Exploring Derivatives through Graphing Title: Exploring Derivatives through Graphing Mentor Teacher: Mr.

Verkaik School: Holland Christian High School Date: 4/19/13

Catherine Tanck

Content: I will be teaching students about how to graph the derivative function given the graph of the original function by allowing them to explore through trial and error how to properly do this. Students need to be able to describe how the derivative changes as the function changes. They need to be able to determine where the derivative is positive, where it is zero and where it is negative. Further, they must be able to determine where it is increasing and decreasing. Specifically, they need to be able to determine this based on the slope of the function. Additionally, they must be able to produce a rough sketch of the derivative graphs. Instructional Strategy: I chose to use the reciprocal teaching strategy because it allows students to explore their learning for themselves. Instead of directly telling the students how to graph the derivative function, I allowed them to figure it out for themselves. Additionally, the way that core-plus is set up, allows for students to do explorations to deepen their understanding of topics, rather than hearing a lecture or receiving a note sheet. Audience: I will be teaching 30 students. The students are juniors and seniors. The majority of the students are white but there is some racial diversity. However, for all of these students, understanding English is not a problem. There is a pretty equal proportion of males and females. There are no specific special needs in the classroom that I have been made aware of. I am assuming that the students understand what the derivative is from previous work done on the topic. I am also assuming that they understand the basic properties of graphs, and how to properly graph functions. They are familiar with the basic structure of this lesson because it follows the general core plus lesson structure including the majority of the lesson being an exploration. Length of Lesson: 45 minutes (the entire class period) Materials Needed: Computer, projector, slips of paper, students individual computers, whiteboard, dry erase markers, handout Rationale: This lesson is important because it gives students a basic understanding of what the derivative is before they are introduced to it in a more detailed way. The derivative is a very important topic, and is one that students will need to be comfortable with if they are going to pursue college mathematics. Because the class is made up of juniors and seniors it is important to prepare them for college math. The lesson that precedes this one is also about derivatives, but not about graphing them correctly. Instead, the previous lessons looked at how derivatives measure the rate of change. Rate of change is a very

Exploring Derivatives through Graphing

Catherine Tanck

important topic, and one that students have been looking at since they were freshman. However, the derivative takes the idea of rate of change to the next level and is therefore an important culmination point. Lesson Objective: Students will investigate the connection between a functions graph and the graph of the derivative Students will describe what the derivatives tells us about the original function Students will analyze how the shape of f(x) determines the shape of f(x)

Standards: Determine maximum and minimum points of a graph and interpret the results in problem situations Understand the conceptual foundations of limit, the area under a curve, the rate of change, and the slope of a tangent line, and their applications in other disciplines Analyze the graphs of polynomial, rational, radical, and transcendental functions Maximum and minimum points are used to determine when the derivative graph changes which is covered when they are drawing the graphs for themselves. Additionally derivative is what measure rate of change, and this was made explicit the last few days we were working on derivatives The types of graphs the students are analyzing are of all different types. Classroom Organization: The students will begin the lesson in their usual assigned seats. They will then go to a particular side of the room depending on which team they are on. I will tell team 1 to go to the left side and team 2 to go to the right side. I will handle transitions by giving instructions first, and then allowing students to move to their proper spots. Additionally, the students are used to working in groups for the majority of the lesson so this lesson is not outside of their comfort zone. I will manage time by keeping track as things are going. If I am running short on time, I will shorten the game or remove the guided practice. I feel confident that the students will still be able to grasp the information without the check for understanding aspect of the lesson. What is Happening in the Lesson Orientation Review previous days exploration Talk about how to calculate derivatives at particular points What is Being Said in the Lesson I will discuss with the students what they have covered in the previous days exploration to ensure that they grasped what I needed them to. Ask students how to calculate a Time 3 minutes

Exploring Derivatives through Graphing Finding derivative formulas that work at all points Introduce relationships between function graphs and derivative graphs Explain that by looking at the graph of a function, we can graph the derivative

Catherine Tanck

State the Objective Students will investigate the connection between a functions graph and the graph of the derivation Students will describe what the derivatives tells us about the original function Students will analyze how the shape of f(x) determines the shape of f(x)

derivative at a particular point (looking for the formula (f(x+h)f(x)/h) Also ask for the rules that they have learned about how to create a derivative formula to find the derivate at any point. Ask students what points are important when looking at a graph and attempting to determine the derivative. What kinds of information do we look for in the graph of the function that is important to the derivative as well? I will then introduce the topic of graphing the derivative without giving too many hints away because that is the point of the game we play later. Explain the objective to the students 2 briefly minutes

Presentation of Content Pull up website for sketching derivative graphs Split the class into two teams (done ahead of time) by putting the teams up on the projector (in a word document) Use slips of paper to pick a random name from each team to come up to the front and try to sketch the derivative graph. Have the slips of paper split up

I will be encouraging students in their attempts to graph the equations. I will also be facilitating the game including pulling out slips of paper to determine which members of each group will go to the front to draw the derivative group I will also ask Mr. Verkaik for his rating of each graph and write the

20 minutes

Exploring Derivatives through Graphing to make it easier to have an equal number from each team. Allow the student to attempt to draw the derivative graph. Mr. Verkaik will rate each graph by giving it a point value (0-10) I will allow each team to do 5 graphs The winning team will win a super awesome prize Possible hints- look at the important (inflection) points, where is the slope increasing, where is it decreasing

Catherine Tanck

score he gives them on the board After the game is over I will add up the points and announce who won If the students struggle I will give the hints that are listed to the left

After the activity is over, I will ask the people who participated what tips they had for drawing the graph. I will ask if they used inflection points I will also ask how they determined whether the derivative graph should be increasing or decreasing Using the projector, computer and derivative website

C/U

C/U

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If the technology does not work, I will create different graphs on the whiteboard and have them draw the correct derivative. Checking for Understanding I will ask them similar questions to 5 The students will break into the ones that I asked in the check for minutes groups of two understanding above but on a They will work in those groups personal level. I will also walk on the same website that we around the room to determine used previously whether or not students have a They can alternate back and proper grasp on what we are forth drawing the derivative learning. Because they are working graph in pairs they can ask each other for With each graph they draw, help, and bounce ideas off each they explain to their partner other. their thought process as they

Exploring Derivatives through Graphing were drawing it Technology will be used in this part of the lesson because students will be using their personal computers Guided Practice In the same groups as the check for understanding, the students will work on #3 in the investigation The students will go through and look at the graphs and then sketch the graph of the derivative function The graphs will be given on a handout to make it easier for the students to sketch on top of They will explain their thinking I will walk around, give feedback, and answer any possible questions that arise If you are using models, examples, handouts for this section of the lesson, please indicate that in this column.

Catherine Tanck

During this part of the lesson I will walk around and answer students questions. I will also ask them the same questions that they are answering on the worksheet to ensure that they are answering them correctly. This problem comes from their textbook, and relies on students understanding of how to graph derivatives which is something that the practiced in the check for understanding and presentation of content. Student have now done it on the computer, with a partner, and now the worksheet provides no help but does ask for explanations requiring students to think about why theyre sketching in the way that they are.

15 minutes

Students will be given a worksheet with the graphs on it and different questions they must answer for each group Independent Practice The CYU is a way to check whether Students will have to do the or not the students understood what CYU for homework. you taught, and going over it the next day is a good way to determine whether or not you need to review things again. Closing I will ask the questions to ensure I will ask a few follow up that students understood the things questions to determine that they learned. whether or not the students understood the idea of the material Ask what the graph f(x) tells us about the graph of f(x)

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5 minutes

Exploring Derivatives through Graphing Ask what the graph f(x) tells us about the rate of change of values in the table for f(x) Does the shape of the graph f(x) helps us sketch the graph of f(x) By gauging time, I will determine whether or not I have time for this If the students are working well on the independent practice I will just walk around to determine whether or not they understand the material

Catherine Tanck

Assessment: I will be assessing students by looking at their ability to complete #3 of the investigation. This investigation summarized all of my objectives, and because this is the last problem of the investigation, but the end they should have no problem meeting the objectives. I expect that all of the students will be able to draw the graph of f(x) given the graph of f(x). They will only be able to do this if they understand what the derivative is telling us about the function. Additionally, I expect students to be able to work backwards, and from the derivative graph tell me what the function graph could look like. I will assess their understanding at multiple points throughout the lesson. First during the activity I will assess whether or not they understand what they are doing, by the accuracy of their graphs. In the guided practice I will determine their understanding by how thoroughly they can explain to their partner their thought process. I will determine this by walking around the class and listening to conversations, while asking leading questions. Finally, during the independent practice I will determine their understanding by asking questions as they complete the investigation. By asking questions that challenge them to think beyond just drawing the graph, I can gauge the depth of their understanding. Meeting the Needs of All Students: Student Needs Nancy-Nancy does not speak English that well How I will address the Need I will pair Nancy up with another person in the class who speaks excellent English but also speaks Chinese very well. These two commonly work together in class, so this will not be a surprise to them. I will pair Rachel up with Lauren who is usually very interested in the topic, and easily grasps the information

Rachel- Rachel commonly has trouble grasping the mathematical information, commonly comes in for extra help

Exploring Derivatives through Graphing Relatively quiet class

Catherine Tanck Decided to do an activity to try and involve the kids in a class that they normally do not want to be involved in

Technology: I will use the projector, a website for drawing derivatives, and the students personal computers. First, I will use the projector to show the students their groups for the game. Then I will use it to show the whole class the website as we play the game. Next, the students will use their personal computers to work through the graphing website on their own. Handout: The handout that I used came from the book. I made a copy of the problem from the book. I wanted to make a copy of this problem so it would be easier for the students to draw the graphs directly on the graph of the function. It is easier to do it like this for this question because then the students do not need worry about drawing the function graph and only need to worry about the derivative graph.

Exploring Derivatives through Graphing

Catherine Tanck