Jake Brandolino Math Lesson

MR. BRANDOLINOS 8
TH
GRADE ALGEBRA
UNIT: Algebra and Data Analysis DATE: 10/23/2013
LESSON: Roller Coasting Through Functions TIME LENGTH: 20 mins

PA ACADEMIC STANDARDS:
1. 2.8.8.B Evaluate and simplify algebraic equations and solve and graph linear equations
and inequalities.
2. 2.8.8.D: Create a table or graph from a functional rule.

ASSESSMENT ANCHOR DESCRIPTORS:
1. Anchor Descriptor - M8.D.2.1: Select and/or use a strategy to simplify an expression,
solve an equation or inequality and/or check the solution for accuracy.
2. Anchor Descriptor - M8.D.1.1: Analyze, extend or develop descriptions of patterns or
functions.

MOTIVATIONAL DEVICE:
Play YouTube clip of HD Point of View ride on Sheikra at Bush Gardens, Tampa Bay.
http://www.youtube.com/watch?v=WfxStkSY2d0
Ask class if they like to ride roller coasters. Have them raise hands and select one or two students
to talk about experience.

INSTRUCTIONAL OBJECTIVES:
Students will be able to:
1. Evaluate functions using the order of operations.
2. Describe and represent functions using tables, graphs and rules.
3. Compare and relate representations of the same relation.

MATERIALS NEEDED:
Coaster Track Activity Sheet
Coaster Track Activity Sheet Answer Key
Dream Scream Machine Activity Sheet
Commented [JMB1]: Assigned to establish an 8
th
grade
classroom environment.
Commented [JMB2]: Content pedagogy- These standards
align with the curriculum and build off of students prior
knowledge.
Commented [JMB3]: Communication and technology -
The teacher uses knowledge of effective verbal, nonverbal,
and mediacommunication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom
Commented [JMB4]: Show YouTube clip of virtual
rollercoaster ride. Tell personal perspective and emphasize
opinion on rollercoasters to class. This grasps their attention
and will get them ready to learn content to be taught.
Jake Brandolino Math Lesson
TECHNOLOGY NEEDED:
Doc Cam
Computer and Projector


RESOURCES USED:
http://illuminations.nctm.org/
http://youtube.com

LESSON TYPE (Pedagogy): Cooperative Learning
LESSON OUTLINE:
I. Introduction
A. Good afternoon eighth graders. As you know we have been working on solving and
graphing linear functions. Today we are going to be Roller Coasting Through
functions. Play class YouTube HD Point of View ride of the Shreika at Busch
Gardens Tampa Bay. (4 mins)
B. During video explain how Shreika was your favorite roller coaster and ask the class
Who likes to ride roller coasters?
1. Have them raise their hands to this answer.
2. Ask one student why he or she does not like roller coasters? Ask another why he
or she does like roller coasters?
II. Lead into discussion of roller coasters and math.
A. Ask, "How do you think roller coasters and math are related?" Give students a minute
to think about this answer.
1. Hand out activity worksheets if not already on table
2. There will be a variety of student responses, such as numbers, speed, height,
and formulas. Write main ideas on the board and introduce the vertical motion of an
object falling at a constant acceleration can be modeled by the equation:
h = -16t
2
+ v0t + s (4 mins)
3. Explain how today we are not interested in the physics involved today, remove
velocity. Use h = -16t
2
+ s as linear equation for Coaster Track Activity
Commented [JMB5]: Planning - The teacher plans
instruction based upon knowledge of subject matter,
students, the community, and curriculum goals.

For this lesson the students will first observe direct
instruction and then use a higher level of bloom taxonomy as
they work together to complete worksheets assigned.
Jake Brandolino Math Lesson
B. Introduce Coaster Track Activity Sheet. Count class off into 1s and 2s and have them
work to complete sheet in pairs. Dream Scream Machine Activity sheet is HW.(9 mins)
1. Call on student to read the directions.
2. Work through first equation h = 400-16(0)
2
. How will you know when the
coaster has reached the bottom of the drop Ask for answer. (the height about
ground will be zero feet)
3. CFU on directions and have them work on activity.
4. Walk around room to see if how students are performing on the worksheet.
III. Have groups raise their hand when they have completed the worksheet. They may begin
their homework, Dream Scream Machine Activity Sheet
A. Display answers to Coaster Track Activity before closure.
IV. Summary (includes closure) (3 mins)
A. Summarize use of linear equations as math that can be related to roller coasters
B. Ticket out the Door: Answer 3 Key questions on Doc Cam
KEY QUESTIONS (Include three high level questions):
1. Why are all of the graphical representations in the first quadrant only?
2. The equation we are using does not take into account certain things that may have an
effect on the roller coaster as it drops. What are some things that could affect the drop?
3. Which of the following ordered pairs would be unreasonable if it appeared in your data
table? Why? (2, 189), (8,-124), (-2,1000)


CLOSURE: Thank the students for their participation in the cooperative learning lesson. Ask
if they have any questions.

FORMATIVE ASSESSMENTS (Include at least two):
1. Check for understanding by asking students to expand why roller coasters are related
to math.
2. Walk around the room observing students as they work within their groups on the
activities provided.

Jake Brandolino Math Lesson
HOMEWORK: Complete Dream Scream Machine Activity Sheet

REFLECTION (Include at least three questions):
1. Did you set clear expectations so that students knew what was expected of them? If
not, how can you make them clearer?
2. Was students' level of enthusiasm/involvement high or low? Explain why.
3. Was the group work effective? What adjustments could you make for next time?

Commented [JMB6]: Assessment - The teacher
understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the learner.

Teacher observes students for formal assessment. Assigns
completion of worksheet for homework.
Commented [JMB7]: Reflective practice: professional
development - The teacher is a reflective practitioner who
continually evaluates the effects of his or her choices and
actions on others and who actively seeks out opportunities to
grow professionally.

This lesson plan was a success. The motivational device grab
the students attention and there a smooth transition between
direct instruction to cooperative learning.