School of Education

Lesson Planning Framework

Name: Aaron Shaw Date: March 18th, 2015

Grade Level: 12

I.

Time: 105 minutes

Subject: Pre-Calculus B 120

Co-operating Teacher: Mr. Steve MacMillan

Provincial Curriculum Outcome (s): (e.g. Professional Standards from Discipline)

GCO: Relations and Functions (RF): Develop algebraic and graphical reasoning through the study of relations.
SCO: RF6: Graph and analyze rational functions (limited to numerators and denominators that are monomials,
binomials or trinomials). [CN, R, T, V]
Learning Objective(s) / Goal (s) written in student friendly language (i.e. I can statements):

II.

Students will be able to graph quadratic over quadratic functions that simplify to linear over linear functions, as
well as be able to show all of the important information (i.e. asymptotes, intercepts, points of discontinuity, etc.)
Students will also learn to graph different types of quadratic/quadratic functions that do not simplify nicely.
III.

Lesson Rationale:
Why are you teaching this lesson?
This topic is part of graphing rational functions, which is a large part of the grade 12 pre-calculus curriculum.
What requisite skills do students need in order to access the lesson & participate fully in this
lesson?
Students need to understand reciprocal functions. This includes knowing how to graph reciprocal linear
functions, such as y=1/(x-2). Students also need to understand factoring rules from grade 11 math.
How does this lesson fit in the prescribed curriculum?
This lesson falls directly under graphing and analyzing rational functions (SCO:RF6) since nice
quadratic/quadratic functions are rational and simplify to common linear reciprocal functions.
How does the lesson build on previous lessons or previous learning?
Students will use the strategies learned in the last class to find the important information of the rational function
problems and use this information to graph the function.
IV.

V.

Materials & Resources (teacher materials, student materials etc.):

Laptop and SmartBoard, Document Camera.
Handout of questions and empty graphs.
Technology Used (if appropriate):

Graphs for functions from Winplot.

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VI.

Winplot
Laptop and SmartBoard, Document Camera (as above).
Learning Cycle: (Engaging Questions, Exploration, Explanation, Expansion, Evaluation)
What is the teacher doing?

What are students doing?

The teacher will begin by going over the solutions

of the homework from the night before (very in
depth, since they have just started the topic).

Students will take out the homework from the

night before. They will also answer questions
asked by the teacher in order to show the solutions
to the problems. Students may also be asked to
guide the teacher through in order to check
understanding.

For the first question,

=

2 2 + 6
2 3 4

To begin, the teacher will explain that this factors

to (2x-3)(x+2)/(x+1)(x-4), so there are no PODs.
Also, the VAs are x=-1, x=4 and the HA is y=-2.
Next, find the x-intercepts, which are x=3/2 and
x=-2, and y-intercept is y=-2/3 (from the initial
equation). Then, the teacher will show to check for
an HA Crossing, which happens at (-2/7, -2). The,
the teacher will give some test points and complete
the graph.
The teacher will then use Winplot to show what
the graph really looks like.
The second equation,
=

4^2
2 + 1

Is different from the last question. The HA is y=4,

but there are not roots, so there are no VAs, also,
there are no PODs. We also find that there is no
HA Crossing, and the intercepts are x=y=0. Using
test points, we can create the graphs. Again, we
can show what it really looks like using Winplot.
The teacher will then assign questions for the
students to work on and do for homework.

VII.
VIII.

Accommodation(s) for Diverse Learner(s):

Evaluation/Assessment of Student Progress:
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Students will work on the assigned questions for

the rest of the class. If a student has questions, they
can get help from the teacher to ensure that they
understand the material.

The teacher will ask questions for understanding throughout the lesson. The teacher can also check to the
understanding of students by checking the sheet before going over the answers. Also, the teacher can circulate
while the students work on their homework.
IX.

Home Learning Assignment (if applicable):

1. f(x) =
2. f(x) =

2 2 +115
2 215
3 2 +720
2 235
2

3. f(x) = 2 2
Along with P. 452, #5,6
X.

Lesson Plan Reflection:

1. Preparation and Research Was I well prepared? What could I have done differently?
2. Written Plan Was I organized? What did I learn that will help me in the future?
3. Presentation Were the students involved? Was I clear in my presentation? How was the
pacing?
4. Assessment What did the class do? How do I know if they were successful? What
should I change for next time?

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