Date: 11-6-2020 Teacher’s Name: Jack Varela

Subject: Math Grade Level:Algebra (9th)

Class Setting: Departmental Length of lesson: 3 days

Central Focus: The purpose of the lesson is to build upon students' previous
knowledge of expressions and graphing and the correlation between them. Students
will learn how to create equations based on given information and display their
significance with a graph. This lesson will also benefit students in future lessons,
helping them understand the correlation between equations and the data they can
display as well as the ability to create equations based on different scenarios.
Creating expressions is an essential tool in today’s time, allowing easier
understanding of concepts such as pay rates or the medical dosage of a patient.

Lesson Title: ELEMENTS OF MODELING: How to use two variable equations to represent
relationships

For Unit Plan/Learning Segment, _2_ out of __3__:

Essential Question(s):
- What information can a graph display?
- What are the different types of functions that can be displayed on a graph?
- What information can you learn from a graph?
- How do we plot information on a graph based on a function?

Learning Standards: CCSS.MATH.CONTENT.HSA.CED.A.2: Create equations in two or more variables to

represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Pre-Assessment: During day 1 of segment, students will be asked definitions of terms

in the unit in order to assess a student's previous knowledge of the topic. From days 2-
3, students will be given recap questions regarding the previous day’s
Learning Objectives: Assessments:
1) Students are able to 1) Exit Ticket (Three Point
differentiate function types Scale)(See Power Point slide
based on visual representations 10
(graphs)
2) Students can make
sense of contextual
2) Finding my own model
situations that can be assignment (slide 20)
 modeled as linear, 3) Pair and Model Assignment
quadratic, and (Slide 25)
exponential.
- 3) Create equations in
two or more variables to
represent relationships
between quantities

Differentiation: Below is a list of how my classmates and I categorized each other in

a sense of what is our most efficient way of learning (K for Kinesthetically, A for
Auditorily, and V for Visually). Though these groups don’t constrict each student to a
specific way of learning, they guide us in the direction where the student seems to
learn best. I have additional information on each student included on a separate sheet
which can be provided per request (Getting to know students assignments).

K – Greg, Vic, Lynaiza, Camryn, Luigi, Danielle

A – Tommy, Lawrence, Sean, Brooke
V- Patricia, Kevin D., David, Kevin. H.

Academic Language:
1. Vocabulary: Exponential, Linear, Absolute Value, Quadratic, Square Root,
Cubic, Cube Root, Function, Ordered Pair
2. Language Functions: Analyze, Interpret, Explain, Describe, Compare, Justify
3. Syntax: Equation, Graphs, Tables, Models, Variables, Expressions, Input, Output
4. Discourse: Being able to explain (orally) a function type as well as interpret
(Visually) the graph it displays
Procedure: Day 1
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity:
Begin class inquiry discussion by asking students what exactly is a model? (Slide 1)
- Allows students to contemplate ideas on the coming lesson
- Provides meaningful thinking for students to express what a model means to
them.
Anticipatory Set :
● Expect student responses such as: (Slide 2)
- A representation of information
- A display of a person,place, or thing.
- A replica/modified version of an original
- A plan

Activating Prior Knowledge:

● Ask students the following vocabulary questions to help refresh memory:
- What is a variable?
- What is an equation?
- What is a function?

Though simple questions, these questions should bring back key information needed
to move forward through the lesson.

Initial Phase (Slide 4)

Direct Instruction

Due to the nature of this topic, it would be beneficial during our first lesson’s direct
instruction to reiterate the importance of how to read a graph and plot its points, as
well as show the relationship between the X and Y axis. Thus, direct instruction
begins on slide 4 with an empty sheet of axis (Plot points using zoom marker/smart
board). For this segment, begin by reminding students of the x-y axis and how you
plot an ordered pair of points (x,y). Some examples you can use include: (2,2), (0,2)
(3,5). From here, plot points in a manner to create a linear function such as f(x) = 2x
to remind students that a set of data can be displayed as a table, graph, and
equation.

Middle Phase (Slide 5-8)

Guided Practice

Break students into groups, asking each group of students to plot a set of points based
on a table of information given(slide 5). Here are the direct instructions for each
group to complete:
- What do you THINK your graph will look like (ask each other)
- Plot the graph on a X-Y axis (confirm points with one another)
- What type of function do you think your graph is displaying (ask each
 other)

Remind students of the importance of keeping inquiry alive during their

discussion, hence the reason for parentheses. After giving students a suitable time
to complete, bring the class back together for an explanation of each table. It will
become evident to students that each table represents a different function
type(Linear, Exponential and Quadratic). Use slides 6-8 to help students in their
explanation as well as giving clearer examples for students not in the group
currently presenting.

Concluding Phase (Slide 9)

Closure/Summary: After looking into the three key function types, students will be
given follow up explanations of alternate function types (Absolute Value, Cubic,
Square Root, Cube Root) as well as their corresponding equations. This will allow
students to be able to explain the differences between each type of function based on
their graph, table, or equation.

Follow up: Exit Ticket (Assessment) Students will be graded on a three point scale for
the exit ticket (Slide 10). One point will be awarded per correct answer, with the
highest grade being 3 and the lowest being 0.

Correct Answers:
1) B
2) C
3) False

Materials: Power Point, Zoom/Smart Board

References: EngageNY

Procedure: Day 2 (PLANNED TEACHING EPISODE)

Anticipatory Set (6 min)
(hook, motivation, etc. to engage students)

Sponge Activity:(Slide 12) What is the last graph you remember seeing/making? What
did it represent and what kind of graph was it?
Anticipatory Set: (Slide 12)Anticipate that students will give a plethora of different
graphs as well as contextual situations. Keep note of students' responses, could give
insight into some more motivational factors that can be used in future lessons.

Activating Prior Knowledge:(Slide 14) Display the three different types of functions
equations and ask students to match them to their corresponding graph.

Initial Phase (13-14 min)

Direct Instruction (Slide 15-18)
Students will be questioned but guided through 3 different problems(Linear,
Exponential, Quadratic) involving different scenarios. Each problem will include
3 questions:
1. What type of function should she use to model this problem? Justify your
answer mathematically.

2. What are the variables and quantities of this problem?

3. What function represents the amount of penguins at the zoo after 5 years?

Questions and Answers included on slides

Middle Phase ( 6 min)

Guided Practice :
Students will pair up in groups based on concentration and will be given a suitable
amount of time in order to think of an example of each function (Linear, Quadratic,
Exponential) (Slide 18-19)
Ask students why they thought said context would be said function
Concluding Phase (4 min)
Closure/Summary: Discussion of My Own Model Assignment (Slide 20) (Assessment)
Follow up: My Own Model Assignment (Slide 20)
Materials: Presentation, Zoom marker / smart board
References: EngageNY
Procedure: Day 3
Anticipatory Set (hook, motivation, etc. to engage students)

(Slide 22) Sponge Activity: Begin class with asking students how there My Own Model
Assignment went since it is the main focus of this lesson
Anticipatory Set/Activating Prior Knowledge
Students probably will most likely mention their enjoyment in finding graphs that our
relevant to their interests but also be in confusion with the their said complexity

Initial Phase
Direct Instruction (Slide 23)

Students will learn how to create equations using google sheets/ microsoft excel.
Essentially, by inputting data into the sheet, you can create a graph and grab said
equation from said graph. This will be displayed as such.

Middle Phase (Assessment)

Slide 24)Guided Practice Students will now get into pairs and discuss their graphs and
functions. They will be set out to complete the following tasks through the remainder
of class:
- What was your partner’s topic?
- What function do you think there graph will display?
- Create a table of at least 8 data points
- Input into google sheets, highlight your table and click “insert” then click
“chart”
- After creating your graph, use the customize option and go into “series” and
create a “trendline” and input “equation”
- Compare and contrast with your partner
Concluding Phase
Closure/Summary: Understanding page (Slide 26)
Some of the equations the students will generate from their data will be confusing to
understand due to the notation of google sheets. Assure them that these equations
display some marginal error due to the lack of information they contain but hold a
good

Follow up: New Lesson !

Materials: Presentation Presentation, Google Sheets

References and Resources: EngageNY

Self-Reflection of the lesson: I really think I did a good job incorporating my own
pedagogy into these three lessons (Using inquiry and motivation to bring out true
learning.) I implemented different interests of my classmates (Greg and gaming
and Lynaiza and penguins) as well as the different types of learners in my class. I
did my best to keep the interests of the students at the heart of the lesson, even
creating my last lesson based on said interests. I think with the addition of remote
learning this lesson becomes increasingly difficult to teach but I strongly believe I
did the most I could to bring an engaging, inquiry based learning segment that
involves students interests.