L1+Haase,Kaitlyn+Nicole


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Haase **Lesson 1:** Self-Knowledge
 * Grade Level:** 10 **Topic:** Introduction to Graphing Functions

Objectives Student will understand that functions can be interpreted using graphs, tables, and algebraic techniques. Student will know the vertical line test, labeling graphs, variables (independent and dependent), and the basic functions by using a describing wheel. Student will be able to recognize the graphs of basic functions.

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics- D. Algebra Functions and Relations Grades 9-Diploma 4. Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.


 * Rationale:** Students will learn characteristics of graphing; labels, variables.

Assessment Students will use a describing wheel to organize sketches of graphs of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). They will self-assess themselves using the same checklist that I will use to evaluate their Glogsters.
 * Formative (Assessment for Learning)**

Students will create a Glogster that will be a digital reference for the sketches of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Glogsters will be assessed based on a checklist of necessary components that all graphs must have: labels (x-axis and y-axis), appropriate independent and dependent variables.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will create a Glogster that will be a digital poster of reference for the sketches of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Glogsters will be assessed based on a checklist of necessary components that all graphs must have: labels (x-axis and y-axis), appropriate independent and dependent variables.


 * Science:** Scientific data will be graphed and compared to basic functions' graphs. Students will analyze trends of the graphs.

**Groupings** Students will participate in a three-minute review in pairs, in which they will be given three-minutes to interpret the functions' graphs and ask clarifying questions. These pairs will also work together to create their Glogster of the sketches.

__**Differentiated Instruction**__
**Interpersona**l: Students will work with their classmates to complete their Glogsters of the functions' graphs ( a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). **Logical/Mathematical**: Students will analyze the functions' trends in the sketches. **Visual/Spatial**: While creating the digital poster, students will use visuals; graphs, tables, other relevant images. **Intrapersonal**: Students will be given time during the three-minute review to reflect on what they need clarified about the functions and their graphs. **Verbal-linguistic**: Students will use their verbal skills while asking questions and giving feedback to their peers. **Musical/Rhythmic**: Students can add audio to their Glogsters of the functions' graphs.
 * Strategies**

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**
 * Absent:** If a student is absent, they could get caught up on the lesson by reviewing their classmates' Glogsters of the functions' graphs and asking me clarifying questions before or after school or by email.

Students will create a Glogster that will be a digital poster of reference for the sketches of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Glogsters will be assessed based on a checklist of necessary components that all graphs must have: labels (x-axis and y-axis), appropriate independent and dependent variables.
 * Extensions**

__**Materials, Resources and Technology**__
• LCD Projector • Whiteboard • Markers • Handouts (describing wheel) • Students need laptops

__Source for Lesson Plan and Research__
[|Functions vs. Relations] [|The Vertical Line Test] [|Graphing Overview] [|Variables] [|Absolute-Value Functions] [|Linear Equations] [|Radical Equations] [|Slope and y-intercept] [|Quadratic Functions] [|Glogster]

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** This lesson accommodates the beach ball, microscope, clipboard, and puppy learning styles. Beach balls are given the personal freedom to design their Glogsters however they would like to, as long as the necessary components are there. Clipboards will benefit from my Glogster tutorial which will be a visual step by step process of creating a Glogster. Microscopes will be given opportunities to deeply discuss functions with their partner while creating the Glogster, as well as asking questions during the three-minute review. Puppies will be accommodated for because they will be in a comfortable and supportive learning environment.

Student will be able to recognize the graphs of basic functions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson is centered around the "self-knowledge" facet of understanding. Student will understand that functions can be interpreted using graphs, tables, and algebraic techniques. Student will know the vertical line test, labeling graphs, variables (independent and dependent), and the basic functions by using a describing wheel.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Interpersona**l: Students will work with their classmates to complete their Glogsters of the functions' graphs ( a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). **Logical/Mathematical**: Students will analyze the functions' trends in the sketches. **Visual/Spatial**: While creating the digital poster, students will use visuals; graphs, tables, other relevant images. **Intrapersonal**: Students will be given time during the three-minute review to reflect on what they need clarified about the functions and their graphs. **Verbal-linguistic**: Students will use their verbal skills while asking questions and giving feedback to their peers. **Musical/Rhythmic**: Students can add audio to their Glogsters of the functions' graphs.


 * Type II Technology:** Students will create a Glogster that will be a digital poster of reference for the sketches of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Glogsters will be assessed based on a checklist of necessary components that all graphs must have: labels (x-axis and y-axis), appropriate independent and dependent variables.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

**Formative (Assessment for Learning)** Students will use a describing wheel to organize sketches of graphs of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). They will self-assess themselves using the same checklist that I will use to evaluate their Glogsters.

**Summative (Assessment of Learning)** Students will create a Glogster that will be a digital reference for the sketches of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Glogsters will be assessed based on a checklist of necessary components that all graphs must have: labels (x-axis and y-axis), appropriate independent and dependent variables.

__Teaching and Learning Sequence__
My classroom will be arranged in two's. This will allow my students to work together in pairs without having to move their desks.

My agenda is as follows: Student will receive describing wheel handout (1 min) Students will watch chosen video (3 min) Graphing overview: x-axis, y-axis, variables, labels, creating a neat graph (these components should have been covered in a previous algebra class (Algebra I)) (15 min) Introduce functions vs. relations, and the vertical line test (15 min) Introduce sketches of the basic functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b) and display trends; students will take notes of these sketches on their describing wheel handout (10 min) Students will participate in three-minute review (3 min) Quick intro/tutorial for Glogster (5 min) Students will work with their partner (the person sitting next to them) on creating a Glogster as a digital reference of the sketches of the functions (23 min)

Students will understand that functions can be interpreted using graphs, tables, and algebraic techniques. Real life predictions can be made by recognizing trends in graphs, such as the rise and fall of America's economy. //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques. To hook my students I will display an attention-grabbing video that displays rollercoasters, population growth, or anything that will interest students, at the beginning of class. No matter what the content is in the video, it can be related to functions. This will initiate curiosity and thoughts into functions. // // **Where, Why, What, Hook, Tailors: Visual/Spatial, Musical/Rhythmic** //

Students will know the vertical line test, labeling graphs, variables (independent and dependent), and the basic functions by using a describing wheel. Students will take notes in the their notebooks for information about the vertical lines test and the graphing overview, but will use the describing wheel for the sketches of the basic functions. The wheel has eight sections, one for each function. Students will participate in a three-minute review in teams, in which they will be given three-minutes to interpret the material and ask clarifying questions. Students will be given a checklist to assess their Glogster to make sure they have all of the correct components of the sketches. **Equip, Explore, Rethink, Revise, Tailors: Logical/Mathematical, Interpersonal**

Students will work in pairs to create a Glogster as a digital reference of the sketches of the graphs of the basic functions. The pairs are chosen based on who the students sit next to in class. I will provide feedback while reviewing Glogsters as they are being designed. I will also answer clarifying questions during the three-minute review. Glogsters will be assessed based on a checklist of necessary components such as accuracy and neatness. **Explore, Experience, Revise, Refine, Tailors: Musical/Rhythmic, Visual/Spatial,Verbal/Linguistic**

Students will self-assess their work by using the same checklist with which their Glogsters will be evaluated. As students are going through the checklist and have missed something, they can refer to me or their peers for feedback. By viewing other classmates' Glogsters they may be able to figure out their problem themselves. This Glogster assignment lays the foundation for the rest of the unit. I think it is important for students to have a knowledge of what these functions' graphs look like prior to going into further detail about them.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Logical/Mathematical**

**(W)** 1.1 Students will understand that functions can be interpreted using graphs, tables, and algebraic techniques. **(Where)** Real life predictions can be made by recognizing trends in graphs, such as the rise and fall of America's economy. **(Why)** //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.// **(What)** **Logical/Mathematical**: Students will analyze the functions' trends in the sketches. **Musical/Rhythmic**: Students can add audio to their Glogsters of the functions' graphs. **(Tailors)**
 * (H)** 1.2 An attention-grabbing video that displays rollercoasters, population growth, or anything that will interest students. No matter what the content is in the video, it can be related to functions. "Functions are everywhere!" **(Hook)**
 * (E)** 1.3 Students will know the vertical line test, labeling graphs, variables (independent and dependent), and the basic functions by using a describing wheel. **(Equip)** Students will participate in a three-minute review in teams, in which they will be given three-minutes to interpret the material and ask clarifying questions. **(Explore)** Students' team will create a Glogster as a digital reference of the sketches of the graphs of the basic functions. **(Experience)**
 * (R)** 1.4 Students will be given a checklist to assess their Glogster to make sure they have all of the correct components of the sketches.**(Rethink/Revise)** I will provide feedback while reviewing Glogsters as they are being designed. I will also answer clarifying questions during the three-minute review. **(Revise/Refine)**
 * (E)** 1.5 Students will be pre-assessed on their knowledge of variables and functions. Glogsters will be assessed based on a checklist of necessary components. **Evaluate)**
 * (T)** 1.6 **Interpersona**l: Students will work with their classmates to complete their Glogsters of the functions' graphs ( a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b).
 * Visual/Spatial**: While creating the digital poster, students will use visuals; graphs, tables, other relevant images.
 * Intrapersonal**: Students will be given time during the three-minute review to reflect on what they need clarified about the functions and their graphs.
 * Verbal-linguistic**: Students will use their verbal skills while asking questions and giving feedback to their peers.


 * (O)** 1.7 Students will be able to recognize the graphs of basic functions **(Self-Knowledge)**. Product: Glogster, 1 day **(Organize)**

[|Functions vs. Relations] [|Are These Functions??] [|The Vertical Line Test]
 * Content Notes**

[|Graphing Tool]

[|Glogster] 

[|Describing Wheel]
 * Handouts**