STEPP Lesson Plan Form

Teacher: Mitchell Tandy

School: Thompson Valley High School
Content Area: Math

Date: 12 Nov 2015

Grade Level: 11-12

Title: Unit 3 Cumulative Review

of 2

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #:2

(Write Content Standards

Colorado Math Standard 2.1. Functions model situations where one quantity
determines another and can be represented algebraically, graphically, and using
tables
Colorado Math Standard 2.4 Solutions to equations, inequalities and systems of
equations are found using a variety of tools
Understandings: (Big Ideas)
Students will review a variety of concepts that they have learned over the semester
to strengthen their understanding: absolute value equations and inequalities, linear
functions, parallel/perpendicular lines, domain/range, systems of
equations/inequalities, and lines of best fit.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)

What kinds of functions am I familiar with? What do they mean, and how do I
work with them?
How can I use two different facts about quantities together to learn more
about them? How can two functions be related to each other?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Students will be able to evaluate and analyze
functions to solve problems given a variety of different kinds of functions, including
systems of functions, from the Algebra 2 curriculum.
This means: Students can look at a function and explain what it means graphically,
symbolically, and conceptually.
List of Assessments: (Write the number of the learning target associated with
each assessment)
Students will write down the answers that they find on their review handouts, which
I will check once when they are half-way through the review and once when they
finish (in addition to checking in with students along the way).

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input

Unit 3 Cumulative Review

This lesson is designed to prepare students for the Unit 3 exam by
deepening students understanding on past material focused on different
attributes of and methods of working with functions. The non-linear structure
is designed to allow students to tackle problems according to their comfort
levels with different content.

Time: Approximately 90min.

Materials: classroom set of graphing calculators and printed handouts
for all students.
As students enter, a Do-now will be posted with a warm-up on
graphing linear and absolute value functions. Several questions on the
review require graphing of such functions, so this will be important
prior knowledge for students to have.
On Thursdays, students usually come to class half-asleep and hungry;
some of them bring in breakfast as well. Thus, students will respond
very well when presented with the extra incentive for the lesson.
Simply displaying the candy to the class will kick off the review activity
with a great deal of self-motivation on the students part.
IMPORTANT: Inform students that many of you have mentioned that
you missed certain sections or dont understand previous sections from
class. If thats the case, now is the time to get help and ask questions!
Look around and find what you dont know!
After instructions are given:
- Students individually walk around the classroom with their
review handouts, and solve the posted review problems on
different whiteboards.
- Once students finish half of the problems (about 12, depending
on the questions), they let me know. Then, I check what they
have so far and give them a piece of candy if I approve it. The
second piece is for when they finish.
I will be checking around on individual students throughout the activity.

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-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each

Expected areas of difficulty include:

- Some students never showed mastery of some early material
(like graphing absolute values of one var), so they will likely
struggle on those questions.
- Systems of 3 equations caused difficulty for much of the class on
Tuesday
- Copying. I will have to keep a close eye out for students moving
as one unit.
(Last 5-10 minutes) The lesson will close with a showcase of student
explanations on how to solve systems of equations different ways.
During the activity, I will be looking for good answers for the questions,
How would you explain how to solve using ________? When I find a
good explanation, I will ask that student to write it up on the board and
be ready to share it at the end of class.
Then, after appropriate warning, I will have the class sit back down and
listen to how some of their classmates approach each method.

For students who complete tasks quickly, I will have them share their
solutions in the closure of the lesson. That way, I give them something
to do without just throwing busywork at them, and they can share their
successful strategies with their classmates.
For students who have struggled in the past, I can purposely check in
with them more often to make sure they get the help they need on
different questions.
The handout will be used as an assessment at two separate times. The
first, and arguably most important, assessment is at the half-way point
when students check in to get their first piece of candy. At this point, I
can check how students are doing so far on the review, and check

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assessment.

specific problems that I know they have struggled with in the past. This
will be different problems for different students, as some are stronger
in graphing lines while others are stronger in solving three variable
systems. The second assessment is at the end, when students turn the
review in. Then, I can take time to thoroughly analyze students
understanding.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
From what I identified with the assessment, student achievement of
the lesson objectives was widely varied for different students across the
class. Several students completed nearly all of the review, and I was able
to look through what they completed at the end of class when they
wanted the candy for finishing half the problems. Across the entire
review, these students showed a solid understanding of the material, and
even when they had difficulty, it required very little input in order to set
them in the right direction. This handful of students numbered 3-5 in
total, and I am confident that they will meet expectations on the coming
test.
The remaining students of the class did not achieve the same success
across the board, but many did make progress in their understanding on
certain concepts. One group of three students in the back struggled with
absolute value problems, and responded well to my questioning strategies
to find the right answer. However, they made little progress beyond the
problems that I specifically helped them with, and ended up completing
less than one page of the review. Another group of students further
forward similarly responded well to help on domain and range, but also
similarly did not work whenever I was not working directly with them.
In summary, my lesson objectives were only partially met by the
majority of the class. Progress was made, and understanding of content
was deepened, but the progress was much less than I was striving to
achieve, due to several factors on my end that I should improve for future
lessons.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
A number of changes would improve this lesson. First, during the
lesson, I made the decision to allow a student to take pictures of the
questions in order to work at his desk, since it is normally very difficult to
motivate him to do work in class. However, I did not properly clarify that
it was a special exception (for differentiation), so other students also
started using pictures of the questions instead of actually finding the
questions as intended. I should have properly informed students that
they should not take pictures of the questions, as well as informed the
individual student that his case was a special exception.
Second, when I originally decided to use candy as an incentive, my
thought process was, Who wouldnt want an extra kick of sugar in the
morning to get going? It appears that many people have no interest in
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such a thing. The only students that this provided additional motivation
for were the students who normally try assignments and activities
anyway. As a result, the candy did not change anything. If I were to
teach this lesson in a similar environment in the future, I would not
include this. That way, I can focus more on checking-in with every
student.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
For the next lesson, I would do a follow-up small group activity, with
small groups that I assign. In these small groups, which would contain
students with different ability levels, students would take turns walking
through one question at a time on one of the big whiteboards on the wall.
For example, one student would walk the group through the first question,
then the next student would walk the group through the second question,
and so on. This way, advanced students can demonstrate their successful
thinking strategies, and struggling students can try problems with the
help and guidance of their peers. This will allow for a more
comprehensive review experience that I can more effectively manage.

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