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You are on page 1of 7

Team Members:

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Engage

plan for the lesson.

Student Does

Expected Student Responses

Student Activities

Standard

CCCSSM, MPS, NGSS,

21st Century

Time: 5 minutes

and persevere in

solving them.

How old is your cat in human years?

Getting students to activate any

prior knowledge.

Materials:

PowerPoint

Evaluate

Understands that for

every cat year it is

equivalent to seven

human years.

since they have probably heard that

for every dog year it is equivalent to

seven human years.

to cats and relate the possible age at

each stage.

Compare cats age to human ages

Students think about their own

pets.

Can do noticing page here about

the kittens and cats

Adapted from K-12 Alliance/WestEd

Stage of Lesson

Explore:

Time:

20 minutes

Materials:

PowerPoint

Presentation

Noticings/

Wonderings

Worksheet

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Noticings/Wonderings

noticed about the problem.

Possible answers:

Cats age faster than humans

Each cat year is equivalent to 7

human years.

To do a comparison model for

cats and humans

Need to create two model

students to take notes on with the

worksheet.

*Write everything you noticed about the

problem.

*Share with whole class.

A cat ages faster than a human. To help

us understand the age of our cats, cat

years are sometimes compared with

human years. Here are two models for

comparing the age of cats with the age of

humans.

Model 1: Each cat year is equivalent to 7

human years.

Evaluate

Students taking notes

and recording all their

the same as 15 human years. The second

year of a cats life is equivalent to 10

human years. Each additional cat years is

equivalent to 4 human years.

Adapted from K-12 Alliance/WestEd

questions on their worksheet.

What type of math problem is

this expecting me to do?

Why is there a change if Model

1 said 7 years and Model 2 said

10 years?

Standard

CCCSSM, MPS, NGSS,

21st Century

and persevere in solving

them.

2. Reason abstractly and

quantitatively.

4. Model with mathematics.

8. Look for and express

regularity in repeated

reasoning.

wonderings

Students need to create a chart for

question A.

Students will need to figure out

How to create an equation for

Model 1

How to create an equation for

Model 2

What kind of equation is needed

for these two problems

questions on their

worksheet.

asking you to do?

Asking us to compare charts.

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Explain:

with exact problem presented on

PowerPoint.

Time:

25 minutes

Materials:

Copy of activity

sheets

Graph papers

Rulers

Noticings/

Wonderings

worksheets

PowerPoint

Presentation

White Board

cat years with human years for each

model. Your chart should include at least

4 years.

What do you think the problem is asking

you to do?

Problem B. Write an equation

using each model for when the

cat is 3 or more years old.

How will you set this equation?

What have we learned that will

help with this problem?

What variable will you start

with?

What will you do to that

variable? Why

Student Does

Expected Student Responses

Student Activities

Standard

CCCSSM, MPS, NGSS,

21st Century

out what they need to do for each

model.

Students write their ideas on the

whiteboards.

CCSS.MATH.CONTENT.HS

F.IF.A.1

Understand that a function

from one set (called the

domain) to another set (called

the range) assigns to each

element of the domain exactly

one element of the range.

If f is a function and x is an

element of its domain,

then f(x) denotes the output

of f corresponding to the

input x. The graph of f is the

graph of the equation y = f(x).

Make a chart

Using the input/output table that

we previously used.

Students need to take the

information and put it into a

graph

Students will graph their data

able to give their reasoning for which of

the two models the cat will age faster.

*Groups are working together to and

putting their answers on the whiteboard.

Students should be able to use the

information and come up with an

equation.

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

CCSS.MATH.CONTENT.HS

F.IF.A.2

Use function notation,

evaluate functions for inputs

in their domains, and interpret

statements that use function

notation in terms of a context.

CCSS.MATH.CONTENT.HS

F.LE.A.1.B

Recognize situations in which

one quantity changes at a

constant rate per unit interval

Evaluate

Determining functions to

represent linear data.

two years of the cats life?

Explain how you know.

*Teacher asks specific questions:

SAME AS ABOVE questions for

Problem B.

Teacher guides students through

the process and compares their

tables and graph with the whole

class.

What evidence can you show to

prove your answers?

relative to another.

procedure for Problem C.

human years if the cat is 10

years old, using both Model 1

and Model 2. Determine which

model gives the greater age for

the cat? Show all your work.

and persevere in solving

them.

2. Reason abstractly and

quantitatively.

4. Model with mathematics.

7. Look for and make use of

structure.

8. Look for and express

regularity in repeated

reasoning.

question D using what they know about

their graph and table.

Students will use ordered pairs, table of

values, and a scatter plot to determine a

function that represents real world data.

Students will respond to questions about

cat ages in human years

Expect students to understand

domain, range, and how the

slope appears to be changing in

the data set and graph.

Adapted from K-12 Alliance/WestEd

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Standard

CCCSSM, MPS, NGSS,

21st Century

Extend:

will the cat be when both models

give the cat the same human

age? At what human age(s) does

this outcome occur? Show your

work.

graph and data.

(Go over the given details from the

problem, list variables, define them, then

they can set up the problem).

CCSS.MATH.CONTENT.HS

F.IF.A.1

Understand that a function

from one set (called the

domain) to another set (called

the range) assigns to each

element of the domain exactly

one element of the range.

If f is a function and x is an

element of its domain,

then f(x) denotes the output

of f corresponding to the

input x. The graph of f is the

graph of the equation y = f(x).

class*

and persevere in solving

them.

2. Reason abstractly and

quantitatively.

4. Model with mathematics.

Time:

10 minutes

Materials:

ordered pairs

Activity

Worksheet

Evaluate

See students activity

worksheet

table to see where both models are at the

same age.

Adapted from K-12 Alliance/WestEd

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Student Does

Expected Student Responses

Student Activities

Evaluate:

with the similar concept.

problem.

Time:

10 minutes

but this time to make sure the function is

y=12x

Materials:

PowerPoint:

Post problem

Evaluate

Ticket-Out-The- Door.

1 year(s) old parakeet would have 16

years if it was a human

Is that 16 years per 1 year for a parakeet?

TICKET-OUT-THE-DOOR

How old is the parakeet if I have had it

for 12 years?

You need to come up with a function for

this question.

Standard

CCCSSM, MPS, NGSS,

21st Century

CCSS.MATH.CONTENT.HS

F.LE.A.1.B

Recognize situations in which

one quantity changes at a

constant rate per unit interval

relative to another.

1. Make sense of problems

and persevere in solving

them.

*Almost all students were able to get the

correction function for it.

*In the video clip Part 10, we did a quick

recap on what we learned from this

lesson.

Adapted from K-12 Alliance/WestEd

Adapted from K-12 Alliance/WestEd

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