Common Core Aligned Lesson Plan Template Subject(s): Algebra I: Functions Teacher(s): Brendan Holmes

LESSON ELEMENT

Grade: 9-11

School: Ocean View High School

STUDENT-FRIENDLY TRANSLATION ( # 2,3,4 only)

1. Common Core Learning Standard(s) Addressed: FIF 1: Understanding that a function from one set (Domain) to another set (Range) assigns to each element of the domain exactly one element of the range.

2. ELD and Content Area Standards Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts): AI-Collaborative: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

Students will share ideas and collaborate about the topic of functions.

3. Learning Target(s): (What will students know & be able to do as a result of this lesson?) Students will show an understanding of Students will be able to determine what a function is, know what roles domain and range have in determining a domain, range, and what determines a function, and know what the rules are for an expression to be a function. function.

4. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?) These outcomes are important in the real world because functions show up in geometric patterns all over the world around us. They will use functions as a foundation for future math courses to build on.

Functions are found all over the world around us and will be important for future math classes.

5. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?) Students will have successfully met the outcomes by showing their knowledge of what a function is, what roles domain and range hae in determining a function, and what the rules are for functions. I will be looking for specific key words such as one x-variable for every y and no repetition in the domain. I expect an 80% success rate with the other 20% receiving tutorial help.

6. Instructional Method: Indirect Instruction Inquiry

7. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?) Engagement Object, event or question used to engage students. Connections facilitated between what students know and can do. Begin with the question, So, what is a function? Brainstorm answers on the board and then eventually eliminate answers that do not quite fit what a function is until we have a solid definition. Exploration Objects and phenomena are explored. Hands-on activities, with guidance. Put the students into specific groups that have varying levels of proficiency in math that I know will work well together. The groups will come up with two expressions that they believe, when graphed, will be a function and a non-function and then test it on the TI 83/84 calculators provided at the front of the room with the results being displayed on the ELMO. Students will explore what they can do to the expressions (such as make an x negative or positive) in order to make them functions or not.

Explanation Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Students will work in their groups to figure out why some manipulations of their expressions change a function to a non-function or vice versa. Students will come with questions if they do not understand and try to work out those questions with other groups. Elaboration Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. Students will try to think of real life applications of functions in their groups. We will compile those applications on the board and if there are not enough I will use the computer projector to display some other real life applications.

Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. Students will complete an exit card answering these questions about what a function is, what roles domain and range have in determining a function, and what the rules are for an expression to be a function. 8. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Two TI 83/84 calculators, ELMO, paper, pencil, whiteboard.

9. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.) I will create strategic groups in order to make sure cooperation is had by all. In addition, the ELMO projection of the graphing calculator will display how the functions are created in a large visual in a step-by-step process.

10. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.) Make sure my hearing impaired student is in a group in the front of the classroom in order to hear all directions given by myself.

Common Core Aligned Lesson: Reflection Does this lesson reflect one of the shifts in instruction (see Common Core Shifts documents)? If so, please describe which shift is addressed and how? Shift 4 Deep Understanding: Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right, they learn the work. My students will be actually creating their own functions so they would be reaching the highest level of Blooms Taxonomy and really showing complete and deep understanding of the concept. In addition, please choose ONE question below to respond to after you have taught the lesson OR create your own question and respond to it after you have taught the lesson. 1. How did this lesson support 21st Century Skills? 2. How did this lesson reflect academic rigor? 3. How did this lesson cognitively engage students? Students had to really dive deep into their understanding of the concept of functions in order to actually create their own functions from scratch. Not only do you have to understand the rules of functions, but you have to understand the relationship of the domain and range of the function to create it. Also, students must be able to realize what a function is not and create an expression for that. Working in strategic groups allowed for the students to really bounce ideas off of each other and a lot of AHA! moments happened in which students really began to understand the concept of what makes a function. 4. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills? Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson. Make copies of student work and write your comments on the copies.