CEP Lesson Plan Form

Teacher: Ariel Caprioglio (Ms. C) Date: 2/20/2024

School: Rocky Mountain High School Grade Level: 9th Content Area: Math (Algebra 1)

Title: Graphing In Vertex Form Lesson #: 2 of 2

Identify which part of the lesson meets 1 or more of the 4-part Mission of the National Network for
Educational Renewal (Equal Access and Excellence, Stewardship, Nurturing Pedagogy and
Enculturation.): What are you and your students doing today to advance the 4-Part Mission? Does this
lesson connect to one or more parts of the Mission? Please briefly explain.

Equal Access- In this lesson the students will be working with each other to answer questions and find
points that will match the graph and function given. Working together, they will learn from each other’s
experience and knowledge to grow as a community.

Stewardship-

Nurturing Pedagogy-

Enculturation-

Lesson Idea/Topic and Rational/Relevance:
What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?
During this lesson students will have more of a dive
into the meaning of vertex form and how to calculate
points to then graph the function onto a graph. They
already will have worked through the basic ideas of
vertex form and all the parts and how they change the
graph. This lesson is mainly for calculating points and
understanding the process a little better. This lesson
will give them more work with calculators, which is
very important for any future work. This lesson also
will help when they work with the final form in the
next section and plotting those points. This whole unit
is for graphing from different forms which vertex form
is one.

What is the key vocabulary necessary for Stretch: When the absolute value of the a term of a
students to know in order to learn the quadratic function is more than 1, this means the graph
material? will stretch to be closer to the axis of symmetry

Shrink: When the absolute value of the a term of a

quadratic function is less than 1, this means the graph
will be “shrunk” to be a flatter curved graph

Vertex: The max/min of a quadratic

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

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CEP Lesson Plan Form

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases. (CCSS: HS.F-IF.C.7)

Graph linear and quadratic functions and show intercepts, maxima, and minima. (CCSS: HS.F-IF.C.7.a)

Understandings: (Big Ideas)- (Learning Target)

Students will graph quadratic functions using key features from the given function to show maxima and
minima.

Literacy Standards:

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented. (CCSS: SL.9-10.1d)

Understandings: (Big Ideas) (Learning Target)

Students will be able to work together and communicate to solve problems and justify answers with the
group when looking at different ways to solve the same problem.

Math Standards:

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases. (CCSS: HS.F-IF.C.7)

Understandings: (Big Ideas) (Learning Target)

Students will be able to graph polynomials in vertex form with the knowledge of what each value
corresponds to on the graph.

Students will be able to identify the vertex, the axis of symmetry, and how to find values of the function
to plot on the graph on their own and to check others work.

Democracy and 21st Century Skills

Understandings: (Big Ideas) (Learning Target)

Students will be able to analyze a situation to come up with a visual representation of that data from a
given vertex equation of a parabola.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Which types of functions share underlying characteristics?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can:

I can graph a function from vertex from using the vertex and two other points.

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CEP Lesson Plan Form

This means:

This means I can identify the vertex from a vertex form function.

This means I can analyze the function to find two extra points that will provide good points to graph.

List of Assessments: (Note whether the assessment is formative or summative?)

Formative assessments: There will be a notes sheet where they will be working through
problems and putting their answers on the board. Also, there will be a worksheet with 15 problems that
will ask them to graph with vertex form and a n exit ticket of what most stood out to them from the
lesson and/or what they learned during the class.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Graphing in Vertex Form
Should be a creative title for you and the students Students will work to find points to easily graph and identify wrong points of others
to associate with the activity. Think of the purpose who have graphing from vertex form.
as the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and 75 minutes
what materials will you need?
Anticipatory Set Start off with a question of the day, “Batman vs Iron Man”
The “hook” to grab students’ attention. These are Then work through an activity where they will do see think wonder with a Three Act
actions and statements by the teacher to relate the activity on stair climbing. This will involve them watching a video and coming up with
experiences of the students to the objectives of the questions to get the information to solve the math problem.
lesson, To put students into a receptive frame of
mind.
 To focus student attention on the lesson.
 To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is _________See Think Wonder____________

Why are you using it at this point in your lesson? I am using this strategy here because:
The students are used to a fun math activity before they start class, so keeping the
pattern but also getting them to think in terms of math is important. When doing this
three act math activity it is important to let them think through the concept.

Procedures 1. Students will come in and grab their binders as the teacher sets up the slides.
(Include a play-by-play account of what students 2. The teacher will bring the students together with a check in question (Batman vs Iron
and teacher will do from the minute they arrive to Man), students will offer opinions as well as the teacher to have a conversation. (3-4

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CEP Lesson Plan Form

the minute they leave your classroom. Indicate the minutes)

length of each segment of the lesson. List actual 3. The teacher will then do the Three Act activity with students analyzing the situation
minutes.) and asking questions to get more information for a better guess as to how many steps
Indicate whether each is: and how long it would take to climb the super stairs (6-10 minutes)
-teacher input 4. The teacher will bring the students into the lesson by telling them the topic and
-modeling passing out the note sheets. (1-2 minutes)
-questioning strategies 5 Lesson on plotting points and analyzing errors (gradual release of responsibility) (25-
-guided/unguided: 30 minutes)
-whole-class practice o Start with working through problems and having them find the vertex
-group practice o Then lesson on plotting the points and finding the values
-individual practice o Work on extra problems with coming together to talk about error analysis
-check for understanding problems
-other 6. 8. Teacher hands out worksheet to work on for the rest of class in groups or
independently (30 minutes)
How do you intend to engage your students in The strategy I intend to use is __________Gradual Release of Responsibility with
thinking during the PROCEDURE? students explaining their thinking___________________
I am using this strategy here because: Involving students in the activity provides them
Why are you using it at this point in your lesson? with time to go deeper in their thinking as they explain how they solved a problem and
when the teacher does examples on the board with the classes help there can be
guiding questions to lead them to more of an understanding of why this strategy works.

Closure The worksheet will be the end of the lecture section where I will hand out the copies
Those actions or statements by a teacher that are and then say they can work with partners and if they have any questions just raise their
designed to bring a lesson presentation to an hands for help.
appropriate conclusion. Used to help students bring At the very end after most of have finished the work sheet I will give them each a half
things together in their own minds, to make sense sheet of paper to write out one part of the lesson that stood out to them from the
out of what has just been taught. “Any Questions? lesson. This will be the final cue that they have learned the information.
No. OK, let’s move on” is not closure. Closure is
used:
 To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

How do you intend to engage your students in

thinking during CLOSURE? The strategy I intend to use is _______________Exit Ticket Check in______________

Why are you using it at this point in your lesson? I am using this strategy here because: The teacher has a check what the students
responded to as well as being able to gage how much the student understood by what
they choose. The worksheet will mainly be the check as to what the students learned
during the whole lesson.

To differentiate there will be calculators handed out and we will work through all of the
note sheet together to get everyone on the same page with the information given. For
Differentiation: the more advanced kids after they are done, they can go around to help others who are
Differentiation should be embedded having troubles around the room. This way they get to explain their thinking to others
throughout your whole lesson!! after they have had that knowledge cemented.
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning I will know that students have met the learning target when they are able to find the
targets? Write a description of what you were values of 6 of the graphs correctly while showing their work and plotting the points that
looking for in each assessment. they have found for the table correctly.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

The lesson objectives were achieved for approximately 70% of the class, they were pretty
confident on the act of finding the vertex, but points after that had a bit of trouble which was
kind of the point of the lesson. They were meant to be able to plug in values for any vertex form
a graph it to a bit of accuracy.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

When teaching this lesson again I would actually work with the students and plug in some of
the values into my calculator to show common misconceptions on plugging the values into the
calculator. Another addition I would make would be to include some problems where the value
outside of the parenthesis was negative and or greater than 1 since that was where some
students had a bit of trouble plugging values into when working through the problems.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson I would have some more practice with the a values being different than just
1 included in also working with graphing standard form, this way they have lots of time to work
on problems of different types where I can go to those who were struggling with the graphing
during this lesson and help them out while not holing back those who do understand the
content already.

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