‭MATH LESSON PLANNER for 5 DAY WEEK‬ ‭LINK LAST WEEK’S‬‭PLANNER HERE:‬ 4/8 - 4/12 Ethan Lin MATH

NER HERE:‬ 4/8 - 4/12 Ethan Lin MATH SPRING 5-Day Lesson Planner

‭UCI Wk# 2‬ ‭Date: 4/15‬ ‭Date: 4/16‬ ‭Date: 4/17‬ ‭Date: 4/18‬ ‭Date: 4/19‬
‭Time & # min‬ ‭8:30 - 9:23 (53 mins)‬ ‭8:30 - 9:23 (53 mins)‬ ‭8:30 - 9:16 (46 mins)‬ ‭8:30 - 9:23 (53 mins)‬ ‭8:30 - 9:23 (53 mins)‬

‭Lesson Title‬ ‭Growing Patterns Quadratics‬ ‭Growing Patterns Quadratics II‬ ‭Sorting Parabolas‬ ‭Sketch that Parabola‬ ‭Rolling Hot Wheels‬

‭Describe in a sentence or two the overall goal of the unit. Describe the focus of this week’s lessons. How are lessons building on each other?‬

‭ his unit is centered around (math concepts and understandings) developing an understanding of quadratic functions, and drawing connections between different representations of a quadratic‬
T
‭functions.‬

‭The driving essential questions this week are…‬

‭‬ H
● ‭ ow can I see Quadratic Growth in a table, pattern, graph and equation?‬
‭●‬ ‭What are the key features of the graph of a quadratic function?‬
‭●‬ ‭What are the meanings of the vertex and x-intercepts?‬

‭Which TPE are you focusing on this week, based on‬‭your Action Plan‬‭with your supervisor‬‭and/or mentor‬‭feedback?‬‭Or which planner section do you want to‬‭focus on?‬

‭This week I am focusing on‬ TPE # ‭or‬ Pink Section - Purpose of the Lesson ‭The strategies I‬‭am going to try are…‬
‭●‬ ‭Using sentence frames and underlining key parts‬

‭Feedback from the Mentor this week‬

‭PLANNING MATERIALS AND RESOURCES‬‭:‬ ‭(section titles‬‭are bookmarked to descriptions and examples below)‬
‭ TUDENT‬
S I got this I got this I got this I got this I got this
‭RESOURCES‬‭:‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬
‭ ink all the materials‬
L
‭you plan to provide to‬
‭the students.‬

‭ EACHER‬
T I got this I got this I got this I got this I got this
‭RESOURCES:‬ ‭‬
● 415 WU.pdf ‭‬
● 416 WU.pdf ‭‬
● 417 WU.pdf ‭‬
● 418 WU.pdf ‭‬
● 4/19 Visual Patterns WS
‭ ink all the‬
L ‭●‬ 02_GrowingPatte… ‭●‬ 03_GrowingPatternsQuadra… ‭●‬ 04_SortingParabolas.pdf ‭●‬ 05_SketchThatParabola_… ‭●‬ 06_RollingHotWheels.…
‭resources‬‭you will‬
‭ se to facilitate the‬
u
‭learning.‬
‭PLANNING THE PURPOSE OF THE LESSON‬ ‭(section titles‬‭are bookmarked to descriptions and examples below)‬
‭Scope and Sequence‬ Not Started Not Started Not Started Not Started Need help

‭Big idea/ concept‬ ‭ ifferentiating Quadratics from‬

D ‭What makes a function a quadratic, and‬ ‭ hat are the key features of a‬
W ‭ ow do you graph a quadratic function‬
H
‭Linear and Exponential‬ ‭ ow do you know looking at various‬
h ‭quadratic‬ ‭that has‬‭x‬‭feature‬
‭ ow this lesson‬
H ‭representations?‬
‭ tudents will compare the 3‬
S ‭ tudents will sort a set of parabolas‬
S ‭ tudents will graph parabolas that‬
S
‭supports it‬ ‭different functions side by side‬ ‭ tudents will look at various quadratic‬
S ‭into various groups depending on the‬ ‭require only 1 feature‬
‭functions and look for similarities and‬ ‭rule they are using that is contingent on‬
‭patterns amongst the various‬ ‭the feature they are focusing on‬
‭representations‬

‭ earning Target/‬
L Not Started
‭Objective‬‭(TPE 3)‬ ‭Given‬‭a linear, quadratic, and‬
‭ hat‬‭and‬‭how‬
W ‭ xponential function‬‭, students‬
e r‭ epresent quadratic functions‬‭, students‬
‭students will be‬ ‭will‬‭understand that quadratics‬
‭learning‬ ‭differ from linear and‬
‭exponential functions due to‬
‭having a constant second‬
‭common difference‬‭by‬
‭extending the given functions,‬
‭and comparing the rate of‬
‭change on the graphs.‬
Not Started
‭ anguage Objective‬
L
‭(TPE 4)‬ ‭ tudents will‬‭write‬‭an‬
S ‭ tudents will‬‭write‬‭an explanation that‬
‭explanation that‬‭describes‬‭the‬
‭ rovide a Language‬
P ‭difference between quadratic‬
‭Objective for each‬ ‭functions and linear or‬
‭day.‬ ‭exponential functions‬‭, using‬
‭terms such as‬‭“second common‬
‭difference” “common ratio” “rate‬
‭of change”‬‭, and more.‬
Not Started
‭Given‬‭four growing patterns that‬
‭will‬‭determine if the data represents a‬
‭function, identify key characteristics of‬
‭the function, and connect the growth in‬
‭the picture to the growth in the table and‬
‭graph‬‭by‬‭extending the four given growing‬
‭patterns.‬
Not Started
S ‭ tudents will‬‭speak‬‭to‬‭describe‬‭the‬
‭describes‬‭the‬‭correlation between the‬
‭representation (the pattern, the table, and‬
‭the graph) and whether or not a function‬
‭is a quadratic‬‭, using terms such as “‬‭rate of‬
‭change” “non-linear” “second common‬
‭difference” “parabola”‬‭and more.‬
Not Started
‭ iven‬‭an array of parabolas graphed,‬
G ‭ iven‬‭the key characteristics to include‬
‭students will‬‭identify key features of‬
‭quadratic functions graphed‬‭, by‬
‭comparing and contrasting the array of‬
‭graphs and coming up with 4 sorts that‬
‭sort the graphs into 2 groups.‬
Not Started
S ‭ tudents will‬‭speak‬‭to‬‭describe‬‭the‬
‭characteristic they decided to sort the‬
‭parabola graphs by‬‭, using terms such‬
‭as “‬‭x-intercepts”, “y-intercepts”,‬
‭“narrow”, “opening upwards”‬‭, and more‬
Not Started Not Started
G ‭ iven‬‭a hot wheels experiment‬‭,‬
G
‭in the graph‬‭, students will‬‭understand‬ ‭students will‬‭understand the effect‬
‭what certain key features look like on a‬ ‭of gravity over time as a quadratic‬
‭graph‬‭, by‬‭sketching a graph of each‬ ‭function‬‭by‬‭collecting data‬
‭feature, then sketching graphs that have‬ ‭representing time (in seconds) vs.‬
‭multiple features.‬ ‭height of a car being rolled down a‬
‭ramp.‬
Not Started Not Started
S ‭ tudents will‬‭write‬‭an explanation‬
S
‭characteristic(s) they graphed‬‭, and‬ ‭describing‬‭whether or not the data‬
‭check in with others to see if they all‬ ‭from the hot wheels experiment‬
‭graphed the characteristic the same way‬ ‭represents a quadratic function‬
‭and advocate for why they think they’re‬ ‭using terms such as‬‭“second‬
‭graph is correct‬‭.‬ ‭common difference”‬

‭ onnection to‬
C ‭ ecause this week except‬
B ‭n/a?‬ ‭n/a?‬ ‭n/a?‬ ‭Students have played with hot‬
‭Identities and‬ ‭Friday doesn’t really have‬ ‭ heels before, and understand the‬
w
‭Experiences‬‭(TPE 1)‬ ‭anything linked to it, would it‬ ‭general idea of the higher a car is on‬
‭not really have any opportunity‬ ‭Students have had prior experiences in‬ ‭ lthough maybe I can say students‬
A ‭a slope, the faster it will end up‬
‭ rovide opportunity‬
P
‭for students to apply FoK?‬ t‭ his classroom with visual patterns,‬ ‭should have prior experience of sorting‬ ‭going and the faster it could cover‬
‭for students to apply‬
‭describing them and predicting the next‬ ‭items into two groups somewhere in‬ ‭space.‬
‭funds of knowledge‬
‭term‬ ‭their lives?‬
‭during‬‭lesson,‬
‭Students have had prior‬
‭beyond prior‬
‭ xperiences in this classroom‬
e
‭knowledge‬‭.‬
‭with visual patterns, describing‬
 t‭ hem and predicting the next‬
‭term‬

‭PLANNING THE STUDENT EXPERIENCE‬‭(section titles are‬‭bookmarked to descriptions and examples below)‬
‭ armup/‬
W Not Started
‭Opener‬‭(TPE 1 & TPE‬
‭ tudents will pick up a warm up‬
S ‭ tudents will pick up a warm up as they‬
‭2)‬
‭as they come in, and will get‬
‭ tudents surface‬
S ‭settled and begin working on it‬
‭lived experiences,‬ ‭as announcements get started.‬
‭beliefs, noticings and‬
‭ s announcements are playing,‬
A ‭ s announcements are playing, circulate,‬
‭wonderings‬
‭circulate, check in with‬
‭students, and take note of any‬
‭Include and highlight:‬ ‭students’ answers you want to‬
‭Discourse Structure‬ ‭share (and ask them if they can‬
‭share later) Also use guiding‬
‭questions if students are stuck‬
‭ nce announcements are over,‬
O ‭cards‬‭to call on students to share answers‬
‭use‬‭equity cards‬‭to call on‬
‭students to share answers (or‬
‭call on student whose answer‬
‭you noted)‬
Not Started Not Started Not Started Not Started
S ‭ tudents will pick up a warm up as they‬
S ‭ tudents will pick up a warm up as they‬
S ‭ tudents will pick up a warm up as‬
S
‭come in, and will get settled and begin‬ ‭come in, and will get settled and begin‬ ‭come in, and will get settled and begin‬ ‭they come in, and will get settled and‬
‭working on it as announcements get‬ ‭working on it as announcements get‬ ‭working on it as announcements get‬ ‭begin working on it as‬
‭started.‬ ‭started.‬ ‭started.‬ ‭announcements get started.‬
A ‭ s announcements are playing,‬
A ‭ s announcements are playing,‬
A ‭ s announcements are playing,‬
A
‭check in with students, and take note of‬ ‭circulate, check in with students, and‬ ‭circulate, check in with students, and‬ ‭circulate, check in with students,‬
‭any students’ answers you want to share‬ ‭take note of any students’ answers you‬ ‭take note of any students’ answers you‬ ‭and take note of any students’‬
‭(and ask them if they can share later) Also‬ ‭want to share (and ask them if they can‬ ‭want to share (and ask them if they can‬ ‭answers you want to share (and ask‬
‭use guiding questions if students are‬ ‭share later) Also use guiding questions‬ ‭share later) Also use guiding questions if‬ ‭them if they can share later) Also use‬
‭stuck‬ ‭if students are stuck‬ ‭students are stuck‬ ‭guiding questions if students are‬
‭stuck‬
‭ nce announcements are over, use‬‭equity‬
O ‭ nce announcements are over, use‬
O ‭ nce announcements are over, use‬
O
‭equity cards‬‭to call on students to‬ ‭equity cards‬‭to call on students to share‬ ‭ nce announcements are over, use‬
O
‭(or call on student whose answer you‬ ‭share answers (or call on student‬ ‭answers (or call on student whose‬ ‭equity cards‬‭to call on students to‬
‭noted)‬ ‭whose answer you noted)‬ ‭answer you noted)‬ ‭share answers (or call on student‬
‭whose answer you noted)‬

‭ ody of Lesson‬‭(TPE‬
B Not Started Not Started Not Started Not Started Need help
‭3, TPE 4 & TPE 5)‬
‭●‬ S ‭ tudents have to send up‬ ‭●‬ ‭“Be there or be square” Students have‬ ‭Have students get into groups (of 3 or‬ ‭Relate back to warm up, where as long‬ ‭●‬ H ‭ ave students get into groups,‬
‭ ist activities,‬
L ‭whoever has the longest‬ ‭to send up whoever is most likely to‬ ‭4) of their choosing, and pick up a‬ ‭as the graph satisfies the key‬ ‭and tell them how the‬
‭questions, tasks, etc‬ ‭hair at their group to grab‬ ‭be square (flake) to grab worksheets‬ ‭set of worksheets for their group.‬ ‭feature being listed, then it’s good‬ ‭experiment is going to work.‬
‭that prompt‬‭sense-‬ ‭worksheets for their group‬ ‭for the group‬ ‭(any graph going through the‬ ‭●‬ ‭Each group is going to get a set‬
‭making, meaning-‬ ‭●‬ ‭[10 mins? ] Students will be‬ ‭●‬ ‭Have students work on the worksheet‬ ‭y-intercept would be good if that’s‬ ‭of materials‬
‭making‬‭and‬ ‭given 3 patterns, that they‬ ‭○‬ ‭Circulate‬ ‭Go over vocabulary and what it means‬ ‭what is being asked of)‬ ‭●‬ ‭They need to set it up so that‬
‭conceptual‬ ‭have to extend, keep track‬ ‭○‬ ‭Remind students about‬ ‭on the graphs‬ ‭each time the connectors‬
‭Demonstrate with #2 after talking‬
‭understanding‬ ‭of the # of dots, and graph‬ ‭first common difference‬ ‭Demonstrate a sort by using‬ ‭connect, it is becoming taller‬
‭through #1‬
‭all 3 on the same graph‬ ‭and second common‬ ‭vocabulary‬ ‭and taller, such that there is a‬
‭Include and highlight:‬ ‭●‬ ‭Then use equity cards to‬ ‭difference‬ ‭Have students work on it for the next‬ ‭noticeable increase in height‬
‭have various students fill‬ ‭○‬ ‭Remind students about‬ ‭20-25 mins.‬ ‭●‬ ‭Each group needs 1 starter‬
‭Discourse Structure‬
‭out parts of the first 2‬ ‭the definition of domain‬ ‭Have students begin to try to sort the‬ ‭Half way through that time, use equity‬ ‭(person letting the car go) , 2‬
‭ FU Strategies - how‬
C ‭pages (pattern, # of dots, or‬ ‭and range‬ ‭parabolas into groups.‬ ‭timers (who time how long the‬
‭cards to have some students draw‬
‭and when are these‬ ‭graph) on my ipad‬ ‭●‬ ‭car is on the track), and a‬
‭Mandate that they need to find 4‬ ‭the a graph on the ipad‬
‭happening‬ ‭●‬ ‭Then work out #1 with them,‬ ‭●‬ ‭Model the first one,‬ ‭recorder (who records the car in‬
‭different sorts in order to get‬ ‭Once that time is up, have students‬
‭ ackpocket‬
B ‭identifying that GP #1 has a‬ ‭case we need to reference the‬
‭ very‬‭20‬‭mins, use equity cards to have‬
E ‭credit for the day.‬ ‭move onto part 2 if they haven’t, and‬
‭Questions related to‬ ‭first common difference‬ ‭video (in case we need to VAR,‬
‭students fill out a pattern‬ ‭to use the back side of the second‬
‭objective‬ ‭(which we also know as a‬ ‭While groups are sorting, circulate,‬ ‭soccer reference)).‬
‭common difference), and‬ ‭and double check that students are‬ ‭page (the blank side) to graph each‬ ‭●‬ ‭As they do each height, be sure‬
‭that while GP #2 and #3‬ ‭sorting them correctly following‬ ‭one, and remind them that it now‬ ‭to make note of the time it‬
‭don’t, GP #2 has a second‬ ‭their rule‬ ‭has more than 1 feature, and that the‬ ‭takes.‬
‭graph must have them all‬
 ‭ ommon difference, which‬
c ‭Demonstrate with 1, talk through what‬ ‭●‬ S
‭ tudents will get around 10-15‬
‭makes it a quadratic.‬ ‭the description of the features mean‬ ‭mins to complete this‬
‭Announce that there is a competition.‬
‭ ‬ ‭Then have students work on‬
● ‭in terms of graphing it, and graph it.‬ ‭experiment‬
‭the rest of the problems for‬ ‭Students have to present the‬
‭Have students silently work through the‬
‭the rest of the period‬ ‭parabolas sorted, and other groups‬
‭various descriptions for 10 mins‬
‭●‬ ‭Every 10 mins or so, use‬ ‭have to try and guess what sort it is‬ ‭●‬ O ‭ nce students have their‬
‭equity cards to call on‬ ‭For every sort they guess, that group‬ ‭data, they are to graph it,‬
‭students to answer‬ ‭gets a point.‬ ‭and analyze it.‬
‭questions‬ ‭●‬ ‭Once they have analyzed it,‬
‭If a group manages to stump the‬ ‭AND GOT THEIR ANSWERS‬
‭entire class (i.e. sort it in a way that‬ ‭APPROVED BY ME,‬‭they can‬
‭the other groups can’t guess the‬ ‭go on to attempt Trial #2‬
‭sort), they win‬

‭Winner gets something‬

‭ rap Up/Cool Down/‬

W Not Started Not Started Not Started Not Started Not Started
‭Closer‬
I‭ f time permits, have students‬ ‭(think pair share) Closure Questions‬ ‭Ticket Out the Door‬ ‭ ave students take turn sharing what‬
H ‭ lean up, and ask them about what‬
C
‭ lass shares new‬
C ‭share different ways to tell apart‬ ‭they got for each graph, making sure to‬ ‭they thought about the lesson.‬
‭thinking/‬ ‭ ive 1 min for students to think, then 30‬
G ‭ emind students what the various‬
R
‭linear functions and exponential‬ ‭check if they all agree, if not, have‬
‭understanding‬ ‭seconds to share, then use equity cards to‬ ‭vocabulary mean‬
‭functions from quadratic‬ ‭students explain what they each got.‬
‭pick someone‬
‭functions. (Classwide‬ ‭Remind them to be as specific as‬
I‭ nclude and highlight:‬ ‭ emind students to be respectful of‬
R
‭discussion)‬ ‭possible (like the y-intercept is (0,1)‬
‭Discourse Structure‬ ‭each other’s opinions and explanations,‬
‭rather than just general describing it.‬
‭^rinse and repeat for all 3 questions,‬
‭maybe even pull more than 1 card per‬
‭question‬

‭PLANNING FOR ASSESSMENT‬‭(section titles are bookmarked‬‭to descriptions and examples below)‬

Not Started Not Started Not Started Not Started Not Started
‭ vidence of Learning‬
E
‭(TPE 5)‬ ‭ /15 WU‬
4 ‭4/16 WU‬ ‭4/17 WU‬ ‭ /18 WU‬
4 ‭4/19 VP WU‬
‭Sketch that Parabola‬
‭Artifacts‬‭of student‬ ‭Growing Patterns I‬ ‭Growing Patterns II‬ ‭Sorting Parabolas‬ ‭Rolling Hot Wheels‬
l‭earning and‬
‭understanding‬‭lesson‬
‭(include links, slide‬
‭#s, etc.)‬

‭ djust Instruction‬
A Not Started Not Started Not Started Not Started Not Started
‭(TPE5)‬‭Describe how‬ ‭ rowing Patterns I will let me‬
G ‭ rowing Patterns II will tell me how well‬
G ‭ orting Parabolas will tell me what key‬
S ‭ ketch that Parabola will reveal how well‬
S ‭ olling Hot Wheels will let me know‬
R
‭you plan to use the‬ ‭know which form of‬ ‭students are at determining various nth‬ ‭features students are able to identify‬ ‭students understand the key features of‬ ‭how well students are able to‬
‭formative‬ ‭representation students‬ ‭term equations, given the unique pattern.‬ ‭and sort parabolas into, and tells me‬ ‭parabolas, which will be a predictor for‬ ‭identify a quadratic function in a real‬
‭assessment to adjust‬ ‭understand the most, which can‬ ‭This will let me know what sort of context‬ ‭how well they are understanding the‬ ‭when I ask them to identify various key‬ ‭world data set, as well as how well‬
‭the learning the next‬ ‭help me determine which‬ ‭problems I may be able to ask them to‬ ‭key features of a parabola, which might‬ ‭features of parabolas later on in the unit.‬ ‭they are able to actually execute an‬
‭day.‬ ‭representation to focus more‬ ‭determine the nth iteration of, as well as‬ ‭be a predictor of how well they are able‬ ‭experiment.‬