Interpersonal**

Students will self assess their work by correcting their own homework problems and continue attempting more and more example problems. I will be able to provide feedback on students' progress by going around the room and checking their example/homework problems, correcting any mistakes that they're making along the way. The quiz that they took will be graded quickly and handed back the next class period. At the beginning of each class I will allow for students to ask questions regarding the homework or quiz. In the next lesson, students will be looking at applications of everything that they have learned so far in this unit. **Evaluate, Tailors: Verbal, Logical, Intrapersonal, Interpersonal**


 * Content Notes**

Students will need to know the definition of: function, x-intercept, y-intercept, asymptote, vector, and limit.

Function: A function is an equation that when you input one value (usually for X) your output consists of one possible value. In a graph, a function will pass the vertical line test, where if you draw a straight vertical line, the line only hits one value for all x-values on the graph.

x-intercept: The x-intercept is defined as what x value(s) will give an answer of 0. In a graph, it will be the place(s) where the function crosses the x-axis.

y-intercept: The y-intercept is defined as what y value you’ll get when you plug 0 in for x. In a graph, it will be the place(s) where the function crosses the y-axis.

Asymptote: An asymptote is an invisible line that a function will approach, but never touch. There are vertical and horizontal asymptotes.

Limit: A limit is what value your function approaches when you plug in a certain x-value. This isn’t necessarily what y-value you get because some limits are infinity.

Vector: A vector is a geometric entity characterized by a magnitude and a direction


 * Handouts**


 * Graphic Organizer