Lesson Revision Assignment

 
 
Unit/Class/Grade: Algebra 1/ first period / grade 9 – sometime in the first week of school
California Standards for Mathematical Practice:
 
MP.6 – Attend to precision
 
Mathematically proficient students try to communicate precisely to others. They try to
use clear definitions in discussion with others and in their own reasoning. They state
the meaning of the symbols they choose, including using the equal sign consistently
and appropriately. They are careful about specifying units of measure, and labeling
axes to clarify the correspondence with quantities in a problem. They calculate
accurately and efficiently, express numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully
formulated explanations to each other. By the time they reach high school they have
learned to examine claims and make explicit use of definitions.
 
Vocabulary
 
function                                     independent variable                    dependent variable
interval                                      function notation - f of x                x-intercept, y-intercept
system of functions                   parent function                              domain
range                                        average rate of change                 quadradic function
parabola                                    exponential functions                    solution
rate of change
Language Supports: depends on the results of the earlier assessment to build a
baseline for ELLs in terms of math knowledge and language proficiency
Materials Needed: Smartboard, chalkboard/whiteboard, pens, paper, schoolbooks

Objective(s): By lesson end of this lesson Possible Challenges /Misconceptions:

students will be able to understand  
and  define the vocabulary terms
shown above
 
Students will also understand:
 Functions can be used to model
everyday situations. Features of
functions such as domain, range,
rate of change, intercepts, points of
change, and shape of the graph
can all be used to provide details
about what is happening, how it is
 Lack of understanding of basic
concepts that will need to be built
upon
  
 Basic computational errors with
whole numbers; overuse of
calculators in middle school may
create challenges in computation
abilities
 Students often skip writing their
work and just show the answer
 happening, and when it is  Past experiences finding the
happening. correct answer while using the
 Features of a function can be wrong methodology
represented in tables, graphs,  Short cuts may need to be
equations, and descriptions. Each unlearned
of these representations will help  Uncertain knowledge of subject
you to “see” features of the function from students and likely differences
in a different way.  amongst the class on what is
 To effectively model a situation, known already
the quantities represented in
the situation need to be
adequately represented in the
model. Identifying variables,
choosing a scale, and keeping
track of units during the solution of
a problem are important to the
function having meaning.
Formative Assessment: speaks to how do I measure that my students hit my objective;
discussion, written piece 4 / 5 responses correct; specific and measurable
Opening: Teacher Actions Student Actions
     
Activate prior knowledge Ask the class Respond to the question –
and student interest –   looking for these (and
teacher begins the class “Why should we focus on other) responses:
with open ended questions teaching math  
about math vocabulary. vocabulary?” We use language to
  communicate.
THEN  
  THEN
“If math language isn’t  
taught, what happens?” People disregard math
  words and only pay
KEY CONCEPT – show attention to numbers.
work be neat in  
calculations; explain
reason. Explain that
homework, quizzes and
tests will need to show
work and be neat – as
important as finding the
right answer.
 
Provide visual cues,
graphic representations,

Introduction:
Getting students ready –
teacher starts with what
the students know and use
student-friendly definitions
 
Body of lesson:
Students work on setting
up a math wall – algebra
vocabulary words that are
relevant to the current unit
should be displaced in the
classroom – students will
work in pairs and come up
with 2 stickies – one with
the word, one with the
definition of that word.
They will print words on
large sticky notes and
place them on the
sideboard notated with
“word” and “definition”
Body of lesson
(continued):
Students play Word
Detective
gestures, realia, and
pictures.
MIX AND MAX game
 
Teacher facilitates
a Jeopardy-like game
where there are
statements, the difference
here is that the vocabulary
words are displayed to
facilitate the correct
answer
Teacher passes out words
and 2 sticky notes
 
 
Teacher gives a clue about
what a word means. For
example, “I am a shape but
not a line”
 
 
 
 
 
 
 
 
Class members break into
4 person groups to work on
the MIX AND MAX game
posted on the board –
worksheet provided
 
CLASS DISCUSSION
After 5 minutes class
comes together to share
how they did and to identify
words that they had a
harder time with and/or
didn’t know
Break up into 2 person
groups to work on the word
and the definition. Then
they go up and place on
the sideboard.
Someone would say
“parabola”.
 
OPEN ENDED
DISCUSSION to look for
feedback on work and
understanding
Post video, students
practice determining the
function rule after putting a
value as the input and
receiving an automated
   output. Students will
  develop strategies for
  identifying patterns.
 
 
 
Feedback on how things
have gone so far.
 
Repeat the concepts –
words, numbers, symbols,
equations
 
Body of lesson Teacher facilitates the Students take turns
(continued): transition to a new game choosing 2 math
Students play Find the with the word wall vocabulary words from the
Connection word wall and explain how
they are related. The word
can have similar meaning,
describe one another, etc.
Body of lesson Play a short video on Students watch and
(continued) Smartboard that introduces respond to questions from
Function Machine students to a function the teacher
  machine.
Body of lesson Teacher shows the Shodor The learning continues
(continued): Explore website on the Smartboard with a review of input and
the Shodor website   output tables using the
  Shodor interactive website.
 
Students interact with the
promps on the site and
share their perspective.
 
Function tables are not
new to students, although
the name is unfamiliar.
Closure: Recap and review – look Recap and review –
Wrapping Up - teacher for feedback, group students provide feedback,
facilitates group discussion group discussion
discussion, helps students Do students understand
share their work/progress, what makes a relation a
helps students make function?
connections, and ensures Do students understand
 that big ideas are brought how patterns relate to
forward function?
Do students understand
variables and what they
represent? How about
signs?.
 
 
ESSENTIAL QUESTIONS:
What is a relation?
What makes a relation a
function?
How can I describe
mathematical patterns
using function notation?
 
Wrap up
 
       
 
Guiding Principles
o Students must be given opportunities to grapple with the content
o Students are actively engaged in the construction of knowledge
o Vocabulary and notation are introduced in context and as needed