Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Daniel Brown
Position

Mathematics Teacher, IB Program Coordinator

School/District

Central High School

E-mail

Daniel.Brown@bcsdk12.net / BrownDanielC@gmail.com

Phone

678-386-9300

Grade Level(s)

11th

Content Area

Mathematics

Time line

One Week (portion of Unit 8, IB Math SL 1)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Students will be able to use the first derivative to analyze and interpret functions by
identifying the location of extrema, identifying horizontal tangents, and looking at
interviews of increase and decrease. This lesson will focus on a topic many students
have difficulty with drawing the graph of the first derivative based on the function. At
this point, students have already learned basic derivative rules in addition to using those
rules to find the equations of normal and tangent lines. Students understand that the
derivative represents the slope of the tangent line. Students are expected to have a firm
grasp of the First Derivative Test before moving on to the Second Derivative Test and
Content Standards curve sketching. These topics build up to optimization in the calculus topic.

Studentsdemonstratecreativethinking,constructknowledge,anddevelopinnovativeproducts
andprocessesusingtechnology;Studentsusedigitalmediaandenvironmentstocommunicateand
work;collaboratively,includingatadistance,tosupportindividuallearningandcontributetothe
learningofothers;Studentsapplydigitaltoolstogather,evaluate,anduseinformation;
NETS*S
Standards:

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)
This lesson is designed to last three days as students learn and practice the First Derivative Test for functions in
the calculus topic of IB Math SL.
Day 1: Students will explore functions and their first derivatives. Students will look at derivatives in the form of
tables and graphs. Students will use a pre-made GeoGebra worksheet for this exploration.
http://www.geogebra.org/material/show/id/49950
Students will be given some guided questions to explore during the exploration. These questions are provided
under the Essential Questions of this lesson plan. To further the connection between the graph of the function
and the first derivative, students will explore using an applet from the University of Colorado.
http://phet.colorado.edu/sims/calculus-grapher/calculus-grapher_en.html
At the end of the exploration, students will record their reflections on Padlet to share with all students. This Padlet
will serve as a formative assessment for the students to allow the teacher to plan necessary changes to Day 2.
http://padlet.com/browndanielc/l6jiu664fq49
Day 2: Students will work in groups to complete a task that involves matching the first derivative function to its
graph. These groups will be homogenously grouped so that the teacher can most effectively scaffold the
assignment. The students will be matching card sets including the equation of the function, the equation of the
derivative, the graph of the function, and the graph of the derivative. The cards for the activity can be found here:
https://www.dropbox.com/s/3zrgmf40p7ize2p/CARD MATCHING WITH FUNCTIONS.pdf?dl=0
Day 3-4: Students will be assigned a function. Using this function, students will create a screencast or video
describing how to draw the first derivative based on the graph. Final videos and screencast will be submitted to
me using DropITtoMe. The screencast or video will serve as a summative assessment for students. A rubric will
be provided for grading. At our school, we are on a modified block scheduling (Monday, Tuesday, Friday regular
seven period days; Wednesday, Thursday block schedule). Day 3 would be an extended period for the students.
This will provide additional time to ensure students know how to use the technology.
The submission site is https://dropitto.me/MrDBrownand the password to submit is derivatives. Once projects are
graded and checked for correctness, they will be uploaded to my teacher webpage for all to access.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
Essential Questions:
How can we use the derivative to find intervals of increasing/decreasing?
How can we use the derivative to find extrema (minimums/maximums)?
What is the relationship between the graph of f and f?

Guiding Questions:
The following questions can link this topic to students prior learning:
What does the derivative represent?
How would you describe a function with a positive derivative? A negative derivative? A derivative of zero?
What would it mean for a derivative to not exist? Is there more than one answer?
What are some other words we could use in place of the derivative?
The following questions will serve as the guiding questions to the exploration activity on Day 1:
You are to explore the graph of f and f using the following two webpages:
http://www.geogebra.org/material/show/id/49950
http://phet.colorado.edu/sims/calculus-grapher/calculus-grapher_en.html
While exploring, think about the following questions. You will record your final thoughts in a paragraph to
http://padlet.com/browndanielc/l6jiu664fq49at the end of the period. Feel free to link images to defend your
reasons.
1. How would you describe a function with a positive derivative? A negative derivative? A derivative of zero?
2. What would it mean for a derivative to not exist? Is there more than one answer?
3. What are some other words we could use in place of the derivative?
4. Specific functions have predictable derivatives. What is the graph of the derivative of a quadratic function? A
cubic function? A linear function? Why do you think this is?
5. What happens to the derivative when a function has an asymptote? A sharp corner?
6. When a function has a minimum or maximum, what do you notice about the y-value of the derivative?
7. What are some other patterns you notice?

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
Day 1 and Day 2 of this lesson will involve formatively assessing students. On Day 1, informal students
questioning, observations, and discussions can determine the connections students are making to the derivative
and the graph and the function. The Padlet response will allow the teacher to read how the students have
verbalized their connections and their findings. Along with previous assessment data, the Padlet discussion will
determine how students should be grouped for the Day 2 activity. Students will be grouped homogenously in
order to best scaffold students. The matching activity serves as both a formative assessment and a learning
activity for students. The summative assessment for this standard, in the form of a screencast or video will be
graded according to the following rubric:
Rubric for Curve Sketching Screencast/Video
Unsatisfactory (0 pts)
Relationship between f
Lacks understanding of
and f
the relationship between f
and f
Identification of extrema

Incorrect or incomplete list

of extreme; incorrect
categorization

Intervals of increasing
and decreasing

Graph of f does not

display the correct
intervals

Graph of f

Incorrect or incomplete
graph

Communication

Student does not clearly

or concisely explain the
mathematics or reasons
Screencast or video is not
complete.

Screencast/Video

Satisfactory (1 pt)
Vague in conveying the
relationship between f and
f
Identifies extrema but
supporting statements are
vague or mathematically
incorrect
Intervals are correctly
identified, but without
correct supporting
explanations or
mathematical statements
Graph is correct, but
without correct supporting
explanations or
mathematical statements
Student correctly explains
the mathematics, but it
does lack some clarity.
Screecast or video meets
all of the requirements;
however, at times the
speech may be hard to
hear.

Excellent (2 pts)
Presents clear and
concise understanding of
the relationship between f
and f
Correct identification of
extrema with supporting
arguments
Correct identification of
intervals with supporting
arguments
Graph is correct and
matches mathematical
arguments
Mathematical arguments
and reasoning are both
clear and concise.
Screencast or video
meets all of the
requirements, audible,
and submitted on time.

TOTAL: _________ / 12
Teacher Comments:

Rubric is adapted from http://faculty.ccc.edu/mhidegkuti/shared/department/activity/activity_sp10/rubric.pdf

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Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
This topic in calculus from my experience can be a difficult topic for many students to grasp at the level needed
for success. It is an extremely visual activity. Additionally, unlike many problems in calculus, there are any specific
steps to give in order to solve the problem. Some students are able to quickly visualize the graph of the
derivative based on the function, but have trouble explaining how they arrived the graph. By giving students
access to interactive Internet resources, students can spend as much or as little time practicing as they need and
visualize the concepts being practice. Additionally, the interactive nature of the resources (serving as virtual
manipulatives), allow students to make connections from the concrete to the abstract. The padlet discussion
allows for students to read each others conclusions and facilitate collaborative discussion among the class.
Screencasting and video making technology allows students to fully show their understanding while ensuring that
each student is proficient. Particularly, the screencast or video will allow the students to fully describe verbally
their understanding of the first derivative and its application to the graph of a function.
Previously, students ideally have had experience creating videos or screencast. Most students have created a
screencast recently in their IB History class, so they are familiar with that tool. Students used Screencast-o-matic.
Students have also created and edited videos in both their IB English and IB History course. This would be their
first time using this resource in a mathematics classroom.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Students will need to have a firm understanding of what the derivative represents. Previously, students have
learned about rates of change, using the difference quotient to find the slope of a secant line, and using the limit
of the difference quotient to find an expression for the derivative. Students have learned all key derivative rules.
Students have also used the derivative to write tangent and normal lines of a function. Most students have made
the connection that the derivative refers to the rate of change or slope of a function. The Friday before this lesson,
students were given a progress check (formative quiz) over the derivative and tangent & normal lines.
Many students have difficulty with the visual aspect of this concept there are no numbers, and they are used to
working with numbers and equations in a math class instead of relying purely on the visual nature of the graph.
Addendum: After Fridays progress check quiz, many students had an issue making the connection between a
horizontal tangent and the slope being zero. This is an important skill needed for curve sketching as it helps one
identify extrema. We will complete a bellwork at the start of this lesson looking at horizontal tangents and their
implications.

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
My students have practice and experience with using technology in the classroom, so know my expectations with
using computers or mobile devices in the classroom. Misuse of technology is understood to be a classroom
management issue and not a technology issue.
All activities will be completed in class, so student access to technology will not be an issue. Student will receive
the necessary support in order to use the technology correctly. The media specialist has volunteered to be on
hand during Day 3 to help me assist students in using the technology.
On Day 1, students will work in pairs for the initial exploration. On Day 2, students will work in assigned
homogenous groups of 3 for the matching activity. On Day 3 and 4, students will work individually on their
screencast. On Day 1 and Day 2, students will be able to work in the classroom using the classroom set of
computers. On Day 3 and Day 4 during the create of the screencast or video, students will be able to work in
various location for the space and in order to record clear screencasts or videos. Students will be able to work in
the classroom, the media center conference/study rooms, the hallway, and/or the math tutoring room for space.
The internet will be required for Day 1. I will need to ensure that all Java applets on my class set of laptops are
working properly. If Internet happens to go out on the day I plan to do the interactive webpages, I will need to
adjust my lesson plans. While not ideal, I would give students a list of functions and their derivatives (in function
notation). Students could graph the function and the derivative in the same window for the purposes of the
exploration.
Addendum: Prior to this lesson, the media specialist and I spent a considerable amount of time downloading the
Screencast-O-matic plugin and audacity onto each student laptop in my room. Each laptop came pre-installed
with video editing software. Headphones and microphones were checked out if the students needed them.
Webcams were tested to make sure they worked.

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Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Throughout this lesson, I will serve as a guide rather than a lecturer. Students will be exploring and learning this
topic through interactive explorations, collaborative discussions, and group activities. This will allow students to be
active learners in their own education. Students will have a choice in how they present their final project in order
to choose the means that best works for them.
Technology in this lesson is important for the visual aspect along with the discussion and explanations. This topic
in calculus from my experience can be a difficult topic for many students to grasp at the level needed for success.
It is an extremely visual activity. By giving students access to interactive Internet resources, students can spend
as much or as little time practicing as they need and visualize the concepts being practice. Additionally, the
interactive nature of the resources (serving as virtual manipulatives), allow students to make connections from the
concrete to the abstract. The padlet discussion allows for students to read each others conclusions and facilitate
collaborative discussion among the class. I will comment on the padlet discussion as necessary. Guiding
questions will help facilitate discussion in the group activity. Screencasting and video making technology allows
students to fully show their understanding while ensuring that each student is proficient. Particularly, the
screencast or video will allow the students to fully describe verbally their understanding of the first derivative and
its application to the graph of a function.
The screencast will allow students to orally describe their mathematics and thinking process. Oral communication
skills in all subjects are an important component in the International Baccalaureate curriculum, including
mathematics.
Regarding Blooms Taxonomy, students will be asked to experiment using the interactive websites in order to
examine and test hypotheses relating to the relationship between the derivative and the functions. In the creation
of the screencast, students will need to defend and explain their reasons using mathematically sound statements
in the creation of the first derivative graph.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
All students will need to master the standard, particularly since it is a foundational skill to the overarching curve
sketching topic and optimization.
In the day 1 activity, since students will be exploring the concept on their own with guiding questions. Students
can create simple to complex functions to explore, differentiating the content and process. Students will be
grouped homogenously so that I can be scaffold the learning and the questioning I use throughout the lesson.
Students will also be assigned the function they must analyze and create their screencast/video with. All functions
will be commensurate with the IB level content, but differentiated based on previous data. All students will have to
understand the connection of the derivative to the function, but some functions simply require a deeper
understanding that others. Students concurrently enrolled in AP Calculus AB will receive a functions with cups,
corners, and/or corners (topics not in the IB standards, but are a part of AP).
In regards to adaptive technology, students will be granted accommodations according to their qualifications and
needs. One student with autism spectrum Aspergers will want to work on his screencast in the media center
individual study room to minimize distracting sounds. This student also has trouble with verbal communication but
is gifted in written communication, so he would be allowed to create a presentation that relies more on written
communication versus oral. Teacher will also be available for additional tutoring to review prior concepts that are
pivotal to success in the course.

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The students, from my observations, enjoyed the lesson. This has always been a topic students had trouble with
when I taught it previously in AP Calculus or IB Math SL. I really love the University of Colorado interactive
resource I found for the initial exploration; it really allows the students to see side-by-side the function and the
derivative. I was hesitant of allowing a full day to the initial exploration, but once the students got started, it really
led to some deep discussion and ah-ha moments from students. The Padlet discussions were not as in-depth as
I would have liked, but I did hear some good discussion going on in the classroom. Additionally, I had some good,
thought-provoking questions from students.
The screencast was a unique way for my to assess my students in their understanding of the connections
between f and f. I think the next time I do this lesson, I will expand it to also lead into the connection between f, f,
and f. We did have some issues initially with the creation of videos (it can get a bit hectic when all students are
creating one at once), but dividing up the class between my classroom and the media center helped. Having the
media specialist on hand to aid students was a huge help too. I really liked seeing the variety of projects the
students chose to do. Some created the graphs on the computer screen and a screencast, as I originally thought
most would. The majority of students created videos, either of them teaching the problem or of in just of their
hands going through the work. Some students got very creative with their presentations. Next time, I will add a
category for creativity to my rubric.
Additionally, instead of having the students submit the files directly to me and then me uploading them to a
webpage (which I have not had time to do), I would have the students simply upload their projects to a class wiki.
This would save me time, but also allow the students to share their projects with a larger audience.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I had fun implementing this lesson especially when I got to see the creativity the students injected into their
projects. Overall, I was please with how the screencast/videos turned out more importantly, how students were
able to demonstrate and verbalize their learning and understanding of the concepts. I even had students request
more activities such as this one, so I know as a teacher there are some things I need to do differently in the future
when it comes to engaging my students. Next school year, we will be going one-to-one with each student
receiving a Microsoft Surface Pro. This alone will allow me to more easily implement technology-rich project with
me students.

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