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*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: __9______________________ Subject/Topic: Math/Functions F-BF_____A-CSS__ Date: ____________________

INSTRUCTION PLAN To be completed by student teacher before observation

REFLECTION To be completed after observation. May be completed by student teacher and cooperating teacher or by the student teacher alone.

1. LEARNING GOALS/OBJECTIVES What student outcomes/objectives do you have for this lesson? *Describe scenarios that require special effects technicians to use mathematics and algebraic reasoning in lighting and highspeed photography. Identify a strategy and create a model for problem solving. *Recognize, describe, and represent inverse relationships using words, tables, numerical patterns, graphs, and/or equations. *Learn to recognize and interpret inverse relationships and exponential functions that arise in applications in terms of a context, such as light intensity. *Compare direct and inverse variation. Solve real-life and mathematical problems involving the area of a circle.

How do your outcomes relate to the Local/State Curriculum Model(s)? 1 Ohio Northern University Lesson Plan Template

Pathwise Statement added 8/06

2003-2004

**LESSON PLAN AND REFLECTION
**

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: __9______________________ Subject/Topic: Math/Functions F-BF_____A-CSS__ Date: ____________________

Algebra Overview Seeing Structure in Expressions o A.SSE.1a, 1b, 2 Interpret the structure of expressions. o A.SSE.3a, 3b Write expressions in equivalent forms to solve problems. Arithmetic with Polynomials and Rational Functions o A.APR.1 Perform arithmetic operations on polynomials. Creating Equations o A.CED.2, 4 Create equations that describe numbers or relationships. Reasoning with Equations and Inequalities o A.REI.1 Understand solving equations as a process of reasoning and explain the reasoning. Represent and solve equations and inequalities graphically A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Functions Overview Interpreting Functions o F.IF. 1, 2 Understand the concept of a function and use function notation. o F.IF.4, 5, 6 Interpret functions that arise in applications in terms of a context. Analyzing Functions using different representations Ohio Northern University Lesson Plan Template 2

Pathwise Statement added 8/06

2003-2004

**LESSON PLAN AND REFLECTION
**

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: ______________________________ School: _______________________ Supervising Teacher: ____________________ Setting/Grade: __9______________________ Subject/Topic: Math/Functions F-BF_____A-CSS__ Date: ____________________

F.IF.7e. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases (i.e., exponential). Building Functions o F.BF.1 Build a function that models a relationship between two quantities. Build new functions from existing functions F-BF 4a, 4b, 4c. Find inverse functions: a. Solve and equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. b. Verify by composition that one function is the inverse of another. c. Read values of an inverse function from a graph or a table, given that the function has an inverse.

o

2. STUDENT GROUPING How will you group students for instruction? In the beginning of class, they will work together as a class. Then, I would put the students in 5 groups of 4, and 2 groups of 3.

3

**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

**LESSON PLAN AND REFLECTION
**

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

3. ACCOMMODATIONS/MODIFICATIONS How will you accommodate for students with special needs/ethnic or cultural differences/limited English proficiency? There are four different types of students in this classroom. Mixed race Mixed economic levels Mixed ability And 2 students with excessive absence (who are present today) I will place at least one student with high or moderate ability and good understanding with the struggling students including the two students who have excessive absence, the limited ability students and the limited English proficiency. This will help the lower achieving students and the students who are lost to ask the higher achieving students questions. Although I will provide school computers, I will try to pair each group up with a higher economic level student who already has a computer so that each group has a person with them who is familiar with the layout of the computer and can help teach the other students about it.

4

**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

4. METHODS How will you 1) activate background knowledge, 2) make connections, and/or 3) introduce the lesson? Excite the students by telling them that they will be using the computer to solve another challenge similar to the problem they worked on the past few days.

**What instructional methods will you use?
**

___ Constructions ___ Library research ___ Cooperative learning ___ Peer editing ___ Discussion/questioning ___ Practicum Practice/drill _x_ Problem solving ___ Field Study ___ Reflection/response ___ Graphic organizers ___ Independent learning ___ Role playing ___ Laboratory ___ Interactive Lecture ___ Viewing/Listening/Answering ___ Other________________________ _x_ Inquiry _x_ Discovery ___ _x_ Experiment ___ Reporting ___ Journal _x_ Simulation

Why did you choose these methods?

The students will engage themselves by using the computers and by discovering, simulation and experimenting the students become more invested in the information. What activities/applications did you plan? Activity Time Allocated

Go to the website: http://www.thirteen.org/get-themath/teachers/math-in-special-effects-lesson-plan/activities/the-

challenges/math-in-special-effects/try-other-special-effectschallenges/240/and. Explain to the students by telling them that they will be using the computer to solve another challenge similar to the problem they worked on the past few days. Explain to the students that they will use the web interactive to solve a series of problems similar to the gentleman presented in the video segment. In this multi-level activity, students are challenged to learn how a camera setting called an f-stop affects the amount of light coming through the lens and use the information to improve a shot. Distribute the “Math in Special Effects: Try other challenges” handout. Clarify and discuss the directions. (10 minutes) Tell the students to complete the handout as they explore the online challenges. The answer key is attached so if the students have any questions, the answer can be provided. This should be lead mostly by the online challenges and the students themselves. (20 minutes) How will you bring the lesson to closure? After students have completed the activity, have a group discussion and encourage the students to share their strategies and solutions to the challenges. (Sample responses: There is a relationship between f-stops and light intensity (or area of the aperture). “Opening up” to the next lower f-stop (for instance, going from f/1.4 to f/1) lets in twice as much light by increasing the diameter of the opening by a factor of √2, or about 1.414. As diameter increases by a factor of √2, the area of the aperture, and

6

**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

therefore, light intensity, doubles. Conversely, “closing down” to each greater fstop (for instance, going from f/2 to f/2.8) reduces the light intensity by half.) (15 minutes) 5. MATERIALS What instructional materials will you use? Projector Answer key Video Students will need a computer per group. How will you infuse technology into the lesson?

Technology used: ___ Cassettes ___ CD ROM ___ DVD ___ Overhead _x_ Computer _x_ Smart Board ___ Slides ___ Distance learning ___ Digital camcorder ___ Tape recorder ___ Internet ___ Other_______________ ___ VCR/TV ___ Digital camera ___ Other_______________ ___ Laser Disk ___ Other_______________

6. EVALUATION How do you plan to evaluate student outcomes (see checklist)? Why are you evaluating in this manner? After the lesson is done, I will evaluate and correct the worksheets that they filled out. I will also listen to the discussion and try to guide the conversation and discussion in the correct way, making them think about different options.

7

**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

Assessment alternatives: ___ Application exam ___ Objective test ___ Quantitative Scales ___ Concept mapping ___ Observation ___ Rating scales ___ Parent evaluation ___ Contract ___ Rubric ___ Peer evaluation ___ Checklist _x_ Questioning ___ Self-evaluation ___ Performance ___ Journals ___ Inventories ___ Portfolio ___ Problem-solving ___ Other _________________________________ assessment Put a “√” for assessments reflecting process and an “x” for those that reflect products.

8

**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

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