Pre-Lesson Thoughts

I constructed the lesson as I did because I knew that this lesson was a dry lesson and
that there were a lot of notes for the students to copy down. I started with a do now that
reminded students about what piecewise functions look like graphed and how to read the
graph. I wanted my motivation to be something interesting or relatable to students so I decided
to use a Scooby Doo theme for the beginning function. As we go through the notes, I wanted to
be able to go back to a graph that was easy for students to remember and I thought by including
the images that it would help students remember it better. The remaining examples were
necessary in showing students different types of functions and how to determine the limits. The
second graph was included to introduce DNE to students and to show that there isnt always a
limit. I wanted variety (without using vertical asymptotes just yet) so they can understand that
when we take the limit of a function that we arent taking the position of the y value at some x
but instead seeing when x approaches some a what y value we approach. In case the lesson
ended sooner than expected, I wanted to have the extra 2 problems available for students to
work on.
For this lesson I used CCSS.Math.Practice.MP1 which is to make sense of problems and
persevere in solving them. Students need to be able to read a graph and be able to determine
what is going on in that graph. Some students may have forgotten what open and closed circles
in piecewise functions are and they need to understand that in order to understand what is
occurring graphically. They must understand the notations for limits in order to determine what
is being asked and be able to use the graph to find that limit. Also I used
CCSS.Math.Practice.MP6 which is to attend to precision. When I ask students questions such as
what is a limit?, I am listening to their language and making sure that they are giving a correct
mathematical definition or answer. I will even ask the class, do we agree or disagree? to see if
students can pick up the mathematical error.
While the classes that I made this lesson for do not contain ELLs or students with special
needs, I do believe that due to the visual nature in the discussion about limits that it becomes
easier for them to understand. For instance, having the slide with Scooby and Shaggy is very
visual and by actually moving my finger along the function, it helps students see what we are
looking for when asked to find the limit. Some students with disabilities have trouble staying
focused. I believe that by making the graph look more fun and relating it to something they
know that it will capture their attention.
To assess students learning of the topic, I will be asking students questions to assess
their understanding as well as walk around as they are doing the problems. As they are doing
their problems, I can see how they are finding the limits and ask them questions to assess their
understanding. The summary questions at the end of the lesson are also a good way to see if
students understood the lesson or at the very least, give those who still may not understand
some clarification from their peers.