Teacher: Kaczmarski Lesson # in Unit: 1 Date(s) 2/20/18 Period (s): 1, 2, 7 Lesson Topic: Graphs of Quadratic Functions

By the end of the lesson, students will be able to:

Content Objectives: (NCTM 3a)
- SWBAT identify and sketch the general form of the quadratic parent function
- SWBAT investigate, describe, and predict the effects of changes in a or c on the graph 𝑦 = 𝑎𝑥 2 + 𝑐
- SWBAT analyze graphs of quadratic functions and draw conclusions for problem situations
- SWBAT determine the domain and range values for which quadratic functions make sense for given
situations

Type of Mathematical Knowledge Objective is seeking to measure

Declarative
Procedural
Conceptual

Academic Language Objectives:

- SWBAT describe the transformations of quadratic functions from the parent function using mathematical
language (shift up or down/vertical compression and stretch)
- SWBAT explain how they can identify the transformations of a quadratic function from the parent function

Assessment Statement: What artifacts show they have met the objective?
Students will be completing bell-ringer activities, exit slips, homework assignments, in-class activities, and a test
at the end of the unit.

Specific Standard Indicators Aligned with this Lesson:

A1.QE.3: Graph exponential and quadratic equations in two variables with and without technology

Specific NCTM Mathematical Practices Mathematic Conceptual Categories (NCTM 1a)

Make sense of problems and persevere in solving them.(NCTM 2a)

Reason abstractly and quantitatively. (NCTM 2b)
Construct viable arguments and critique the reasoning of others.
Model with mathematics. (NCTM 2c) Number and Quantity
Use appropriate tools strategically. (NCTM 4e) Algebra
Attend to precision. Functions
Look for and make use of structure. (NCTM 2b) Modeling
Look for and express regularity in repeated reasoning. (NCTM 5a) Geometry
Statistics and Probability

Supporting Variety of Learners (NCTM 3c)

Students with IEPs/504 Plans (List Individual’s specific accommodations):

Chas – Learning Disability: Chas loves to participate in class. I have moved him to the front of the class. I will
continue to encourage his participation in class.
Stephan – Autism spectrum: Stephan learns best when working individually and participating in class. I need to
be sure I am constantly checking in with him as we are working through notes or activities as he often sits in
class and does not do anything. I have moved him by some motivated students. He receives extended time on
tests and also has someone read the test to him. I have moved him to where he will be less distracted.
Xavier – ADHD/Learning Disability: I have moved Xavier to the back of the room to limit his unnecessary
comments. Also, Xavier struggles with staying on task. I need to constantly remind him to take notes and pay
attention. I may need to create a signal to remind him to be on task without the other students noticing. He
receives extended time on tests and may have his test read to him.

Students with Specific Language Needs:

I have five ELL students. 3 students are level threes. 2 students are level two. I try to present ideas visually
and use a variety of words for ideas. I need to be sure I give these students attention when I move around the
room. I need to focus on answering their questions in the best way in which they will understand. The level 2
students are allowed to use notes on their tests, so I am always sure to define what notes they can use. The
level three students can receive extra time on their tests, but some don’t even need it.
Students with Other Learning Needs: I have made a new seating chart because of the class’s poor behavior. I
am going to implement more exit slips as students seem to benefit from these. Also, I plan to allow students to
work with their peers a few times this week.

Learning Tasks (NCTM 5b) Preparation needed for this Lesson (NCTM 3c)
Class/Group Discussion
Cooperative Learning/Small Group Materials: Agile Mind book
Guided Practice
Lecture/Direct Instruction/Modeling Technology: Calculators, SmartBoard
Question/Answer Copy: HW #1, Exit slip
Learning Stations
Writing to Learn
Hands-on
Inquiry Learning/PBL
Simulation/Role Playing/Game
Independent Learning

Specific Learning Tasks Description

I will begin today with a chalk talk where students are asked to write anything that they know about quadratic
functions on the board without talking, We will begin the day be first looking at what students already know. We
will talk about some general guidelines for quadratic functions and graph the parent function together using a
table. Next, we will graph the parent function and two other functions to draw conclusions about these
transformations. We will work through a few homework graphs together, as students are not familiar with
graphing quadratics. Lastly, students will complete an exit slip. The exit slip will ask students to list two
important things they have learned today and a place to write a question that they still have.

Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?
I will begin the first day of the unit with a chalk talk. This is a new concept for students. This will be a great
visual to see where students are at both for me and the students on this topic. I will also take a picture of this to
measure growth at the end of the unit.
Transitioning and Stating Objectives:
Time Teacher Will Be: Students Will Be: Rationale:
8 Greeting students, directing students Entering the classroom, I think that this activity is
minutes to the front board to complete the picking up their calculators, a great opening activity
chalk talk activity about quadratics. I and finding their seats. for a new unit. I can see
will be motivating students to get out Students will then be going how much my students
of their seats and to recall any to the board to write any know about this new
previous knowledge they have on information that comes to topic, and they can
quadratic functions. mind regarding quadratic recognize they know
functions. All students information, too. Also,
should contribute to this students enjoy getting out
activity. of their seats. I think this
chalk talk works for all
students as this requires
no talking and is
anonymous.
10 I will be leading a class discussion Students will be engaged in I think that giving
minutes and shore direct instruction piece to the short lecture. They will students a base to begin
describe the guidelines and equation be taking notes in their Agile working with is essential.
for graphing a quadratic function. Mind book page 79 and will Even though direct
This discussion will include the be graphing the parent instruction can be boring,
parent function and graphing the function. I think that this base of
parent function. information is best
understood using direct
instruction.
 10 I will be pushing students to think
minutes deeply about the parent function and
two transformed functions. I will be
leading students in graphing these
three equations. Next, I will ask
students to describe these
transformations. Then, students will
tell me other guidelines for quadratic
functions. This guideline will focus
on vertical compression and vertical
stretch.
10 I will be working through a few
minutes graphing homework problems. I will
be encouraging student input and
thoughts as we graph them together.
5-8 I will be passing out the exit slip. I
minutes will be explaining to students the
expectations for completing the exit
slip.
1-2 I will be telling students goodbye.
minutes
Students will be engaged in
this class discussion and
guided practice. Students
will be graphing these
functions on page 85. Then,
they will be drawing
conclusions from these
graphs.
Students will be engaged in
the conversation. Students
will be graphing on their
homework. Students will be
explaining their ideas in
graphing these specific
functions.
Students will be completing
the exit slip. After, they
should be working on their
homework.
Students will be returning
their calculators and leaving
the classroom.
This activity pushes
students to think deeply.
Instead of giving them
these rules for
transformations, I am
hoping to lead students to
formulate these rules on
their own.
These students tend to
not do their homework. I
think that it is important
that I take some time to
work through a few
graphing problems as
students may not even
attempt these graphs on
their homework. Since
this is the first day, it is
good to check-in with
students as we work on
the homework in class.
Many students will have
questions once they
begin the homework.
I think that this exit slip is
a great way to hear
students’ questions and
see what they might be
struggling with. Also,
these exit slips will be
great to show growth for
the unit.
End the day on a good
note.

Daily Assessment (NCTM 3f and 5c) Formative: (NCTM 3f and 5c) Summative: (NCTM 3f and 5c)
Level(s) of Higher Order Thinking Test
Addressed Today: Class discussion Project
CPS clickers Report
Email teacher Presentation
knowledge
Entrance/Exit slip Final Exam
comprehension
Teacher Observe Other
application
Thumbs up, neutral, or down
analysis
Homework check
synthesis
Listened to conversations
evaluation
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Based on student assessment feedback, what is the instructional impact for tomorrow’s lesson:
Other reflections:
Teacher: Kaczmarski Lesson # in Unit: 2 Date(s) 2/21/18 Period (s): 1, 2, 7 Lesson Topic: Graphs of Quadratic Functions
By the end of the lesson, students will be able to:
Content Objectives: (NCTM 3a)
- SWBAT identify and sketch the general form of the quadratic parent function
- SWBAT investigate, describe, and predict the effects of changes in a or c on the graph 𝑦 = 𝑎𝑥 2 + 𝑐
- SWBAT analyze graphs of quadratic functions and draw conclusions for problem situations
- SWBAT determine the domain and range values for which quadratic functions make sense for given
situations

Type of Mathematical Knowledge Objective is seeking to measure

Declarative
Procedural
Conceptual

Academic Language Objectives:

- SWBAT describe the transformations of quadratic functions from the parent function using mathematical
language (shift up or down/vertical compression and stretch)
- SWBAT explain how they can identify the transformations of a quadratic function from the parent function

Assessment Statement: What artifacts show they have met the objective?
Students will be completing bell-ringer activities, exit slips, homework assignments, in-class activities, and a test
at the end of the unit.

Specific Standard Indicators Aligned with this Lesson:

A1.QE.3: Graph exponential and quadratic equations in two variables with and without technology

Specific NCTM Mathematical Practices Mathematic Conceptual Categories (NCTM 1a)

Make sense of problems and persevere in solving them.(NCTM 2a)

Reason abstractly and quantitatively. (NCTM 2b)
Construct viable arguments and critique the reasoning of others.
Model with mathematics. (NCTM 2c) Number and Quantity
Use appropriate tools strategically. (NCTM 4e) Algebra
Attend to precision. Functions
Look for and make use of structure. (NCTM 2b) Modeling
Look for and express regularity in repeated reasoning. (NCTM 5a) Geometry
Statistics and Probability

Supporting Variety of Learners (NCTM 3c)

Students with IEPs/504 Plans (List Individual’s specific accommodations):

Chas – Learning Disability: Chas loves to participate in class. I have moved him to the front of the class. I will
continue to encourage his participation in class.
Stephan – Autism spectrum: Stephan learns best when working individually and participating in class. I need to
be sure I am constantly checking in with him as we are working through notes or activities as he often sits in
class and does not do anything. I have moved him by some motivated students. He receives extended time on
tests and also has someone read the test to him. I have moved him to where he will be less distracted.
Xavier – ADHD/Learning Disability: I have moved Xavier to the back of the room to limit his unnecessary
comments. Also, Xavier struggles with staying on task. I need to constantly remind him to take notes and pay
attention. I may need to create a signal to remind him to be on task without the other students noticing. He
receives extended time on tests and may have his test read to him.

Students with Specific Language Needs:

I have five ELL students. 3 students are level threes. 2 students are level two. I try to present ideas visually
and use a variety of words for ideas. I need to be sure I give these students attention when I move around the
room. I need to focus on answering their questions in the best way in which they will understand. The level 2
students are allowed to use notes on their tests, so I am always sure to define what notes they can use. The
level three students can receive extra time on their tests, but some don’t even need it.
Students with Other Learning Needs: I have made a new seating chart because of the class’s poor behavior. I
am going to implement more exit slips as students seem to benefit from these. Also, I plan to allow students to
work with their peers a few times this week.

Learning Tasks (NCTM 5b) Preparation needed for this Lesson (NCTM 3c)
Class/Group Discussion
Cooperative Learning/Small Group Materials: Agile Mind book
Guided Practice
Lecture/Direct Instruction/Modeling Technology: Calculators, SmartBoard
Question/Answer Copy: HW #2
Learning Stations
Writing to Learn
Hands-on
Inquiry Learning/PBL
Simulation/Role Playing/Game
Independent Learning

Specific Learning Tasks Description

Students will complete a bell-ringer activity. Next, we will briefly review the guidelines we learned yesterday.
After, students will graph the parent function and two transformed functions. Students will attempt to predict how
these functions are transformed. Students will formulate new guidelines/rules for quadratic functions. Next,
students will work on their homework in class.

Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?
We will complete a My Favorite No bell-ringer. Students will complete a problem that is something similar to
what they learned the previous day. Students will turn in their bell-ringer. I will choose one student’s work to put
on the board. This student will have a mistake in their work. I will lead a group discussion asking students to
find things that the students did well and things the student may need to work on. The student whose work was
displayed receives a piece of candy.

Transitioning and Stating Objectives:

Time Teacher Will Be:
10 Greeting students and motivating
minutes students to get working on their bell-
ringer. I will be collecting bell-ringers
once students have finished. I will
be showing the student work on the
SmartBoard. Next, I will lead a
discussion concerning the student’s
work.
5 I will be collecting homework and
minutes asking students to share the
guidelines for quadratics that we
learned yesterday.
15 I will be guiding students through
minutes graphing up and down shift graphs. I
will push students to predict how
these functions will look by just
viewing the function rule. After
Students Will Be:
Entering the classroom,
getting their calculators, and
finding their seats. Students
will be working on their bell-
ringer and turning it in once
they are finished. Next,
students will be participating
and sharing ideas
concerning the My Favorite
No.
Students will be turning their
homework in and
participating in the class
discussion.
Students will be engaged in
this discussion and guided
practice activity. Students
will be sharing their ideas
and providing input.
Rationale:
Students are very
engaged when
completing this activity. It
is a great error analysis
activity and spirals the
information covered the
day before. This bell-
ringer is fairly short so we
don’t waste class time.
Also, I struggle with
students to complete just
one problem. Any more
would be very difficult.
I think that students
typically need a jumpstart
after the bell-ringer. Also,
we should be sure all
students are on the same
page, before we add a
new guideline today.
Instead of just explaining
the vertical shift, I want
students to formulate this
rule themselves. This
way, they may remember
 graphing all three functions, students
should draw conclusions and create
a new guideline. Students will be
working in their book on pages 87-
88.
12 I will be leading students through a
minutes few graphing problems on the
homework assignment. I think that I
will walk through two together as a
whole class. I will be asking for
student input and explanations.
Then, I will allow students to work
together as I move around the room
answering any questions.
1-2 I will be telling students goodbye.
minutes
Students will be working in
their book, graphing each of
the three functions. They will
then draw conclusions and
formulate a new guideline.
Students will be taking this
note of the new guideline.
Students will be working their
homework problems as we
discuss how to graph these
problems. Students will be
sharing their input, ideas,
and explanation with the
class. Students will be
working on more of the
homework with their table
partners.
Students will be packing up,
putting their calculators
away, and leaving the
classroom.
and understand this
concept better if they
make meaning
themselves. Students
enjoy building blocks and
solving math mysteries.
Students often need
motivation to begin the
homework. This
assignment is quite
lengthy with many
graphs. I want to
complete one or two
problems together as a
whole class so students
can ask questions and
understand how to
complete these problems.
Then, I will allow students
to work with their table
partners. Students
benefit from peer
interaction.
End the period on a good
note.

Daily Assessment (NCTM 3f and 5c) Formative: (NCTM 3f and 5c) Summative: (NCTM 3f and 5c)
Level(s) of Higher Order Thinking Test
Addressed Today: Class discussion Project
CPS clickers Report
Email teacher Presentation
knowledge
Entrance/Exit slip Final Exam
comprehension
Teacher Observe Other
application
Thumbs up, neutral, or down
analysis
Homework check
synthesis
Listened to conversations
evaluation
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Based on student assessment feedback, what is the instructional impact for tomorrow’s lesson:

Other reflections:
Teacher: Kaczmarski Lesson # in Unit: 3 Date(s) 2/22/18 Period (s): 1, 2, 7 Lesson Topic: Graphs of Quadratic Functions
By the end of the lesson, students will be able to:
Content Objectives: (NCTM 3a)
- SWBAT identify and sketch the general form of the quadratic parent function
- SWBAT investigate, describe, and predict the effects of changes in a or c on the graph 𝑦 = 𝑎𝑥 2 + 𝑐
- SWBAT analyze graphs of quadratic functions and draw conclusions for problem situations
- SWBAT determine the domain and range values for which quadratic functions make sense for given
situations

Type of Mathematical Knowledge Objective is seeking to measure

Declarative
Procedural
Conceptual

Academic Language Objectives:

- SWBAT describe the transformations of quadratic functions from the parent function using mathematical
language (shift up or down/vertical compression and stretch)
- SWBAT explain how they can identify the transformations of a quadratic function from the parent function

Assessment Statement: What artifacts show they have met the objective?
Students will be completing bell-ringer activities, exit slips, homework assignments, in-class activities, and a test
at the end of the unit.

Specific Standard Indicators Aligned with this Lesson:

A1.QE.3: Graph exponential and quadratic equations in two variables with and without technology

Specific NCTM Mathematical Practices Mathematic Conceptual Categories (NCTM 1a)

Make sense of problems and persevere in solving them.(NCTM 2a)

Reason abstractly and quantitatively. (NCTM 2b)
Construct viable arguments and critique the reasoning of others.
Model with mathematics. (NCTM 2c) Number and Quantity
Use appropriate tools strategically. (NCTM 4e) Algebra
Attend to precision. Functions
Look for and make use of structure. (NCTM 2b) Modeling
Look for and express regularity in repeated reasoning. (NCTM 5a) Geometry
Statistics and Probability

Supporting Variety of Learners (NCTM 3c)

Students with IEPs/504 Plans (List Individual’s specific accommodations):

Chas – Learning Disability: Chas loves to participate in class. I have moved him to the front of the class. I will
continue to encourage his participation in class.
Stephan – Autism spectrum: Stephan learns best when working individually and participating in class. I need to
be sure I am constantly checking in with him as we are working through notes or activities as he often sits in
class and does not do anything. I have moved him by some motivated students. He receives extended time on
tests and also has someone read the test to him. I have moved him to where he will be less distracted.
Xavier – ADHD/Learning Disability: I have moved Xavier to the back of the room to limit his unnecessary
comments. Also, Xavier struggles with staying on task. I need to constantly remind him to take notes and pay
attention. I may need to create a signal to remind him to be on task without the other students noticing. He
receives extended time on tests and may have his test read to him.

Students with Specific Language Needs:

I have five ELL students. 3 students are level threes. 2 students are level two. I try to present ideas visually
and use a variety of words for ideas. I need to be sure I give these students attention when I move around the
room. I need to focus on answering their questions in the best way in which they will understand. The level 2
students are allowed to use notes on their tests, so I am always sure to define what notes they can use. The
level three students can receive extra time on their tests, but some don’t even need it.
Students with Other Learning Needs: I have made a new seating chart because of the class’s poor behavior. I
am going to implement more exit slips as students seem to benefit from these. Also, I plan to allow students to
work with their peers a few times this week.

Learning Tasks (NCTM 5b) Preparation needed for this Lesson (NCTM 3c)
Class/Group Discussion
Cooperative Learning/Small Group Materials: Agile Mind book, matching game
Guided Practice
Lecture/Direct Instruction/Modeling Technology: Calculators, SmartBoard
Question/Answer Copy: Graphic Organizer, HW #3
Learning Stations
Writing to Learn
Hands-on
Inquiry Learning/PBL
Simulation/Role Playing/Game
Independent Learning

Specific Learning Tasks Description

Students will complete a bell-ringer activity. Next, we will organize our quadratic function guidelines/rules into a
graphic organizer. Students will answer questions concerning vertical compression and stretching. The class
may work through one or two homework problems together as a whole. Students will work with their table
partners to match function rules and graphs together.

Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?
We will complete a My Favorite No bell-ringer. Students will complete a problem that is something similar to
what they learned the previous day. Students will turn in their bell-ringer. I will choose one student’s work to put
on the board. This student will have a mistake in their work. I will lead a group discussion asking students to
find things that the students did well and things the student may need to work on. The student whose work was
displayed receives a piece of candy.

Transitioning and Stating Objectives:

Time Teacher Will Be:
10 Greeting students and motivating
minutes students to get working on their bell-
ringer. I will be collecting bell-ringers
once students have finished. I will
be showing the student work on the
SmartBoard. Next, I will lead a
discussion concerning the student’s
work.
8 I will be collecting homework and
minutes asking students to compile our
guidelines/rules for quadratics in a
graphic organizer. I will also be
writing this on the SmartBoard.
10 I will be guiding students through an
minutes analysis of vertical compression and
stretching. Students will be
answering questions and drawing
conclusions about these
Students Will Be:
Entering the classroom,
getting their calculators, and
finding their seats. Students
will be working on their bell-
ringer and turning it in once
they are finished. Next,
students will be participating
and sharing ideas
concerning the My Favorite
No.
Students will be turning their
homework in and
participating in the class
discussion of the guidelines.
They will be taking these
notes for themselves, too.
Students will be answering
these questions in their
book. Students will be
explaining their answers to
Rationale:
Students are very
engaged when
completing this activity. It
is a great error analysis
activity and spirals the
information covered the
day before. This bell-
ringer is fairly short so we
don’t waste class time.
Also, I struggle with
students to complete just
one problem. Any more
would be very difficult.
This a great way to help
students who are visual
learners. This graphic
organizer allow students
to compile the rules and
draw visual
representations.
Students need to analyze
and verbally explain their
reasoning in math, too.
This is a great check for
understanding as I can
 transformations and comparing the
functions to the parent function. This
is in the book on page 90.
8 I will be leading students through a
minutes few graphing problems on the
homework assignment. I think that I
will walk through two together as a
whole class. I will be asking for
student input and explanations.
Then, I will allow students to work
together as I move around the room
answering any questions.
10 I will be explaining the card matching
minutes activity. Students will work with a
table partner to match graphs and
their functions together. I will remind
students of expectations when
working in partners. I will be
checking the students’ pairs once
they have finished.
1-2 I will be telling students goodbye.
minutes
partners and with the whole
group.
Students will be working their Students often need
homework problems as we
discuss how to graph these
problems. Students will be
sharing their input, ideas,
and explanation with the
class. Students will be
working on more of the
homework with their table
partners.
Students will be working in
partners to match the
functions and graphs.
Students will be asking
questions and raising their
hand for their work to be
checked. Students will be on groups. Their needs are
task.
Students will be packing up,
putting their calculators
away, and leaving the
classroom.
move around the room
and listen to students’
discussions.
motivation to begin the
homework. This
assignment is quite
lengthy with many
graphs. I want to
complete one or two
problems together as a
whole class so students
can ask questions and
understand how to
complete these problems.
Then, I will allow students
to work with their table
partners. Students
benefit from peer
interaction.
This is a great hands-on
activity. Students
enjoyed something
similar with the previous
unit. Students are hands-
on and working in small
met.
End the period on a good
note.

Daily Assessment (NCTM 3f and 5c) Formative: (NCTM 3f and 5c) Summative: (NCTM 3f and 5c)
Level(s) of Higher Order Thinking Test
Addressed Today: Class discussion Project
CPS clickers Report
Email teacher Presentation
knowledge
Entrance/Exit slip Final Exam
comprehension
Teacher Observe Other
application
Thumbs up, neutral, or down
analysis
Homework check
synthesis
Listened to conversations
evaluation
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Based on student assessment feedback, what is the instructional impact for tomorrow’s lesson:

Other reflections:
Teacher: Kaczmarski Lesson # in Unit: 4 Date(s) 2/23/18 Period (s): 1, 2, 7 Lesson Topic: Graphs of Quadratic Functions
By the end of the lesson, students will be able to:
Content Objectives: (NCTM 3a)
- SWBAT identify and sketch the general form of the quadratic parent function
- SWBAT investigate, describe, and predict the effects of changes in a or c on the graph 𝑦 = 𝑎𝑥 2 + 𝑐
- SWBAT analyze graphs of quadratic functions and draw conclusions for problem situations
- SWBAT determine the domain and range values for which quadratic functions make sense for given
situations

Type of Mathematical Knowledge Objective is seeking to measure

Declarative
Procedural
Conceptual

Academic Language Objectives:

- SWBAT describe the transformations of quadratic functions from the parent function using mathematical
language (shift up or down/vertical compression and stretch)
- SWBAT explain how they can identify the transformations of a quadratic function from the parent function

Assessment Statement: What artifacts show they have met the objective?
Students will be completing bell-ringer activities, exit slips, homework assignments, in-class activities, and a test
at the end of the unit.

Specific Standard Indicators Aligned with this Lesson:

A1.QE.3: Graph exponential and quadratic equations in two variables with and without technology

Specific NCTM Mathematical Practices Mathematic Conceptual Categories (NCTM 1a)

Make sense of problems and persevere in solving them.(NCTM 2a)

Reason abstractly and quantitatively. (NCTM 2b)
Construct viable arguments and critique the reasoning of others.
Model with mathematics. (NCTM 2c) Number and Quantity
Use appropriate tools strategically. (NCTM 4e) Algebra
Attend to precision. Functions
Look for and make use of structure. (NCTM 2b) Modeling
Look for and express regularity in repeated reasoning. (NCTM 5a) Geometry
Statistics and Probability

Supporting Variety of Learners (NCTM 3c)

Students with IEPs/504 Plans (List Individual’s specific accommodations):

Chas – Learning Disability: Chas loves to participate in class. I have moved him to the front of the class. I will
continue to encourage his participation in class.
Stephan – Autism spectrum: Stephan learns best when working individually and participating in class. I need to
be sure I am constantly checking in with him as we are working through notes or activities as he often sits in
class and does not do anything. I have moved him by some motivated students. He receives extended time on
tests and also has someone read the test to him. I have moved him to where he will be less distracted.
Xavier – ADHD/Learning Disability: I have moved Xavier to the back of the room to limit his unnecessary
comments. Also, Xavier struggles with staying on task. I need to constantly remind him to take notes and pay
attention. I may need to create a signal to remind him to be on task without the other students noticing. He
receives extended time on tests and may have his test read to him.

Students with Specific Language Needs:

I have five ELL students. 3 students are level threes. 2 students are level two. I try to present ideas visually
and use a variety of words for ideas. I need to be sure I give these students attention when I move around the
room. I need to focus on answering their questions in the best way in which they will understand. The level 2
students are allowed to use notes on their tests, so I am always sure to define what notes they can use. The
level three students can receive extra time on their tests, but some don’t even need it.
Students with Other Learning Needs: I have made a new seating chart because of the class’s poor behavior. I
am going to implement more exit slips as students seem to benefit from these. Also, I plan to allow students to
work with their peers a few times this week.

Learning Tasks (NCTM 5b) Preparation needed for this Lesson (NCTM 3c)
Class/Group Discussion
Cooperative Learning/Small Group Materials: Agile Mind book
Guided Practice
Lecture/Direct Instruction/Modeling Technology: Calculators, SmartBoard
Question/Answer Copy: Assessment/Exit Slip, HW #4
Learning Stations
Writing to Learn
Hands-on
Inquiry Learning/PBL
Simulation/Role Playing/Game
Independent Learning

Specific Learning Tasks Description

Students will complete a bell-ringer activity. Next, students will be completing analysis questions concerning
quadratic transformations. Students will be completing the assessment/exit slip. Lastly, they will work on their
homework individually.

Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?
We will complete a My Favorite No bell-ringer. Students will complete a problem that is something similar to
what they learned the previous day. Students will turn in their bell-ringer. I will choose one student’s work to put
on the board. This student will have a mistake in their work. I will lead a group discussion asking students to
find things that the students did well and things the student may need to work on. The student whose work was
displayed receives a piece of candy.

Transitioning and Stating Objectives:

Time Teacher Will Be:
8-10 Greeting students and motivating
minutes students to get working on their bell-
ringer. I will be collecting bell-ringers
once students have finished. I will
be showing the student work on the
SmartBoard. Next, I will lead a
discussion concerning the student’s
work.
10 I will collect homework and, then I
minutes will be guiding students through an
analysis of quadratic
transformations. We will discuss
some of these questions as a whole
group. Then, students will be
permitted to work with their table
partners. These questions are in the
book page 91-93. I will be answering
any questions and listening to
student conversations.
15 I will be explaining the
minutes assessment/exit slip. Students will
Students Will Be:
Entering the classroom,
getting their calculators, and
finding their seats. Students
will be working on their bell-
ringer and turning it in once
they are finished. Next,
students will be participating
and sharing ideas
concerning the My Favorite
No.
Students will be answering
these questions in their
book. Students will be
explaining their answers to
partners and with the whole
group.
Students will be working on
their assessment/exit slip
Rationale:
Students are very
engaged when
completing this activity. It
is a great error analysis
activity and spirals the
information covered the
day before. This bell-
ringer is fairly short so we
don’t waste class time.
Also, I struggle with
students to complete just
one problem. Any more
would be very difficult.
Students need to analyze
and verbally explain their
reasoning in math, too.
This is a great check for
understanding as I can
move around the room
and listen to students’
discussions.
I have created this
assessment piece,
 work individually to create a
transformed quadratic function.
They will have to write the function
rule, graph the parent and new
function, and describe the
transformations. Students will have
to have a minimum of two
transformations for their function. I
will be moving around the room,
collecting student work and
answering questions as students are
working.
10 I will be informing students that once
minutes they have finished their
assessment/exit slip, they can work
on their homework individually. I will
be answering any questions that they
may have.
1-2 I will be telling students goodbye.
minutes
individually. They will ask me
if they have any questions.
Students will be working on
their homework individually
and asking if they have any
questions.
Students will be packing up,
putting their calculators
away, and leaving the
classroom.
because my students
seem to struggle when
they take tests. I think
that this assessment is
excellent, because it
allows students to be
creative and is fairly
short. This will be a great
assessment piece, as I
can see where my
students are at on this
unit and what we need to
work on. Also, this
assessment is not
multiple choice so it
forces students to do and
show work.
I do not want students to
be pressed for time when
completing the
assessment piece. By
allowing students to work
on homework once they
are finished, there is no
time crunch.
End the period on a good
note.

Daily Assessment (NCTM 3f and 5c) Formative: (NCTM 3f and 5c) Summative: (NCTM 3f and 5c)
Level(s) of Higher Order Thinking Test
Addressed Today: Class discussion Project
CPS clickers Report
Email teacher Presentation
knowledge
Entrance/Exit slip Final Exam
comprehension
Teacher Observe Other
application
Thumbs up, neutral, or down
analysis
Homework check
synthesis
Listened to conversations
evaluation
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Based on student assessment feedback, what is the instructional impact for tomorrow’s lesson:

Other reflections: