LESSON PLAN

SCHOOL: Emmang mmogo DATE: 21 AUG 2023

NAME: Shaun Wittes STUDENT NUMBER: 201900309 SUBJECT: GRADE: 10
Mathemat
ics

Lesson topic: functions

1. Situation analysis of the classroom context
Develop positive relationships and attitudes with other peers. Engage learners and share their
knowledge. Develop skills, understandings and attitudes. Develop team work skills. Reflect on their
individual experiences

2. Draw a X over the intended aim(s) for your lesson:

(a)identify and solve
problems
(b)engage in critical and
creative thinking
(d)work effectively as g)demonstrate an
individuals and with others as understanding of the world
members of a team as a set of related systems
(e)collect, analyse, organise and
critically evaluate information

(c)communicate effectively (f)science and technology effectively

using visual, symbolic and/or and critically showing responsibility
language skills in various towards the environment and the
modes health of others

3. Indicate the specific aims for your subject as it relates to your lesson:
• Develop fluency in computation skills without relying on the usage of calculators
• Use mathematical process skills to identify, investigate and solve problems
creatively and critically

• To promote accessibility of mathematical content to all learners by catering for

learners with different needs.

4. Objective(s) for the lesson:

  Problem solving and graph work involving the prescribed functions
 Sketch graphs, find the equations of given graphs and interpret graphs. Not
 Study the effect of a and q on the graphs

5. Teaching strategy:
I will use direct instruct because the learners might have the understand of graphs from
grade 9. I will test their prior knowledge so I can go deeper into the function so I van can
apply deep learning to my learners rather than just making activities and making them to
know instead of being able to understand and this will be done by showing them how
these graphs merge, for example a straight-line graph y=mx + c which is similar to the
parabola y=m𝑥2+𝑞 and the difference is the power of the x, on a straight line the power
is one and on parabola is two.

I will apply inducive reasoning to my lessons too because inducive reasoning is a way of
taking general reasoning and uses it to make more specific examples, it is more like of
drawing facts from previous known facts & definitions and that is what mathematics is
all about.

6. Introduction to the lesson:

concept of a function, where a certain quantity (output value) uniquely depends on
another quantity (input value). Work with relationships between variables using tables,
graphs, words and formulae. Convert flexibly between these representations. A
parabola is a graph that has a concave shape, either concave up or concave down. A
parabolic function is in the general form of y=ax2+q. From the equation, a and q are
constants and have different effects on the parabola. If the values of a, q, y and x
intercepts are known, we can then plot the parabolic graph.

7. Body:
Learning content (See the CAPS) Sequencing of Learning activities (List the
content activities learners will be engaged
in) and pacing
Functions in the form of 𝒚=𝒙𝟐+𝒒 STEPS TO
APPLY BEFORE
Classroom/learning/ practice
PLOTTING THE
activities
PARABOLA
GRAPH

 How to complete the table by using the  Find the  Use the equation 𝒇(𝒙)=
𝒙𝟐−𝟐 to find the values of
calculator to find the values of the equation
y, starting from -3 to 3.
output. of a x - - - 0 1 2 3

parabola 3 2 1
Effects of a and q y
at a given
o SHAPE OF THE PARABOLA point,
provided  The graph with a turning

the point (0; -4) and passing

turning through the point (4; 12).

point. Find the equation of the

 For q>0, the graph of f(x)f(x) is shifted parabola and plot the
 Determine
vertically upwards by q units. The graph.
the shape
turning point of f(x) is above the y-axis.  Plot the graph of 𝒚=
of the
 For q<0, the graph of f(x) is shifted parabola 𝒙𝟐−𝟗
vertically downwards by q units. The Find the equation  Plot the graph which
turning point of f(x) is below the y-axis. of a parabola at passes through the points
two given points
 For the x intercept y=0 and for the y A (-6; 10) and B (4; 0)
without the
intercept x=0 turning point. The graph passing through the
(Finding the points A (-1; 1) and B (3; 17), find
The x value for the TURNING POINT IS ALWAYS equation by using the equation and plot the graph of
ZERO simultaneously the parabola
equations

8. Assessment
 Complete the following table when planning for assessment:
Teaching and Assessment Assessment purpose Assessment Assessment Assessment Assessment
learning topic task (Form of assessment) approach method instrument tool

functions Informal Practice the Diagnostic Diagnostic Media Classt

task understanding test
of the learners

Include the questions that you will ask during the lesson to formatively assess learners: Sketch
the following graphs

• 𝒚=𝟑𝒙𝟐−𝟗
• 𝒚=𝒙𝟐−𝟏
Give the equations of the axes of symmetry for the following graphs

• 𝒚=𝒙𝟐−𝟐
• 𝒚=𝒙𝟐−𝟔

9. Alignment
• What should learners be able to demonstrate at the end of a learning experience?
The learners must be able to draw a graph and interpret graphs

• Which most suitable teaching and learning activities will enable learner engagement to attain
the learning objectives?
Media, media is the proper teaching-learning activity that will enable the learners to attain the
learning objectives

• How will the successful attainment of the learning objectives be determined

If the learners can demonstrate what happens in the lesson to show that they understood.

10. Teacher-learner participation

Plot (“X”) and motivate the teacher-learner participation as you envisaged in your planning of the
lesson on the continuum below.

There was teacher-learner participation. The lessons were not teacher centred, the learners had the
chance to also come up with their ideas and I gave them the platform as well
 Teacher- centred Learner- centred

11. Conclusion of the lesson

A parabola is a curve equation in which a point on the curve is parallel from both a fixed point and a
fixed line. The fixed point is known as the parabola's focus, and the fixed line is known as the
parabola's directrix. It's also worth noting that the fixed point is not located on the fixed line.