Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Abbi Stratton

Date Day 5 Subject/ Topic/ Theme Transformations Day II Grade _Algebra II__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will help solidify students knowledge of transformations

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Explain how adding, subtracting, and multiplying multiple constants to the equation of a function changes the graph
R, U, Ap,
An, E
Use the internet to find real-life examples of functions Ap X
Use technology to explore the transformation of functions Ev, C
Make life-related (real or not real) stories to describe a transformations C
Share stories with peers X
Interpret peers stories into mathematical terms U, An, Ap
Remember the order of transformations R
Common Core standards (or GLCEs if not available in Common Core) addressed:
Build new functions from existing functions-Identify the effect on the graph of replacing f( x) by f( x) + k, k f( x), f(kx), and f(x + k)
for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an
explanation of the effects on the graph using technology (F-BF 3)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite -Know how to find mathematical examples on the internet
knowledge and skills. -Students know what a parent function is

Pre-assessment (for learning): Homework questions

Formative (for learning): Student stories of transformations

Outline assessment
activities Formative (as learning): Create and analyze a story
(applicable to this lesson)
Summative (of learning): Homework worksheet

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Provide Multiple Means of
Engagement
-Provide options for self-
regulation- expectations, personal
skills and strategies, self-
assessment & reflection
-Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
-Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students can work by
themselves or with partners
Students choose a story to go
with chosen polynomial
Students can share story either
by teammates reading story or
sharing it verbally
Students can listen to or read
instructions
Provide Multiple Means of
Representation
-Provide options for
comprehension- activate, apply &
highlight
- Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- Provide options for perception-
making information perceptible
Students use graphs, stories, and
equations to represent
transformations
Provide Multiple Means of Action
and Expression
-Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
- Provide options for expression and
communication- increase medium
of expression
- Provide options for physical
action- increase options for
interaction
Students may use patty paper to
graph transformed functions
Students may help each other
write new functions
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Patty Paper
Worksheet with Do Now problems
Directions worksheet

How will your classroom

be set up for this lesson? The classroom will be set up in 5 table groups with 5 students in each

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3 Cheesy video: https://www.youtube.com/watch? Students watch the video
mins Motivation v=p_-dmyW1ihI
(opening/ Do Now Students do the Do Now and play with the Desmos
introduction/ Show students Desmos Module: activity
engagement) https://www.desmos.com/calculator/glheqqjsox
Have them explore this and use it to fill out the Do
Now
10 -Homework questions Students ask questions on their homework and
mins write down answers they didnt get
15 Development Story Activity:
mins (the largest -Tell students that they are individually or as Students listen as teacher introduces activity
component or partners (but no more than 2 people per story) to
main body of come up with stories that explain different
the lesson) transformations that their peers will then have to
write down the equation for
-Hand out directions worksheet and then verbally Students listen to instructions and follow along in
explain directions. Stories must represent given instructions if desired
something outside of mathematics, but can be as
little or as much realistic as students want
-Students may use Patty Paper (placed on each Students work alone or with a partner to come up
table) if they wish to graph their function with a story that describes a function and
-Wander around room as students work on activity transformations

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20 -Have students share their stories with their table- Students follow instructions to communicate story
mins matesHave students first tell table-mates the to teammates and listeners guess transformations
function family they chose. Put the parent graph and write transformation function equations
into Wolfram Alpha and display it to teammates
while telling them the story. Tell teammates the
context/story of the polynomial and transformation
and have the tablemates try and guess which two
transformations took place and then write the new
equationcheck answers with story-teller
-Have groups vote on their favorite story

Time -Favorite stories from each table share stories with

left the entire class

-Finish Homework worksheet if time (becomes

tonights homework if not finished at end of class)

Closure
(conclusion,
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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