You are on page 1of 7

MIAA360: Lesson Study

Team Members:

Thaihoa Nguyen; Jason Stedtfeld; Elane McCarty

Teaching Dates: May 11, 2015

Concept for this lesson: Functions


Stage of Lesson

Teacher Does
Directions or Teacher Questions

Engage

Introduction of Teaching Team and the


plan for the lesson.

Grade Span: Algebra


Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS, NGSS,
21st Century

Time: 5 minutes

Make sense of problems


and persevere in
solving them.

Present PowerPoint Question:


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.

Students would relate to dog years,


since they have probably heard that
for every dog year it is equivalent to
seven human years.

Have a video about kittens growing


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

Teaching and Learning Collaborative Lesson Study


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

Pass out worksheet:


Noticings/Wonderings

Students will write all the things they


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

Present next slide with the problem for


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

Model 2: The first year of a cats life is


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.

Teaching and Learning Collaborative Lesson Study


Adapted from K-12 Alliance/WestEd

Students will write all their wondering


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

1. Make sense of problems


and persevere in solving
them.
2. Reason abstractly and
quantitatively.
4. Model with mathematics.
8. Look for and express
regularity in repeated
reasoning.

Students discuss their answers from


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.

What do you think the two models are


asking you to do?
Asking us to compare charts.

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Explain:

Pass out graph papers and activity sheets


with exact problem presented on
PowerPoint.

Time:
25 minutes
Materials:

Copy of activity
sheets
Graph papers
Rulers
Noticings/
Wonderings
worksheets
PowerPoint
Presentation
White Board

Problem A: Make a chart that compares


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

Students will work in groups and figure


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

Students will use their graphs and be


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.

Problem C. Which model has the


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.

cat aging faster after the first


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.

**Group goes through the same


procedure for Problem C.

D. Calculate the cats age in


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.

1. Make sense of problems


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.

Students will discuss and answer


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.

Teaching and Learning Collaborative Lesson Study


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:

E. To the nearest month, how old


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.

Students need to be more precise in their


graph and data.

How would you set this problem up?


(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).

*Did not have time to do this in


class*

1. Make sense of problems


and persevere in solving
them.
2. Reason abstractly and
quantitatively.
4. Model with mathematics.

Time:
10 minutes
Materials:

Representing input/output values as


ordered pairs

Activity
Worksheet

Evaluate
See students activity
worksheet

They will need to continue to make their


table to see where both models are at the
same age.

Teaching and Learning Collaborative Lesson Study


Adapted from K-12 Alliance/WestEd

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Evaluate:

Provide students with another problem


with the similar concept.

Students will do ticket-out-the-door


problem.

Time:
10 minutes

Comparing birds year with human years.

Students will relate back to question B,


but this time to make sure the function is
y=12x

Materials:

PowerPoint:
Post problem

Evaluate
Ticket-Out-The- Door.

*Depending on the type of birds.


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.

Explain how you got your answer.


*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.

Teaching and Learning Collaborative Lesson Study


Adapted from K-12 Alliance/WestEd

Teaching and Learning Collaborative Lesson Study


Adapted from K-12 Alliance/WestEd