Running head: LEARNING MAP PLANNING 1

Learning Map Planning

Richard S. Sorich

National University
LEARNING MAP PLANNING 2

Grade Level: 9

Common Core Standard: CCSS.MATH.CONTENT.HSF.IF.A.1

Understand that a function from one set (called the domain) to another set (called the range)

assigns to each element of the domain exactly one element of the range. If f is a function and x is

an element of its domain, then f(x) denotes the output of f corresponding to the input x. The

graph of f is the graph of the equation y = f(x). (California State Board of Education, 2013)

UDL Principles Engagement Representation Action & Expression

To recruit interest I would use multiple Students would have
from students, I would methods to introduce the opportunity to
use different examples vocabulary terms such practice applying the
and analogies to as relation, domain, concept of what a
introduce the concept range, etc. The function is through
Complete this
of a what a function is. methods would include various activities by
section
concerning the Functions are relations interactive multimedia not only identifying
three principles
between inputs (x- presentations (Khan functions through
of UDL.
Explain in each values from the Academy or mapping, identifying
section how you
domain) that Study.com); lectures, ordered pairs,
will provide
multiple corresponds to exactly notes, and examples on determining domain
opportunities
one output (y-value the Smartboard; and range, and
for all your
students from the range). An handouts; and the graphing functions, but
example of an analogy textbook. also through creating
I would use is if you their own non-
put a quarter into a numerical analogies
gumball machine that would indicate the
(input) after turning concept of a function.
the knob a gumball Student assessments
comes out (output). I (expression) would be
would also explain
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how functions are paper, computer, or

utilized in various verbal form.
industries including
finance, medicine, and
sports.

Select three English Language Students with Dyslexia Standard English

diverse
Learners – PLD: Learners
learners:
Expanding

Target: Student will Target: Students will Target: Students will

be able to identify be able to identify be able to identify the
whether a set of whether diagrams relation between inputs
ordered pairs represent mapping of and their unique
represents a function. functions. They will outputs in a function.
They will also be able also be able to create They will also be able
Planning
to create lists of mapping diagrams that to graph linear
ordered pairs that represent functions. functions.
represent functions.

Instruction: The Instruction: Instruction:

student will learn to Instruction will begin Instruction will begin
identify and with a short five- with a short five-
pronounce key terms minute presentation of minute presentation of
for the lesson key vocabulary terms key vocabulary terms
including function, and their content- and their content-
relation, input, output, specific definitions. At specific definitions. At
domain, and range. At this point they are not this point they are not
this point, they will expected to expected to
not learn the comprehend the comprehend the
definitions yet, definitions, but will definitions but will
LEARNING MAP PLANNING 4

because “before you reference them as they reference them as they

can understand a are put into perspective are put into perspective
concept, you must throughout the Khan throughout the Khan
remember it” Academy modules that Academy module that
(Shabatu, 2018). Next, they will be viewing they will be viewing
I would have them next: “What is the next: “Recognizing
watch the Spanish domain of a function?” functions from graphs”
translated version of and “What is the range (Khan, 2019).
the Khan Academy of a function?” (Khan,
video “¿Qué es una 2019).
función?” (Khan,
2019) to learn what
functions are without
the barrier of not
knowing English.
Then I would have
them listen to the
English version of the
same video “What is a
function?” (Khan,
2019).

Assessment: The first Assessment: The initial Assessment: The initial

formative assessment formative assessment formative assessment
will be the successful will be the successful will be the successful
completion of the completion of the Khan completion of the Khan
Khan Academy Academy exercise Academy exercise
exercise “Practice: “Practice: domain and “Practice: recognize
evaluate functions.” range from graph.” functions from graph.”
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The second The second assessment The second assessment

assessment will occur will occur during a will occur during a
during a class class discussion where class discussion where
discussion where questions and problems questions and problems
questions and pertaining to functions pertaining to functions
problems pertaining to will be displayed using will be displayed using
functions will be the Smartboard and the Smartboard and
displayed using the students (that are paired students (that are
Smartboard and up with partners) will paired up with
students (that are be asked to provide partners) will be asked
paired up with solutions that they will to provide solutions
partners) will be asked share and discuss with that they will share and
to provide solutions the class. discuss with the class.
that they will share
and discuss with the The final assessment The final assessment
class. will be a handout that will be a handout that
students will complete students will complete
The final assessment (with their partners) (with their partners)
will be a handout that that include similar but that include similar but
students will complete different problems that different problems that
(with their partners) were discussed with the were discussed with the
that include similar group. Students will be group. Students will be
but different problems able to access Khan able to access Khan
that were discussed Academy, study.com Academy, study.com
with the group. and Big Ideas Math and Big Ideas Math
Students will be able online video tutorials online video tutorials
to access Khan (that are available in (that are available in
Academy, study.com Spanish audio Spanish audio
and Big Ideas Math translation) for translation) for
online video tutorials reference while reference while
(that are available in
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Spanish audio completing the completing the

translation) for handout. handout.
reference while
completing the
handout.

Management: ELL- Management: Students Management: SEL

Expanding students with Dyslexia will be students will be
will be partnered with partnered with other partnered with students
a bilingual or “ELL- students that can work that are fluent Standard
Bridging” designated with them to solve English speakers.
student that can help problems and to discuss These partners will be
them to understand their answers to make able to help the SEL
content-specific sure that the answers students by defining
English terminology that are being discussed any terminology they
that they may struggle and agreed to verbally are unfamiliar with and
with during the match with what is explaining references
instruction and being written. They in examples or
formative assessments. will be provided analogies that they may
They will have access multimedia resources not comprehend.
to multimedia (audio that contain audio and
& video) resources written transcripts or
that have Spanish subtitles so that they
translations. can read and listen to
the information being
presented.

Lesson planning is the foundation that enables teachers to make the most out of each

lesson. This means providing an opportunity for the greatest number of students to connect with
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information in a way that they comprehend, analyze, and apply with meaning. In order to

accomplish this, teachers must “get to know the backgrounds and capabilities of each student”

(C. Colborn, personal communication, October 24, 2019) in their classrooms. How students

learn, their personalities, likes and dislikes, attitudes towards school, etc. all shape the way that

they will receive and process information that is taught during a lesson. Identifying and

understanding these learner characteristics lays the groundwork for a successful lesson. Once

that information is compiled, it can be used to prepare methods for conveying information to

students, design strategies for assessing comprehension, and organizing management of the

classroom environment, which all helps to increase the likelihood of more students achieving

academic success.
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References
California State Board of Education. (2013). California Common Core State Standards.

Retrieved from: http://www.corestandards.org/Math/Content/HSF/IF/

Khan, S. (2019). Recognizing functions from graph [Video file]. Retrieved from:

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions/x2f8bb11595

b61c86:recognizing-functions/v/graphical-relations-and-functions

Khan, S. (2019). What is a function [Video file]. Retrieved from:

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions/x2f8bb11595

b61c86:evaluating-functions/v/what-is-a-function

Khan, S. (2019). What is the domain of a function [Video file]. Retrieved from:

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions/x2f8bb11595

b61c86:introduction-to-the-domain-and-range-of-a-function/v/domain-of-a-function-intro

Shabatu, J. (2018). Using Bloom’s Taxonomy to Write Effective Learning Objectives. Retrieved

from: https://tips.uark.edu/using-blooms-taxonomy/