1

Professional Development Portfolio

Breanne McNitt
November 30, 2016

Table of Content

Resume 3
Vision Statement. 4
Letters of Communication.. 5-7
Syllabus.. 8-10
Professional Growth Plan11
Appendix. 12-22

Breanne McNitt
1315 S. College Ave
Tempe, AZ 85281

bmcnitt@asu.edu
(269) 332-7880

SUMMARY
Hard working, organized, and adventurous undergraduate, studying Secondary Math Education with a minor in
Park and Protected Area Management.
EDUCATION
Arizona State University- Tempe, Arizona
Major: Secondary Math Education
Minor: Parks and Recreational Management
GPA: 3.61
University of Waikato- Hamilton, New Zealand
Study Abroad (semester)
INTERNSHIPS
9th-12th grade, Tempe High School, Tempe, AZ
6th grade, Supai Middle School, Scottsdale, AZ
9th/10th Grade, Chaparral High School, Scottsdale, AZ
Planned lessons for entire class, small group, and one-on-one work.
Engaged with students to help them better understand concepts.
Co-taught with my mentor teacher.

August 2013 Present

February 2015- June 2015

Fall 2015
Spring 2016
Fall 2016

RELATED EXPERIENCE
Camp Counselor, Camp Granite Lake, Golden, CO
June 2016- August 2016
Created and led the rock climbing program
Worked with other counselors to create a positive environment for the campers
Climbing Instructor, The Phoenix Rock Gym, Tempe, AZ
Teaching new climbers how to belay and climb safely

December 2015- present

Well Devil Ambassador, ASU Wellness, Tempe, AZ

August 2013- May 2014
Planned events to promote wellness in the residential halls at ASU
Worked as a team with the other Ambassadors to spread and promote wellness throughout the ASU
campus.
ACTIVITIES
President, ASU Outdoors Club, Arizona State University
August 2016- present
Oversees the entire club, which by the end of the year has around 600 members
Plans outdoor adventure for the members.
CERTIFICATIONS
Adult, Child and Infant CPR, Basic First Aid, Fingerprint Clearance Card

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Letter to Principal
Dear Principal,
In May 2017, I graduated from the Arizona State University with a degree in Secondary Math Education
and a minor in Park and Protected Area Management. Not only do I have my degree in Education, but also I
have passed the NES tests and have received my teaching certificate. While attending ASU, I had the
opportunity to work in four different classrooms, and experience the learning styles of a wide array of students.
Through these three semesters of internship, and one full semester of student teaching, I was able to not only
learn form my mentor teachers, but also work directly with students and create full class lessons. I also learned
how to manage a co-teaching situation, and Ive also had experience working one-on-one with ELLs.
Enthusiasm, kindness, and understanding are three key items I will bring into my classroom. By
creating a classroom based on kindness, I will bring my students together to form a community that works well
together and cheers each other on. This will change the notion that mistakes are bad, and show my students that
mistakes are okay and create the most engaging learning situations.
Moving outside the four walls of my classroom, I will keep an open line of communication with the
parents of my students. This will allow me to work with the parents to find ways to best fit the needs of the
students, and also give me an insight on what my students lives are like outside school. Knowing this helps me
to create lessons better suited to the types of learners I have in my classroom.
I look forward to getting to know you more, and I would be honored to have the chance to work with
you in the future. Thanks for taking the time to read this letter, and if you have any more questions about who I
am as a teacher, please reach out to me.

Sincerely,
Breanne McNitt
bmcnitt@asu.edu
(269)-332-7880

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Letter to Parents
Dear Parent or Guardian,
My name is Breanne McNitt, and I am your childs math teacher for this year. A little about myself. I
grew up in Michigan and then flew over to Arizona to receive a bachelors degree in Secondary Math
Education. I also received a minor in Park and Protected Area Management, which gives a little insight to the
love I have for the outdoors. When Im not teaching, I spend my time enjoying the great outdoors in any way I
can.
First off I want to say that I look forward to getting to know and working with you throughout this year.
I want to be the best educator I can be for your students, and I know that with your insight on your child, I will
be able to do just that. Throughout the year, feel free to touch base with me at any time, and I will make sure to
stay in touch with you about your childs progress in my class.
Math is often a subject that causes many students to shut down. However, this year I will hopefully
change their mindset. Through interactive lessons, full class discussion, and real like problems, I will create an
engaging environment for every student to learn and grow in. Instead of wrong answers being looked at as a
negative thing, I will treat them as a unique opportunity for the entire class to learn. Mistakes are welcome in
my class because they allow us to improve and dig deeper into topics.
Not only will mistakes be embraced, but the community of my classroom is based around kindness. I
expect all my students to not only show respect towards me, but also towards each other. Unkind actions will
have no place in my classroom, and will be addressed on an individual basis to make sure the students
understand why that behavior they displayed is unwelcome.
As far as class work goes, students will be given assignments to complete at home, and it is expected
they have this homework completed by the due date. If life gets in the way, late assignments will be accepted
up to a week late, but will only receive fifty percent of the total credit. Tests will be given at the end of each
unit, and after the test is graded, students who scored less than an 80% will be able to complete test corrections.
They have one week to complete the corrections and can earn back half the points for each question they redo
correctly.
Once again, I am excited to have your child in my class this coming year, and to get to know you as
well. If you have any questions or comments, never hesitate to reach out to me. My email is bmcnitt@asu.edu
(I check my email every night so this is the best way to reach me).

Sincerely,
Ms. McNitt

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Letter Home
Dear Janes Parents,
I am reaching out to you in regards to Janes performance in her Algebra 2 class. Every day she comes
to class with an open mind, and is ready to learn. Ive noticed that math comes very easily for Jane and she can
often follow along in class and succeed on the tests without taking notes. This is an incredible talent your
daughter possesses, and I want to let you know it doesnt go unnoticed.
If you check her grade for the quarter so far, it will not reflect Janes ability level. The reason for this is
that she has not turned in an assignment yet. I understand that she may view the extra work as busy work but
that doesnt mean she is exempt from doing it. I also know that Jane is very busy with extracurricular after
school and that finding time to do all her homework assignments may be part of the struggle too. However,
homework is a part of class that I require all my students to complete- even my students who receive high-test
grades.
Jane is missing a total of seven assignments. This is taking a huge toll on her overall grade and I want
her to be able to make up these points before we get to far into the year. I usually dont make an exception like
this to my policies, but I am willing to give Jane a chance. I have all the assignments that she hasnt turned in
so far and if she comes to me on Monday, I will give her the worksheets. She will then have a week to finish
them (they must be turned in no later than the following Monday). If she turns these assignments in, Jane will
receive half the points back for each assignment. Although this isnt the full credit it will help her grade out
tremendously compared to having all zeros in the grade book for homework.
If you have any questions, or want to talk more about this situation, please reach out to me. I want to
see Jane succeed in my class, and I believe if we can work together we can help her do that.
Sincerely,
Ms. McNitt
bmcnitt@asu.edu
(269)-332-7880

Syllabus
Class: High School Algebra
Instructor: Ms. McNitt
Contact: bmcnitt@asu.edu
*Available before or after school my appointment*
This year we will explore the ins and outs of Algebra. By the end of the year, students will be able to
identify structures in equations, how to create their own equations, and know many different strategies to solve
these equations. To reach this goal, classes will range from lectures, to group work, to student lead ideas. This
will allow students to learn using a variety of methods, and promote a classroom that is centered on discussions.
Materials needed for the Year:
- notebook
- graph paper
- graphing calculator
- colored pen (any color but black)
- pencil
--------------------------------------------------------------------------------------------------------------------Class Routine
At the beginning of class, students will sit in their seats and wait for instructions from the teacher. During class
students are expected to be quite when they here my voice. When transitions are happening in class, students
are allowed to talk so long as they get silent once I begin the next section of class. Then at the end of class,
students will wait to be dismissed by the teacher. The bell does not do the dismissing.

Cell Phones: Cell phones are not to be used during class. Students are asked to place phones face down
on their desk during class.

Classroom discipline: Students who break any of the classroom rules will get 2 warnings and then must come in
for lunch detention in my room. This will be a time for them to work one on one with me if they have any
questions, while eating their lunch.
Grading Scale: A 90-100%
B 80-89.9%
C 70-79.9%
D 60-69.9%
F <59%
--------------------------------------------------------------------------------------------------------------------Homework
Homework may be turned in after the due date, but students will only earn up to 50% of the points for
anything turned in after the due date.
Students homework will be handed back up to a week after the due date.
Students get one homework pass per quarter. This pass cannot be used on projects or take-home quizzes.
There are a couple assignments that the pass cannot be used on and this will be clearly stated when the
assignment is given out.

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--------------------------------------------------------------------------------------------------------------------Projects
Projects will only be accepted on the due date.
No late projects will be accepted.
Projects count as a test grade.
Projects will be handed back up to 2 weeks after the due date.
--------------------------------------------------------------------------------------------------------------------Tests/ Quizzes
Tests will be given at the end of each unit.
Quizzes will be given throughout the units to check for understanding.
Students have a week after they get the test or quiz back to make corrections.
i. Quiz/Test Corrections will allow students to earn up to half the points back that they missed.
(Each corrected problem will get the student an added half point onto the original test grade.)
ii. Must complete corrections on a separate sheet of paper, and each problem needs to have one
to two sentences explaining how they understand the problem better now.
iii. Test/ quiz corrects must be done independently.
--------------------------------------------------------------------------------------------------------------------Absences
Students who are absent will find the work they missed in their class folder. It is the students
responsibility to collect their missing work and turn it in
If students are absent on the due date of an assignment, they must turn in the assignment the day they get
back.
If a student is absent the day something is assigned, they have up to the number of days they were absent
to turn it in. (for example an assignment is handed out and is due the following day, but a student misses
that day and the day after. The student then must turn in the assignment 2 days after they return.)
--------------------------------------------------------------------------------------------------------------------Communication
Students are always welcome to make a lunch appointment with me to talk about anything.
Parents who would like to get in contact with me can either call me or email me. Email works the best
most of the time.
After school appointments can also be made with me, but I must be given a couple days warning so I
can make room in my schedule.
---------------------------------------------------------------------------------------------------------------------

Rules

No foul language.
No throwing of any objects.
Cell phones are not to be used, unless there is an emergency.
Respect everyone in class.
Be open to all opinions and suggestions.
Never be afraid to ask for help.

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--------------------------------------------------------------------------------------------------------------------Consequences when Rules are Broken
Students who break any of the rules from the school handbook will be sent to the office.
Students who break my classroom rules will get 2 strikes, and on the third strike they will come to my
classroom that day (or the following day if their class period is after lunch) and serve a lunch detention. During
this time students will be able to eat their lunch, but must also chat with me about what they did wrong. The
rest of the time will be spent working on any schoolwork they need to complete and I am available to help them
with any questions they may have during this time.
I do my best to work with students and will not send a student directly out of my class unless they become a
danger to myself or other student in the classroom.

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Professional Growth Plan
To Whom it May Concern,
In order to continue growing as an educator, I have created some short term and long term goals for my
self. By looking these over, I hope you gain a better understanding of why I want to teach and what inspires me
as a teacher.
Goals for First Year
Throughout this first year of teaching, I will hone my skills in creating an effective learning environment
that is held together by a universal understanding of respect between everyone involved in the learning process.
By the end of the year, I will know what works and what doesnt work when it comes to classroom management
and discipline, so these strategies will be able to continue on with me for the rest of my teaching career. I also
plan on reaching out to the parents throughout the year to keep an open line of communication with them- not
just touching base when their child has caused a problem. After learning my students names within the first
month, I will make sure to continue learning about them for the rest of the year. Students have so much to
contribute to their learning and the learning of their classmates so I want to use their background knowledge to
create a rich learning environment for all my students.
Long Term Goals (5 year plan)
I want to grown not only as an educator, but more specifically as an international educator. By teaching
at different schools all over the world, I will build a broad understand of not only different schools systems, but
also those specific cultures as well. This diversity will allow me to continue learning about myself as an
educator, and growing in my teaching style. Over the next five years, I hope to teach in many different
education settings to learn through these varied experiences. Teaching in many different school systems will
also show me how mathematics is addressed all over the world. This insight will help me to learn why certain
countries are more proficient in math concepts then other countries. My five-year goal, will allow me to gain
knowledge about education on a global level so that I can teach more effectively on the local level of wherever I
may be teaching.
Professional Organizations you plan to participate in:
NAFSA: Association of International Educators
International Educators Group
National Education Association
Thank you for taking the time to read about my goals. Im excited and passionate about accomplishing
these goals, so I hope we can work together to begin pushing me in the right direction.
Sincerely,
Breanne McNitt

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Appendix
Lesson Plans 11-15
Unit Plan . 16

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Teachers: Breanne McNitt

Inquiry Based Lesson Plan

Subject: Math/ Architecture

Explain

Explore

Standard:
HS.G-CO.D.12. Make formal geometric constructions with a variety of tools and methods
Objective (Explicit):
SWBAT create a 3D model of their building using their chosen materials, and explain the process
they used to create this model.
Evidence of Mastery (Measurable):
At the end of the lesson, students will have a model of the building created, as well as a written description
of what they did to create this building. These two components will be graded based on the rubric that the
students were given before they began this section of the project. This portion of the full project will be
worth 100 points (model is worth 50 points and written portion is worth 50 points), and students who receive
an 80% or better on this section have mastered the building of their 3D model.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT accurately measure the 2D shapes that will make up their model.
SWBAT create a model that is of accurate scale to their proposed building.
Key vocabulary:
Materials/Technology Resources to be used:
Ratio, area, length, width, height, units of measurement
Rulers, protractor, scissors, materials chosen
by students
Engage (Make content and learning relevant to real life and connect to student interest)
The students have been working on their architecture project and creating a physical 3D model is their last
step before the completion of the project. These models will represent a very small version of what their
building would look like, with the correct scale for all parts. Creating this model will help the students to
physically understand how their building will be structured- before they have been doing everything online
and on paper in 2D. This project overall has been giving them a real life application of a possible job where
they could use mathematics.
To engage the students, I will have a few examples of 3D building models for them to touch, examine, and
investigate. This will allow there minds to focus on what they are about to create, and give them ideas on
materials to use and other structural features they might not have thought of.
Teacher Will:
Student Will:
Ask the students what materials they think will Use all the resources available to them to pick
best work to make their building out of. The
out the proper materials for the model. They
will investigate different materials that could
will have a 3 days to do this research and then
represent actual materials that would be used on they will give me a list of what they need so
a building.
that the following week they will begin creating
their models.
Co-Teaching Strategy/Differentiation:
Give students ideas on what materials they could use. Present students with resources that will help
them to determine the materials that are best fit for their project.
Teacher Will:
Student Will:
Explain to students the size requirements for
Give the ratio they used to create their building,
their models, and what they will be learning
and explain the process they used to create the
through making these models. (SWBAT use a
model. They will write out the step-by-step
ruler and protractor accurately. SWBAT
process they used so someone else could
construct a building that is self-contained.)
accurately create the same building.
Co-Teaching Strategy/Differentiation
Give a guideline for what the step-by-step process should look like, so that students can just fill it
in.

Elaborate

14
Teacher Will:
Prompt students with questions so they can
analyze their models in detail. (What real life
material does each part of your model
represent?)

Student Will:
Describe what materials they would use for
their actual building and how these are
represented in their model. They will also
elaborate on what they could have done
differently, and how the ratio they used assisted
them in their thinking of the overall structure.

Co-Teaching Strategy/Differentiation
Teacher can give a list of possible real life materials many buildings are made out of to help
prompt the students thinking.
Evaluate
The teacher will measure the models for accuracy as well as check the scale to make sure the measurements
were calculated correctly. The students will also be given a rubric so that they can evaluate their own
model. This will give them the opportunity to look at their model in detail once it is completed, score each
area of their model, and give reasons on how they could do a better job if they were to create another 3D
model in the future.


Rate of Change Lesson Plan

Teacher:
Breanne McNitt

Subject:
Algebra 1: Rate of Change/ Slope

Standard:
Determine the rate of change/slope from a set of date.
Objective (Explicit):
SWBAT state the relationship between data points and state the rate of change by either looking at ordered pairs or points on a
graph.
Evidence of Mastery (Measurable):
Kahoot
complete 4.3 Practice B with little to no errors
show they retained information when they take the 4.1-4.3 quiz
Sub-objectives, SWBAT (Sequenced from basic to complex):
define the dependent and independent variables
define rate of change as the difference in the dependent variable divided by the difference in the independent variable
know what rise and run are
look at a graph and determine if the slope is positive, negative, zero, or undefined
Key vocabulary:
Materials:
Rise
Kahoot
Run
White Board
Dependent variable
4.3 Practice B worksheet
Independent variable
Rate of change
Slope
Opening:
SWBAT define ROC and determine the slope between two points on a graph.
The lesson will start with a word problem that allows them to learn about ROC through a real world example.
From there, we will go into definitions and being able to identify is the slope is positive, negative, zero, or undefined by looking at
the graph.

You do

We do

I do

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Teacher Will:
post word problem
create chart on board
define ROC
explain how to find slope between two points
using the graph.

Student Will:
read word problem out loud
help transcribe information into chart
take notes during lesson

Teacher Will:
present Kahoot
clarify confusion if many students get answers
incorrect on the Kahoot

Student Will:
answer Kahoot question to the best of their ability

Teacher Will:
Hand out homework for the students
If there is time remaining in class, I will walk around
making sure students are on task.
Answer any questions students have

Student Will:
Work on their homework with the time remaining in class

Problem Based Enhanced Language Learning

Mary Lou Fulton Teachers College at Arizona State University

Author Name:
Breanne McNitt, Haley YoungMiller, Megan Chatham,
Jesse Lopez

Program:
Secondary Ed.

Class:
English (9th grade)
- Environmental science

Title of Experience:
Recycling and Argumentative Writing
Problem or Situation for Teacher Candidates to Identify Problem:
How can ASU design a recycling system to reduce plastic use and increase student participation in
recycling programs?
Time Frame: (number of sessions and length of sessions)
2 class periods
Standard(s):
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audiences knowledge
level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.

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d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument
presented. (9-10.W.1)
Goals or Learner Outcomes:
Students will use the language of persuasion to analyze the recycling programs of various
schools and use personal experience, research, and collaborative thinking in small groups to
implement their own program.
Skills practiced
-Researching of school recycling programs
-Researching of own community practices
-Argumentative writing formatting
-Writing thesis statements
Materials:
-https://www.youtube.com/watch?v=MRjPkl_4lmM
-Online articles and charts
Operational Vocabulary

Conceptual Vocabulary

Vocabulary needed for the experience,

introduced prior to when it is
needed.
Recycling
Conservation
Expository
Thesis

Vocabulary that will be developed as a result of the experiences.

Reduce
Proposal
Persuasive vocabulary

Engage: How will this Problem Based Enhanced Language Learning experience be introduced?
The teacher will briefly introduce the film Bag it and show the trailer to spark student interest and
to drive the lesson about recycling. https://www.youtube.com/watch?v=MRjPkl_4lmM
The teacher will ask students to think about the way they view waste and recycling in their
community, at home, at school, etc.

Explore: Description of methods students will likely use to explore problem and potential solutions.
Note that this may not be a linear progression and not all students may use all methods.
Students will quick write and list what they know about recycling and how it affects them.
The students will break off in groups and discuss their own experiences with recycling.
The students will then research recycling programs at other schools and universities, and examine
how effective each program has been. Each group will be assigned a University/School.

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Explain: Description of methods for moving from exploration to understanding through discussion.
Enhanced Language Learning methods will be prominent here but also will be used in other
sections. methods may be layered throughout the Explore section.
Each student group will share their findings with the class, pointing out the researched schools
methods and effectiveness of methods.
What makes this school's recycling program effective/ ineffective?
Is there anything adjustment you would make to the program? If so what is it?

Sharing Strategies: How will students share their solutions to the problem?
Each student can present their findings verbally to the class, as well as on paper so that they can
turn their proposal as an exit ticket at the end of class.
For the second day of the lesson students will present their final proposal in any way they see fit
(powerpoint, poster board, etc.). So class time on the second day will be provided for students
to finish up their proposals and then turn them in at the end of class that day.
Elaborate:
Students will be put into small groups to think of and design their own recycling program to
implement at your own school.
The teacher will ask students guiding questions, what need does your school have? What can
students do to help? Will faculty be involved? What are budget concerns?
Evaluate: How will achievement of goals or learner outcomes be evaluated?

Students will submit a proposal or mission statement using the language content stems provided as
an exit ticket.
I would implement.in my schoolby.using..
My recycling program would include..
My school lacks.and needsbecause..

Unit Plan
UNIT INFORMATION

Grade/Subject:

9th Grade, Algebra

Unit Name:

Building Functions

Length of Unit:

2 weeks
UNIT STANDARDS

Standards

HS.F-BF.A.1. Write a function that describes a relationship between two

quantities.
a. Determine an explicit expression, a recursive process, or steps for
calculation from a context.
b. Combine standard function types using arithmetic operations
c. Compose functions.

HS.F-BF.A.2. Write arithmetic and geometric sequences both recursively and
with an explicit formula, use them to model situations, and translate between
the two forms.

HS.F-BF.B.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for specific values of k (both positive and negative); find the
value of k given the graphs. Experiment with cases and illustrate an
explanation of the effects on the graph using technology.

HS.F-BF.B.4 Find inverse functions.
a. Solve an equation of the form f(x) = c for a simple function f that has an
inverse and write an expression for the inverse.
b. Verify by composition that one function is the inverse of another
c. Read values of an inverse function from a graph or a table, given that the
function has an inverse
d. Produce an invertible function from a noninvertible function by restricting
the domain.

HS.F-BF.B.5. Understand the inverse relationship between exponents and
logarithms and use this relationship to solve problems involving logarithms
and exponents.

18

19
Remedial:
Students in need of additional help and supports will:

Enrichment:
Students in need of an additional challenge or extended thinking will:

Remedial (R)
Enrichment (E)

Step 1: Creating Vision and Planning for Assessment
Unit Plan - GOAL
The goal of this unit is to have ALL students understand the structure of
functions, change the input of a function, find the inverses of a function, and
understand how these functions look on a graph.

Unit Plan Big Ideas

This unit plan covers how to build functions and how to make changes to those built functions.
function notation/ structure
function input and output
inverse functions
graphing functions

Unit Plan Planning For Assessment

Formative Assessment:

Throughout this two week unit, students will complete exit tickets, worksheets, and group packets in
order for me to check and make sure they are on the right page and pace in order take the unit test at
the end of the two weeks.

Unit Plan Planning For Assessment

Summative Assessment:

Students will take the Building Functions test at the end of this two week unit.

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CALENDAR OF DAILY OBJECTIVES

Monday

Tuesday

Wednesday

Thursday

Friday

Standard:
HS.F-BF.A.1. Write a
function that
describes a
relationship
between two
quantities.
a. Determine an
explicit expression, a
recursive process, or
steps for calculation
from a context.

Daily Objective:
SWBAT translate a
word problem into
function notation.

Activity Notes:
Students will work
in groups with white
boards to write out
the different parts of
a function.
Each group will also
be given a word
problem they must
convert into a
function.

Daily Formative
Assessment:
A worksheet will be
given for homework
that tests the
students
understanding of
function notation.

Standard:
b. Combine
standard
function types
using
arithmetic
operations
c. Compose
functions.


Daily
Objective:
SWBAT
compose two
functions,
solve for the
new
composition
function, and
understand the
composition
function in
terms of the
context.

Activity
Notes:
Examples will
be works on
individually
and then
talked about as
a full group,
after a lecture
style lesson
has been
presented.
Daily
Formative
Assessment:

Students will

Standard:
HS.F-BF.A.2.
Write
arithmetic
and geometric
sequences
both
recursively
and with an
explicit
formula, use
them to
model
situations,
and translate
between the
two forms.

Daily
Objective:
SWBAT write
arithmetic
and geometric
sequences
recursively.

Activity
Notes:
Students will
work in pairs
to complete 4
in class
examples



Daily
Formative
Assessment:
A worksheet
on arithmetic
and geometric
sequences

Standard:
HS.F-BF.A.2.
Write
arithmetic and
geometric
sequences
both
recursively
and with an
explicit
formula, use
them to model
situations, and
translate
between the
two forms.

Daily
Objective:
SWBAT write
arithmetic and
geometric
sequences
with an
explicit
formula.

Activity
Notes:
Students will
work with a
different
partner from
the day before
to practice
writing
arithmetic and
geometric
sequences
with an
explicit
formula.

Standard:
HS.F-BF.B.3. Identify
the effect on the
graph of replacing
f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for
specific values of k
(both positive and
negative); find the
value of k given the
graphs. Experiment
with cases and
illustrate an
explanation of the
effects on the graph
using technology.

Daily Objective:
SWBAT change the
input of a function
and explain how this
changed input effects
the functions graph.

Activity Notes:
Students will be in
groups with white
boards. They will
rotate, taking turns
on who writes the
original function, who
writes the function
with the new input,
who graphs the
original function, and
who graphs the new
function.

Daily Formative
Assessment:
Students will
complete an exit
ticket before leaving

21

Standard:
HS.F-BF.B.3. Identify
the effect on the
graph of replacing
f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for
specific values of k
(both positive and
negative); find the
value of k given the
graphs. Experiment
with cases and
illustrate an
explanation of the
effects on the graph
using technology.

Daily Objective:
SWBAT change the
input of a function
and explain how this
changed input
effects the functions
graph.

Activity Notes:
Each group will be
given a unique
function problem
and they must work
through it in their
groups and then
they will present
their work and
explanations to the
class.

Daily Formative

have an exit
ticket that they
must turn into
me before they
can leave. This
will test to see
if they
understand
how to
compose two
functions.

Standard:
HS.F-BF.B.4
Find inverse
functions.
a. Solve an
equation of the
form f(x) = c
for a simple
function f that
has an inverse
and write an
expression for
the inverse.
b. Verify by
composition
that one
function is the
inverse of
another
c. Read values
of an inverse
function from
a graph or a
table, given
that the
function has an
inverse
d. Produce an
invertible
function from
a noninvertible
function by
restricting the
domain.

Daily
Objective:
SWBAT for the

will be
assigned for
homework.

Daily
class.
Formative

Assessment:
A worksheet
on arithmetic
and geometric
sequences will
be assigned for
homework.

Standard:
HS.F-BF.B.5.
Understand
the inverse
relationship
between
exponents
and
logarithms
and use this
relationship
to solve
problems
involving
logarithms
and
exponents.

Daily
Objective:
SWBAT solve
problems that
contain
exponents
and
logarithms.

Activity
Notes:
In pairs,
students will
work through
exponent and
logarithm
inverse
problems.

Daily

Standard:

Standard:
REVIEW DAY
TEST


Daily
Daily Objective:
Objective:
SWBAT complete
SWBAT solve the Building
all problems
Functions test to the
in the
best of their ability.
Building

Functions
Activity Notes:
Review
Students will take the
packet
test of the entire class

period.
Activity

Notes:
Summative
A review game Assessment:
will be
Todays assessment is
prepared in
the unit test.
class that
covers some
problems from
the review
packet as well
as new
problems to
prepare the
students for
the test.

Daily
Formative
Assessment:
Students will
study for the
test.

22
Assessment:
Students will be
given a worksheet
for homework.

inverse of a
function.

Activity
Notes:
After full class
lecture/
discussion,
students will
work
independently
to complete a
few example
problems and
then I will pick
students to
share their
work with the
class.

Daily
Formative
Assessment:

A worksheet
on inverse
functions will
be given out
for homework.

Formative
Assessment:
Students will
do review
packet for
homework