DEPARTMENT OF EDUCATION AND TEACHER DEVELOPMENT

CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING: ___X_

ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Alina Sturgis Date:
2/15/17

Content Area: Math Grade Level: 8

Integrated
Subject Matter:
8.1: Square Root Functions
Lesson Content Description: (observed lesson)
Students learn how to graph square roots

Instructional Strategies/Method of Delivery:

Lecture, vocabulary, white board examples, guided practice, video, poll everywhere.

Common Core Standard:

CCSS.Math.Content.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a
verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.
CCSS.Math.Content.HSF.IF.C.7.b
Graph square root, cube root, and piecewise-defined functions, including step functions and
absolute value functions.
ELD Standard:
Interpretive
Expanding
6. Reading/ Viewing closely
b. Express inferences and conclusions drawn based on close reading grade- appropriate
texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to)
Common Core Lesson Objective:
Students will graph square root functions by making tables and using the parent graphs.

Assessment:
Formative:
Guided practice, circulating the classroom, polleverywhere.com, homework

Summative: n/a

Lesson/Assessment Modifications: ELL: Special Needs

Extra copy of notes for EL student to fill in
Technology: Describe the types of technology you will be utilizing in your lesson to create
and enhance instruction
If no technology is used, please explain why.
Video to help aid instruction, polleverywhere used to gauge students prior
knowledge

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success

Graphing lines, plotting points, making tables.
Review sub-skills required for this lesson/objective
Properties and rules of square roots.

June 2014

LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

Teacher asks students what they know about square roots
Teacher talks about how numbers underneath the radical (also known as the
radicand) must be positive.
Books get passed out/ students get calculators etc.

THROUGH

Step-by-Step Modeling/Presentation of the Objective

Objective: ASWBAT graph square root functions
Vocab:
-A square root function contains the square root of a variable. A type of radical
function.
-Radical/ radical sign:
-Radicand: number underneath the radical
Use polleverywhere.com to check for prior knowledge: From what you know about
square roots and numbers underneath the radical, what do you think the domain
will be?
Discuss key concepts of square root functions, p. 463
- Parent Function: f(x) =
- Type of graph: curve
- Domain: x> 0
- Range y > 0
*Show graph
Technology used to create and enhance modeling examples: polleverywhere.com

EL: Special Needs Adaptations:

Step-by-Step Guided/Structured Practice of the Objective: Gradual Release of

Instruction
Example 1: Dilation (also show parent graph)
- f(x) = 2
 - Step1: create table
- x - 0 - 1 - 2 - 3
- F(x) - 0 - 2 - 2.8 - 3.5
- Step 2: Plot points, draw curve
- Step 3: determine domain and range
-Domain and range are greater than/ equal to 0

Ex2: Reflection of the square root

- Graph y= -3
- Create table
- Plot
- D? R?

**Key concept: +k
-Draw graph of y= a , then translate k units up if k > 0 and down if k <0
-Translate graph h units left if h>0 or right if h<0

When choosing inputs for x, we must make sure that the values make the radicand
positive
-Explain that h(x) represents the y values
Ex 3: g(x) = +1

Checking for Understanding/Formative Assessment of Each Students

Performance/Closure of Instruction
Gp1: g(x) = 4
Students can work in pairs/ individually. Teacher has students answer out or write
work on the board once they have completed the problem
GP2: y = -2
Ex 4/ Gp3:

Technology used to create and enhance Checking for Understanding: Khan academy
video bringing it all together

EL: Special Needs Adaptations: peer tutoring

BEYOND

Independent Practice/Summative Assessment of Each Students Performance

Students work on homework assignment Pg. 466 #1-8
Students have time to work on assignment
Students pack up, teacher asks a student to read objective. Did the class accomplish
it?

Final Closure of Lesson: Closure question to reinforce instruction learned

Technology used to create and enhance Independent Practice: Khan academy video if not
used in through section.