L2+Haase,Kaitlyn+Nicole


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


 * Teacher’s Name:** Ms. Haase **Lesson 2:** Interpretation
 * Grade Level:** 10 **Topic:** Graphing Functions

__**Objectives**__
Student will understand that functions can be interpreted using graphs, tables, and algebraic techniques. Student will know domain and range by using a tick-tac-toe graphic organizer. Student will be able to illustrate graphs of the basic functions.

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


 * Rationale:** Students will learn characteristics of graphing the basic functions.

__**Assessment**__
Students will use a tick-tac-toe graphic organizer to draw examples of functions after listening to music clips. They will self assess themselves using a checklist, that includes components such as domain, range, and if the relation passing the vertical line test (thus making it a function).
 * Formative (Assessment for Learning)**

Students will work together in pairs to analyze their graphs and decide upon their domains and ranges. The pairs will then create digital scrapbooks of their functions using GeoGebra. I will assess their scrapbooks using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will use a graphing software, GeoGebra, to create digital copies of the graphs they created in class. The images in GeoGebra will be compiled to create a digital scrapbook.


 * Music:** A music teacher at the school can come in to class to explain the dynamics of music so students can get an idea of what to listen for to create their graphs.

__Groupings__
Students will work together in pairs to analyze their graphs and decide upon their domains and ranges.

__**Differentiated Instruction**__
**Musical/Rhythmic**: Students will listen to music to create their graphs. **Intrapersonal**: Students will devise their own interpretation of functions based on the music. **Interpersonal:** Students will work in pairs to help analyze functions and create a digital scrapbook. **Spatial/Visual:** Students will create visual interpretations of their functions. **Bodily/Kinesthetic**: Students have the option of getting up and moving to the music to think of their functions. **Linguistic/Verbal**: Students will use their verbal communication skills to work with their partner.
 * 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' digital scrapbooks. They will also to make up the activity by listening to a music clip of their own during their free time and create a graph. They will then see me during a free period, or before or after school so work on domain, range, and vertical line test.

Students will listen to a variety of music clips. From those clips they will illustrate shapes of functions based on sounds, pitches, tones, etc. that they hear. Students will use a graphing software, GeoGebra, to create digital copies of the graphs they created. The images in GeoGebra will be compiled to create a digital scrapbook.
 * Extensions**

__**Materials, Resources and Technology**__
• LCD Projector • Whiteboard • Markers • Handouts (tick-tac-toe organizer) • Students need laptops

__Source for Lesson Plan and Research__
[|The Vertical Line Test] [|Domain and Range] [|GeoGebra] [|GeoGebra Quickstart]

__**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 is centered around the "interpretation" facet of understanding. Student will understand that functions can be interpreted using graphs, tables, and algebraic techniques. Student will know domain and range by using a tick-tac-toe graphic organizer. Student will be able to illustrate the graphs of basic functions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

**Intrapersonal**: Students will devise their own interpretation of functions based on the music. **Interpersonal:** Students will work in pairs to help analyze functions and create a digital scrapbook. **Spatial/Visual:** Students will create visual interpretations of their functions. **Bodily/Kinesthetic**: Students have the option of getting up and moving to the music to think of their functions. **Linguistic/Verbal**: Students will use their verbal communication skills to work with their partner
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Musical/Rhythmic:** Students will listen to music to create their graphs.

**Technology:** Students will use a graphing software, GeoGebra, to create digital copies of the graphs they created in class. The images in GeoGebra will be compiled to create a digital scrapbook.

**Music:** A music teacher at the school can come in to class to explain the dynamics of music so students can get an idea of what to listen for to create their graphs.


 * //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 tick-tac-toe graphic organizer to draw examples of functions after listening to music clips. They will self assess themselves using a checklist, that includes components such as domain, range, and if the relation passing the vertical line test (thus making it a function).

**Summative (Assessment of Learning)** Students will work together in pairs to analyze their graphs and decide upon their domains and ranges. The pairs will then create digital scrapbooks of their functions using GeoGebra. I will assess their scrapbooks using a checklist.

__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: Students will receive tick-tac-toe organizer handout. (1 min) Students will listen to music teacher from school about dynamics of music and how to create shapes from pitch, tone, etc. (10 min) Students will listen to music clips from [|Free Play Music]. (3 min) Students will reflect on the music, and create 9 sketches of graphs based on the music they heard. (15 min) Students will receive instruction on domain and range (25 min) Students will work with their partner (sitting next to them) and determine the domain and range of each draw graph. They will also have to determine if the relations are functions by using the vertical line test. (10 min) Students will receive a tutorial lesson on GeoGebra (3 min) Students will work with their partners to create digital scrapbook of graphs on GeoGebra (13 min)

Students will understand that functions can be interpreted using graphs, tables, and algebraic techniques. Projectile motion problems involve functions. For example, how far someone can kick a soccer ball, what the maximum height is.. etc. //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.// Students will listen to a variety of music clips. From those clips they will illustrate shapes of functions based on sounds, pitches, tones, etc. that they hear. Students have the option of moving around the room while the music is playing if it will help them interpret the dynamics better than if they were sitting. **Where, Why, What, Hook, Tailors: Musical/Rhythmic, Visual/Spatial, Intrapersonal, Bodily-Kinesthetic**

Students will know domain and range by using a tick-tac-toe graphic organizer. Students will work together in pairs to analyze their graphs and decide upon their domains and ranges. Students will be given a checklist with the following components: labels, domain, range, passes vertical line test. The students will assess the graphs of their functions using the checklist. **Equip, Explore, Rethink, Revise, Tailors: Interpersonal**

Students will work together in pairs to analyze their graphs and decide upon their domains and ranges. The pairs will then create digital scrapbooks of their functions using GeoGebra. I will provide feedback accordingly while students are compiling their scrapbooks. **Explore, Experience, Revise, Refine, Tailors: Linguistic/Verbal**

Students will be pre-assessed on their knowledge of graphing. The digital scrapbooks will be assessed based on the checklists provided to the students consisting of necessary components. **Evaluate, Tailors: Intrapersonal**

**(W)** 2.1 Students will understand that functions can be interpreted using graphs, tables, and algebraic techniques. **(Where)** Projectile motion problems involve functions. For example, how far someone can kick a soccer ball, what the maximum height is.. etc. **(Why)** //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.// **(What)** **(H)** 2.2 Students will listen to a variety of music clips. From those clips they will illustrate shapes of functions based on sounds, pitches, tones, etc. that they hear. **(Hook)** **(E)** 2.3 Students will know domain and range by using a tick-tac-toe graphic organizer. **(Equip)** Students will work together in pairs to analyze their graphs and decide upon their domains and ranges. **(Explore)** The pairs will then create digital scrapbooks of their functions using GeoGebra. **(Experience)** **(R)** 2.4 Students will be given a checklist with the following components: labels, domain, range, passes vertical line test. The students will assess the graphs of their functions using the checklist. **(Rethink/Revise)** I will provide feedback accordingly while students are compiling their scrapbooks. **(Revise/Refine)** **(E)** 2.5 Students will be pre-assessed on their knowledge of graphing. The digital scrapbooks will be assessed based on the checklists provided to the students consisting of necessary components. **(Evaluate)** **(T)** 2.6 **Musical/Rhythmic**: Students will listen to music to create their graphs. **Intrapersonal**: Students will devise their own interpretation of functions based on the music. **Interpersonal:** Students will work in pairs to help analyze functions and create a digital scrapbook. **Spatial/Visual:** Students will create visual interpretations of their functions. **Bodily/Kinesthetic**: Students have the option of getting up and moving to the music to think of their functions. **Linguistic/Verbal**: Students will use their verbal communication skills to work with their partner. **(Tailors)** **(O)** 2.7 Students will be able to illustrate graphs of the basic functions. **(Interpretation)** Product: Digital scrapbook, 1 day **(Organize)**


 * Content Notes**




 * Handouts**