LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: 9_______________________ Subject/Topic: _____Math/Functions F-BF_____A-CSS______ Date: ____________________

INSTRUCTION PLAN To be completed by student teacher before observation

REFLECTION To be completed after observation. May be completed by student teacher and cooperating teacher or by the student teacher alone.

1. LEARNING GOALS/OBJECTIVES What student outcomes/objectives do you have for this lesson? Identify a strategy and create a model for problem solving Solve real-life mathematical problems involving the area of a circle

How do your outcomes relate to the Local/State Curriculum Model(s)? Algebra Overview Seeing Structure in Expressions o A.SSE.1a, 1b, 2 Interpret the structure of expressions. o A.SSE.3a, 3b Write expressions in equivalent forms to solve problems. Arithmetic with Polynomials and Rational Functions o A.APR.1 Perform arithmetic operations on polynomials. 1 Ohio Northern University Lesson Plan Template
Pathwise Statement added 8/06

2003-2004

LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: 9_______________________ Subject/Topic: _____Math/Functions F-BF_____A-CSS______ Date: ____________________

Creating Equations o A.CED.2, 4 Create equations that describe numbers or relationships. Reasoning with Equations and Inequalities o A.REI.1 Understand solving equations as a process of reasoning and explain the reasoning. Represent and solve equations and inequalities graphically A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Functions Overview Interpreting Functions o F.IF. 1, 2 Understand the concept of a function and use function notation. o F.IF.4, 5, 6 Interpret functions that arise in applications in terms of a context. Analyzing Functions using different representations o F.IF.7e. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases (i.e., exponential). Building Functions o F.BF.1 Build a function that models a relationship between two quantities. Build new functions from existing functions o F-BF 4a, 4b, 4c. Find inverse functions: Ohio Northern University Lesson Plan Template 2
Pathwise Statement added 8/06

2003-2004

LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: 9_______________________ Subject/Topic: _____Math/Functions F-BF_____A-CSS______ Date: ____________________

a. Solve and equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. b. Verify by composition that one function is the inverse of another. c. Read values of an inverse function from a graph or a table, given that the function has an inverse.

2. STUDENT GROUPING How will you group students for instruction? In the beginning of class, they will work together as a class. Then, I would put the students in 5 groups of 4, and 2 groups of 3.

3. ACCOMMODATIONS/MODIFICATIONS How will you accommodate for students with special needs/ethnic or cultural differences/limited English proficiency? There are four different types of students in this classroom. 3 Ohio Northern University Lesson Plan Template
Pathwise Statement added 8/06

2003-2004

LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: 9_______________________ Subject/Topic: _____Math/Functions F-BF_____A-CSS______ Date: ____________________

Mixed race Mixed economic levels Mixed ability And 2 students with excessive absence (who are present today) I will place at least one student with high or moderate ability and good understanding with the struggling students including the two students who have excessive absence, the limited ability students and the limited English proficiency. This will help the lower achieving students and the students who are lost to ask the higher achieving students questions. Although I will provide school computers, I will try to pair each group up with a higher economic level student who already has a graphing calculator so that each group has a person with them who is familiar with the layout of the computer and can help teach the other students about it.

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

4. METHODS How will you 1) activate background knowledge, 2) make connections, and/or 3) introduce the lesson? We will review the challenge in class (The challenge is to figure out the relationship between distance and light intensity, and use that information to help fix a shot of an exploding flower that was underexposed.). What instructional methods will you use?
___ Constructions ___ Library research ___ Cooperative learning ___ Peer editing ___ Discussion/questioning ___ Practicum Practice/drill ___ Problem solving ___ Field Study _x_ Reflection/response ___ Graphic organizers ___ Independent learning ___ Role playing ___ Laboratory _x_ Interactive Lecture _x_ Viewing/Listening/Answering ___ Other________________________ _x_ Inquiry _x_ Discovery ___ ___ Experiment ___ Reporting ___ Journal _x_ Simulation

Why did you choose these methods?

By simulating the situation online, the students are able to discover the information on their own and construct their own knowledge. What activities/applications did you plan? Activity Time Allocated

We will review the challenge in class (The challenge is to figure out the relationship between distance and light

intensity, and use that information to help fix a shot of an exploding flower that was underexposed.). (5 minutes) Group the students in the way that I have stated above. Then hand out the Math in Special Effects: Take the Challenge handout. (Note: the Math in Special Effects: Take the Challenge answer key is provided so that guidance can be provided if needed.) Tell the students to log into the computer and go to this: http://www.thirteen.org/get-themath/teachers/math-in-special-effects-lesson-plan/activities/thechallenges/math-in-special-effects/take-the-challenge/242/ website. This is called Math in Special Effects: Take the challenge. Read the directions listed on the handout with the students. Explain that the students will be going through the challenge online with their group. Go over the 6-step mathematical modeling cycle to solve the problemMake sure everyone has a chance to work with the computer. Work together as a group! (35 minutes) As students complete the challenge, encourage them to use the following 6-step mathematical modeling cycle to solve the problem: Step 1: Understand the problem: Identify variables in the situation that represent essential features. (For example, light intensity, distance, and a constant of variation.) Step 2: Formulate a model by creating and selecting multiple representations. (For example, students may use visual representations in sketching a graph, algebraic representations such as an equation, or an explanation/plan written in words. Student should examine their algebraic equation to identify the type of variation that is represented

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

by the variables.) Step 3: Compute by analyzing and performing operations on relationships to draw conclusions. (For example, operations include calculating the changing light intensity.) Step 4: Interpret the results in terms of the original situation. (The results of the first three steps should be examined in the context of the challenge to solve real world applications of variations, including more than just two types: direct and inverse. Inverse relationships may occur where a product of corresponding data values of any degree is constant and may involve exponential functions.) Step 5: Ask students to validate their conclusions by comparing them with the situation, and then either improving the model or, if acceptable. Step 6: Report on the conclusions and the reasoning behind them. (This step allows students to explain their strategy and justify their choices in a specific context.)

How will you bring the lesson to closure? Ask students to start thinking about the following: After recording the light intensity at each distance, what patterns do you notice? Using the data, can you identify a recursive formula that models the relationship? Using the data, can you identify an explicit formula that models the relationship? Is there only one strategy for solving the challenge? (You

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

may wish to have students solve graphically to determine the exponential change visually.) (5 minutes) 5. MATERIALS What instructional materials will you use? Computers Worksheet (attached) Answer key (attached) Paper/pencil, possibly a calculator per group for the students How will you infuse technology into the lesson?
Technology used: ___ Cassettes ___ CD ROM ___ DVD ___ Overhead _x_ Computer ___ Smart Board ___ Slides ___ Distance learning ___ Digital camcorder ___ Tape recorder _x_ Internet ___ Other_______________ ___ VCR/TV ___ Digital camera ___ Other_______________ ___ Laser Disk ___ Other_______________

6. EVALUATION How do you plan to evaluate student outcomes (see checklist)? Why are you evaluating in this manner? I will go around the classroom and help out the students/groups that need help during this time. This way I

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

can see who is getting the material quicker and who is struggling. I will also collect their worksheets at the end of the lesson/unit and correct them for a grade.
Assessment alternatives: ___ Application exam ___ Objective test ___ Quantitative Scales ___ Concept mapping ___ Observation ___ Rating scales ___ Parent evaluation ___ Contract ___ Rubric ___ Peer evaluation ___ Checklist ___ Questioning ___ Self-evaluation ___ Performance ___ Journals ___ Inventories ___ Portfolio _x_ Problem-solving ___ Other _________________________________ assessment Put a for assessments reflecting process and an x for those that reflect products.

Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004