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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)? Algebra Overview Seeing Structure in Expressions 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: ____________________

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).

o

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 o F.IF.7e. Graph functions expressed symbolically and show key features of the graph, by hand in 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: ____________________

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.

2. STUDENT GROUPING How will you group students for instruction? No groups for this lesson. The discussions will be with the entire class so that students can bounce ideas off each other and gain a deeper understanding.

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**3. ACCOMMODATIONS/MODIFICATIONS 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.

How will you accommodate for students with special needs/ethnic or cultural differences/limited English proficiency? ESL, low vision, hard of hearing students can sit near the center of the room so they have a better change at hearing and seeing all that is going on around them.

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**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? Return the worksheets that the students turned in the day before with the scores and the correct answers. Ask if there are any questions or information that they want to go over. What instructional methods will you use?

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

Why did you choose these methods?

What activities/applications did you plan? Activity

Time Allocated

Return the worksheets that the students turned in the day before with the scores and the correct answers. Ask if there are any questions or information that they want to go over. (10 minutes)

Assess deeper understanding: Ask students to reflect upon and write down their thoughts about the following. Remind them that there are no right or wrong answers for this these questions: • How did you determine an effective strategy for solving the challenges in this lesson? What are your conclusions and the reasoning behind them? • Compare and contrast the various algebraic and graphical representations possible for the problem. How does the approach used to solve the challenge affect the choice of representations? (Sample responses: attempting to estimate the direction and speed of the variation, or change, between two sets of data with a quick visual can be determined by using a graph or pictorial model; an approach that attempts to show a proportional relationship by quantifying the variability, or change, would be best represented with an algebraic model.) • Why is it useful to represent real-life situations algebraically? (Sample responses: Using symbols, graphs, and equations can help visualize solutions when there are situations that require inverse relationships.) • What are some ways to represent, describe, and analyze patterns that occur in our world? (Sample responses: patterns can be represented with graphs, expressions, and equations to show and understand changes between two sets of data such as light intensity and distance.)

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**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

How will you bring the lesson to closure? After the students have written their reflections, a group discussion will be lead where students can discuss their responses. During the discussion, students will be asked to share their thoughts about how algebra can be applied to the world of Special Effects. Ask students to brainstorm other real-world situations which involve the type of math and problem solving that they used in this lesson. (Sample responses: there is an inverse relation between the temperature of the water in a lake or ocean and the depth where the measurement is taken; the speed of a bicycle gear is inversely proportional to the number of teeth in the gear.) (15 minutes) 5. MATERIALS What instructional materials will you use? Student worksheet Pencil/paper for the students Possibly chalkboard/whiteboard How will you infuse technology into the lesson? No technology for this class

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

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**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

___ Laser Disk Other_______________

___

6. EVALUATION How do you plan to evaluate student outcomes (see checklist)? Why are you evaluating in this manner? I will evaluate the responses that the students write down to the questions I asked during the lesson.

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

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**Ohio Northern University Lesson Plan Template
**

Pathwise Statement added 8/06

2003-2004

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