Miaa360 Lesson Study Algebra 1

MIAA360: Lesson Study
Team Members: Courtney Boettger, Lana Best, Anjanette McCormack, Diana Chavez
Teaching Dates: May 6, 2!" an# May 2$
Conce%t &or this 'esson: Discovering (ua#ratic e)uations an# their characteristics * +ntro#uctory Lesson

,ra#e -%an: A'gebra !
-tu#ents are beginning cha%ter . on (ua#ratics/ -ee attache# out'ine o& the unit at the en# o& this #ocument
001hen + retaught the 'esson, + taught it to a c'ass that 2as a 'itt'e bit 'o2er 'eve'e# so the teacher 2ante# me to mo#i&y &or 'inear
e)uations since they 2ere not at )ua#ratic e)uations yet/ Anything in ye''o2 is &or secon# time taught/ Many o& the )uestions 2ork &or
both 'inear an# )ua#ratic &unctions/
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM, MPS,
NGSS,
!
st
Century
"ngage
Time:
! minutes
Materia's:
3roject han#
#ra2n gra%h
45otice6
1on#er7 %age
1hiteboar#
+ntro#uction o& myse'&/ ,ive %'an &or the 'esson/
!# Dra$ a %as&c s'etch of y ( )*
# Pass out +Not&ce,-onder. /age
3# As' students to ta0' at the&r ta%0e and
d&scuss $hat they not&ce and $onder
1# After a fe$ 2&nutes, /0ant a fe$ 3uest&ons
that $ou0d /ro2/t 2ore 0earn&ng for
e)a2/0e:
Do you th&n' $e can 2o4e th&s gra/h5
Does &t a0$ays face the sa2e $ay5
6# Pass 2ar'ers around to grou/s and ha4e
the2 $r&te u/ one th&ng fro2 the&r
not&ce,$onder chart
6# 7e4&e$ the not&ce and $onder chart to
create so2e 3uest&ons to /onder and add
to $onder chart#
-tu#ents ta'k in grou%s about 2hat
they notice or 2on#er about my gra%h/
89%ecte# stu#ent res%onses:
+t:s a ;
3arabo'a
<its zero
1hy are 2e #oing this=
1hy isn:t it a straight 'ine=
+t:s a 'ine
+t:s a gra%h
+t has an >?a9is
+t has a @?a9is
CCCSSM:
Analyze functions
using different
representations.
7. Graph functions
expressed
symbolically and
show key features
of the graph, by
hand in simple
cases and using
technology for
more complicated
cases.
MP:
!/ Make sense o&
%rob'em an# %ersevere
in so'ving them
A/ ;se a%%ro%riate
Teaching an# Learning Co''aborative Lesson -tu#y
A#a%te# &rom B?!2 A''iance61est8#
!
too's strategica''y
2/ Ceason abstract'y
an# )uantitative
8va'uate
Consider Decision
Points Assessments
If students recognize the graph as a function and have developed questions about its
characters, move on to explore aspect of lesson
2
Student Does
Student Activities
Standard
CCCSSM, MPS,
NGSS,
!
st
Century
")/0ore:
Time:
A minutes D3hase !E
A minutes D3hase 2E
!A minutes D3hase $E
A minutes D3hase "E
Materia's:
,ra%hing ca'cu'ator,
2orksheets, %enci'
Phase !:
Be&ore beginning brie&'y go over the buttons the
gra%hing ca'cu'ator/ ,o over stu#ent ro''s o& 2ho
2i'' use ca'cu'ator, 2ho 2i'' sketch gra%h, an# 2ho
2i'' recor#/ 89%'ain that these ro'es 2i'' rotate
#uring the 'esson/
!/ <ave stu#ents enter the e)uations in the
gra%hing ca'cu'ator in co'umn A, one by
one/
2/ <ave them ans2er the )uestions an# &orm a
conc'usion about 2hat ha%%ens 2hen 2e
increase the coe&&icient/
$/ 1a'k aroun# an# monitor stu#ents
1hen most o& the c'ass has &inishe# co'umn A, go to
89%'ain &or 3hase !/
00 1orks &or reteach
Phase !:
!/ -tu#ents &igure out 2ho is in
charge o& each res%onsibi'ity
2/ -tu#ents gra%h each e)uation in
co'umn A/
$/ -tu#ents #iscuss 2hat ha%%ens as
the coe&&icient changes/
"/ 89%ecte# stu#ent res%onses: +t
gets narro2, it gets skinny, it gets
sma''er etc//
+t
A/ -tu#ents &orm a sentence to
e9%'ain 2hat ha%%ens 2hen the
coe&&icient jum%s &rom 2 to " to A/
CCCSSM:
Analyze functions
using different
representations.
7. Graph functions
expressed
symbolically
and show key
features of the
graph, by hand
in simple cases
and using
technology for
more
complicated
cases.
MP:
!/ Make sense o&
%rob'em an#
%ersevere in
so'ving them
A/ ;se a%%ro%riate
too's strategica''y
2/ Ceason
abstract'y an#
)uantitative
$
Phase :
<ave stu#ents rotate jobs
!/ <ave stu#ents enter the e)uations in the
gra%hing ca'cu'ator in co'umn B, one by
one/ Then the same 2ith co'umn C/
2/ <ave them ans2er the )uestions an# &orm a
conc'usion about 2hat ha%%ens 2hen 2e
make the coe&&icient a #ecima'/
$/ 1a'k aroun# an# monitor stu#ents
1hen most o& the c'ass has &inishe# co'umn B an#
C, go to 89%'ain &or 3hase 2/
Phase :
co'umn B/
the coe&&icient changes as a
#ecima'/
gets 2i#er, it gets &at, it gets
bigger etc//
,ra%h gets stee%er6'ess stee%
A/ -tu#ents &orm a sentence to
e9%'ain 2hat ha%%ens 2hen the
coe&&icient is a #ecima'
6/ Ce%eat same %rocess &or gra%hs
C/
Phase 3:
-tu#ents rotate jobs &or the remaining )uestions/
They continue on the gra%h )ua#ratics 2ith ne2 y
interce%ts 2here they 2i'' see that a##ing or
subtracting &rom yF9G2 make the gra%h move a'ong
the y a9is/
00Changes y interce%t
A&ter that they 'ook at s)uare# binomina's to see that
this cause the %arabo'a to move a'ong the 9?a9is/
Phase 3:
)uestion 2 an# $/
the y?interce%t changes/
moves, goes u%, goes #o2n//
A/ -tu#ents re%eat &or binomina's
6/ 89%ecte# stu#ent res%onses:
H/ +t moves 'e&t, moves right, moves
on > a9is/
I/ -tu#ents &orm a sentence to
e9%'ain 2hat ha%%ens in each
situation
"
Phase 1:
-tu#ents e9%'ore a&ter 89%'ain conversation to check
ans2ers/ -ee 89%'ainJ
Phase 1:
-tu#ents e9%'ore a&ter 89%'ain
conversation to check ans2ers/
"4a0uate
Consider Decision
Points Assessments
+& stu#ents are not gras%ing conce%t, ask a &e2 more e9am%'es so they can see 2hat is ha%%ening
to the gra%h/ This a%%'ies to a'' 3hases/
A
Phase ! and for f&rst t&2e taught:
Phase ! and for second t&2e taught:
6
Phase 3 8!
st
t&2e9:
H
Phase 3 8
nd
t&2e9:
I
Phase 1 8!
st
t&2e9:
.
Phase 1 8
nd
t&2e9:
!
!!
Student Does
Student Activities
Standard
CCCSSM, MPS,
NGSS,
!
st
Century
")/0a&n:
Time:
A minutes D3hase !E
A minutes D3hase 2E
A minutes D3hase $E
A minutes D3hase "E
Materia's:
,ra%hing ca'cu'ator,
2orksheets, %enci',
8LMK
3hase !:
A&ter stu#ents have e9%'ore# gra%hing section A,
gui#e a conversation about 2hat ha%%ens 2hen 2e
a## a coe&&icient to the &unction y F 9G2
(uestions to ask:
1hat observations #i# you make about the
gra%hs=
<o2 #o you inter%ret the coe&&icients o&
these gra%hs an# ho2 #o they change ho2
the gra%h 'ooks=
1hat #o you think are some o& the reasons
&or the gra%h to change=
1hat are some %re#ictions &or the e)uations
in set B an# C=
;se same )uestions &or secon# time
3hase !:
-tu#ents %artici%ate in c'assroom
#iscussion/ Cecor#er a##s ne2 #iscoveries
to sheet/
00 -ame &or reteach
CCCSSM:
Analyze functions
using different
representations.
7. Graph functions
expressed
symbolically
and show key
features of the
graph, by hand
in simple cases
and using
technology for
more
complicated
cases.
MP:
!/ Make sense o&
%rob'em an#
%ersevere in
so'ving them
A/ ;se a%%ro%riate
too's strategica''y
2/ Ceason
abstract'y an#
)uantitative
3hase 2:
A&ter stu#ents have e9%'ore# gra%hing section B an#
C, gui#e a conversation about 2hat ha%%ens 2hen
2e a## a coe&&icient to the &unction y F 9G2 2hen
they are #ecima's an# 2hen they are negative
3hase 2:
to sheet/
!2
(uestions to ask:
gra%hs=
<o2 #o you inter%ret the coe&&icients o&
these gra%hs an# ho2 #o they change ho2
the gra%h 'ooks=
Can you make a statement about a##ing a
#ecima' as the coe&&icient=
Can you make a statement &or a##ing a
negative coe&&icient=
Can you make a %re#iction &or the ne9t set
o& gra%hs=
00 -ame &or reteach
3hase $
A&ter stu#ents have e9%'ore# gra%hing )uestion 2
an# $, gui#e a conversation about 2hat ha%%ens
2hen 2e have binomia's an# 2hen 2e a## or
subtract &or the y?interce%t
(uestions to ask:
gra%hs=
<o2 #o you inter%ret the y interce%t o& these
gra%hs an# ho2 #o they change ho2 the
gra%h 'ooks=
Can you make a statement about a##ing or
subtracting=
Can you make a statement &or binomina'
&unctions=
Can you make a %re#iction &or the ne9t set o&
gra%hs=
00 -ame &or reteach but no binomina' )uestions
3hase $:
to sheet/
!$
3hase ":
Lea# a #iscussion about %re#iction 2hat 2i'' ha%%en
to the gra%hs in )uestion "
(uestions to ask:
Looking at the gra%hs, 2hat %re#ictions #o
you have about their movement=
<o2 can you su%%ort this 2ith the %revious
tasks=
1hat conc'usions can you make=
00 -ame &or reteach
3hase ":
to sheet
"4a0uate
Consider Decision
Points Assessments
+& stu#ents are sti'' not gras%ing conce%t o& a##ing coe&&icient an#6or changing the y interce%t o&
gra%h in )ua#ratic e)uations, + 2ou'# go back an# revie2 characteristics o& 'inear e)uations/
Student Does
Student Activities
Standard
CCCSSM, MPS,
NGSS,
!
st
Century
")tend:
Time:
2 minutes %er %hase
Materia's:
8LMK
3a%er, %enci'
A&ter + taught my &irst 'esson, + 2as &rustrate# that
the stu#ents un#erstoo# the conce%t but #i# not have
anything concrete to take a2ay/ + then #eci#e# to
a## an e9ten# %art &or the ne9t time + taught it:
1hi'e stu#ents are 2orking 2ith the #i&&erent
%hases, have stu#ents &i'' in a chart gri# 2here they
#ra2 the gra%hs, #escribe the movement in their o2n
2or#s, then as a c'ass, 2e 2i'' #e&ine 2hat is
ha%%ening/ -tu#ents 2i'' kee% this in their notebooks
so they have something concrete to re&er back to/
Lina''y, give a ticket out the #oor that has a &unction
on it/ -tu#ents are to sketch 2hat it 2ou'# 'ook 'ike
an# #escribe 2hy the gra%h 2ou'# 'ook that 2ay/
-tu#ents &i'' in chart/ Lo''o2ing a'ong
2ith 8LMK/ They 2i'' %artici%ate in
c'assroom #iscussion an# ask )uestions
2hen nee#e#/ -tu#ents 2i'' be ab'e to use
this chart &or home2ork/
-tu#ent &i''s out in&orma' assessment
CCCSSM:
Analyze functions
using different
representations.
7. Graph functions
expressed
symbolically
and show key
features of the
graph, by hand
in simple cases
and using
technology for
more
complicated
!"
cases.
MP:
!/ Make sense o&
%rob'em an#
%ersevere in
so'ving them
A/ ;se a%%ro%riate
too's strategica''y
2/ Ceason
abstract'y an#
)uantitative
"4a0uate
Consider Decisions
Point Assessments
+& stu#ents are not un#erstan#ing conce%t a&ter the e9it ticket is gra#e#, + 2i'' take the grou% that #i# not un#erstan# it
an# have a re?teach 'esson the ne9t #ay in c'ass/ Those 2ho un#erstoo# the conce%t 2i'' move on to %ractice their
un#erstan#ing/
!A
:ut0&ne of ;n&t:
!6
!H

Miaa360 Lesson Study Algebra 1

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