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Students will listen to the The concepts will be Students will contribute
teacher explain the presented by the teacher by taking notes and
concepts, work in small orally, be written on the answering questions
groups on example board, and displayed while the concepts are
problems, work visually through presented, working
individually on example Desmos. individually and in small
problems, use Desmos to groups, and by
check understanding, and completing the
have time to start the homework.
homework.
Materials-what materials Students will need laptops/Chromebooks. Students will be given an outline of
(books, handouts, etc) do the notes to help structure their notes. The teacher will need a projector for the
you need for this lesson and presentation. Students will need the textbook in order to complete the
are they ready to use? homework.
How will your classroom be
The classroom will be set up so that students can work in small groups (3-4).
set up for this lesson?
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.
6 Questions on 5.1 Homework will be Students will have completed the
answered. 5.1 homework.
Instruct students to take out a Students will take out a blank piece
plain piece of paper for notes. of paper for notes.
Note-taking tips will be
discussed in conjunction with
this lesson.
10
RELATIONS:
Students should have some sort Students will learn how to take
of heading for this lesson and good notes through the teachers
some sort of subheading for tips and tricks.
relations. Point this note
organization strategy out.
Ask students what they think a Students will think about what a
mathematical relation might be. mathematical relation is.
15 FUNCTIONS:
Remind Students they should Students will be reminded of note
give this a new heading or taking tips.
section in their notes.
Have students answer if the last Students decide whether the given
two maps are functions or not. mapping diagram represent a
function or not.
After a minute or two, have
them display a thumbs up if they Students hold a thumbs up if they
think it is a function or a thumbs think it is a function or show a
down if it is not a function. Note thumbs down if they think it is not a
the responses to see if students function.
are understanding this.
Ask students which ordered pair Students will determine which order
must be changed so that it is a pair must be changed to make it a
function? What should it be function.
changed to?
3 DOMAIN:
Tell students the domain of a Student will listen and take notes as
function is the possible x values. the teacher explains what the
domain of a function is.
Tell students that the domain of
the function usually corresponds
with the independent variable
Using the map ask students to Students will identify the domain of
list the domain. the function map.
Using the graph of x^2 ask Students will identify the domain of
students to give the domain. the function graph.
3 RANGE:
Tell students that the range is Student will listen and take notes as
all the possible values. the teacher explains what the
domain of a function is.
Tell students that the range
usually corresponds with the
dependent variable.
Using the map ask students to Students will identify the domain of
list the range. the function map.
Using the graph of x^2 ask Students will identify the domain of
students to give the range. the function graph.
Assign and explain the IXL Students will write down the given
homework. assignment.
Closure
(conclusion, Give students time to start the Students will begin working on the
10 culmination, homework and ask questions on it. given assignment,
wrap-up)
This lesson wasnt as fun to create as the last one. This lesson focuses on the terminology of
functions that students will see throughout Algebra and subsequent mathematics classes. This lesson
is designed in a way that students will understand the terminology conceptually rather than just be
able to use it. For example, the interconnectedness between the vertical line test and the definition of
functions is emphasized. While creating this function it was tempting to rush through these topics to
get to the more applicable mathematics. However, it is important that students understand the topics
in this lesson, as they will appear and reappear in other math classes and on standardized tests.