Learning Experience Plan

Nathalie Metz

Subject: Math Grade level: 9th

Unit: Graphing Length of LEP (days/periods/minutes): 3 days

45-minute classes

Topic: Graphing lines and parabola using zeros

Content Standards: (include only standards addressed in this LEP)

Understand the relationship between zeros and factors of polynomials.

2. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on
division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct
a rough graph of the function defined by the polynomial.

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will:  Formative Assessment Worksheets at the
 Students will recall what a zero on a end of lesson 1 and 2
line means  Summative – Financial Planner
 Students with summarize the steps of assignment at the end of lesson 3
finding the zero(s)
 Students will solve for the zeros and
plot the graph of the function
 Students will investigate what it means
when a line crosses an axis

Materials/Resources Procedures/Strategies

Recess Ball Day 1

White
Sponge Activity (activity that will be done as students enter the room to get them into the
board/smartboard
mindset of the concept to be learned)

Projector Screen for

I would get a recess ball, hold it above my head and let it down to the
PowerPoint
floor. I would ask them how they would graph it, what each axis would
say and the direction of the line. They would help me draw the graph and
I would point out the important points on the graph (intercepts)and why
they are important.

Anticipatory Set

Activating Prior Knowledge

Direct Instruction (input, modeling, check for understanding)

I will start by going over the learning target for the day, so the students
know what they should have learned in this lesson.

Learning Target: I can calculate where a function crosses the x and y-

axis.

Next, I will get a poll of the students to see if anyone knows what the
terms “zero”, “x – intercept”, or “y – intercept” mean. Hopefully at least
some of the students will know what one term means and I will continue
from there. One thing I wanted to make sure the students know is that x
intercept and zero on the x axis both mean where a function crosses the
x or y intercept, because I will be using those words interchangeably. The
students will begin taking notes in their math notebooks.

I will then turn off the power point and continue to lecture while I write on
the board. I will draw a graph in the first quadrant and I will draw a basic
line with a negative slope. To show then where the line crosses the y axis
and the x axis. Then I will lead them to the fact that every time the
function crosses the y axis x always equals 0. I would should then this by
drawing multiple lines with different slopes. The board will look like this:

Then I will put an equation on the board: y = 6x +12

I will set x equal to zero to find the y – intercept and y equal to zero to find
the x – intercept.

Next, I will just go thru multiple examples, setting x equal to zero and y
equal to zero. The example will cover all the types of problems they will
run into on the homework. Some of the functions will not be formatted in
the usual “y =.” I will be engaging the students consistently asking
questions such as “what do I set equal to zero when I’m finding the x-
intercept?” Until the process is burned into their brain of how to find the
zeros are each axis.

Example will include:

Y = x + 12

This is what I will be showing on the board. The following problems will be
in the same format, and the students will be told that they must have
everything that I wrote down on their homework for full credit.

Y = 5x + 21

X = 7y +9

x = 2/3y + 7 (The students will walk me through this problem)

Guided Practice

I will open back up the power point and display two functions on the
board and they will find the zero on the x and y axis independently. After
they will be instructed to turn to the people around them and compare
their answers to make sure they were doing it correctly. I will be walking
around making sure everyone is on task and answering any questions
that might come up. I will ask two students to come up to the board and
solve each question.

Questions on the board:

21 = 3x + 7y

144 = 12x + 2y

Day 2
Sponge Activity
Anticipatory Set

Activating Prior Knowledge

I am going to the start the class just by asking questions to gauge my

student’s knowledge. Can someone tell me what we learned yesterday?
Can someone tell me how to calculate the zeros on the x axis? Y axis?

Direct Instruction

The students will be taking notes in their math notebook. First, I will
present this problem on the board: y = 8x +7. I will review with my
students what we did the day before by finding the x and y intercepts of
the line. Then I will help them make the connection that you can write the
x intercept as (x, 0) and the y intercept as (0, y). I will graph those two
points, on a xy-plane and explain that when you only have two variables
and they are both to the first power then it’s a line.

The board will look similar to this after:

After that I will just show them problems and with different intercepts they
might run into, these are the types of equations I will complete for the
students. As I go through the equations I will say less and less for each
problem and rely on the students to call out the next steps.

Y = 8x +10

X = 6y + 12
10 = 2x + 5y

Around three problems will be enough practice for them because the
steps do not change, it’s remembering the steps.

Guided Practice

I will put back up with power point with two more equations for them.
They will be tasked with independently finding the zeros of the function
and then plotting them on a graph. Once they are done they will check
with the people around them to make sure everyone did it right. I will be
walking around making sure everyone is on task and answering any
questions that might come up.

Day 3
Anticipatory Set

Have a problem on the board when they walk in of the function of a line.
The instructions will be to factor for the zeros and graph the appropriate
graph. This will help the students remember what we worked on last
class, so they will be ready to move on to the following lesson.

Activating Prior Knowledge

Direct Instruction

After discussing the learning target with the students, I will ask the
students to remind me what a parabola looks like. I will lead them to
understanding that the function will cross the x axis twice and explain that
once you set y equal to zero that the only way to solve for x is to factor it.
Then set each factor equal to zero and solve for x so you end up with two
“x =” equations.

All I ask the students to do is find all three intercepts and then do you
best to graph the function.

This is what the board will look like after I complete the first example
problem:
These are the rest of the functions I will complete with the students. As I
go through the equations I will say less and less for each problem and
rely on the students to call out the next steps.

Y = x^2-2x+3

Y = -2x^2 +12x -16

After I have done the guided practice I will explain to them their final
project that will encompass the entirety of the last three lessons.

Guided Practice

This last guided practice will be very similar to the ones from the other
two lessons because I like consistency in a math class. I also believe that
this way is the best way to see if all the students are able to completely
solve what I taught in class. I will put back up the power point with two
more parabola equations for them. They will be tasked with independently
finding the zeros of the function and then plotting them on a graph. Once
they are done they will check with the people around them to make sure
everyone did it right. I will be walking around making sure everyone is on
task and answering any questions that might come up.
 Materials for Reformation Lesson Plan

“Quadratic Expressions, Equations and Functions.” EngageNY, New York State Education
Department , www.engageny.org/resource/algebra-i-module-4-topic-lesson-9/file/54021.

Got inspiration for how to teach my parabola lesson, which in turn helped shape my other
lessons. I also used some of EngageNY equations in my lesson.