Baker College Teacher Prep Lesson Plan Form

Unit: Modifying Graphs on the Lesson Title: Reflections of Graphs Grade/Period:

coordinate plane 10th/11th grade

CCSS or State Standards:

G.CO.3, G.CO.4, 8.G.1, 8.G.2,
8.G.3, 8.G.4

Resources and Materials:

Worksheets included in Lesson

Objective: I can: identify when a graph has been reflected, and how it has
What students will know and be able to do been reflected
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
What does a graph look like when it is reflected over the x-axis?
Whatt does a graph look like when it is reflected over the y-axis?
What does a graph look like when it is reflected over the equation
y=x?
What does a graph look like when it is reflected over the equations
y=-x?
Have examples of reflections on the board, have students guess the
reflections. Have them explain their reasoning.
Examples:

Sequence of Activities: 1. Reflection activity on board

Provide an overview of the flow of the lesson. 2. Show how each reflection works with just points:
Should also include estimates of
pacing/timing. a. Points (a,b) becomes points (a,-b) when reflecting over x-
axis.
Baker College Teacher Prep Lesson Plan Form

b. Points (a,b) becomes points (-a,b) when reflecting over y-

axis.
c. Points (a,b) becomes points (b,a) when reflecting over the
equation y = x
d. Points (a,b) becomes points become (-b, a) when reflecting
over the equation y = -x
3. Take questions
4. Show students how to write equations of reflections. Go
through the following examples in class:
a. Reflecting over x-axis, f(x) becomes -f(x)
i. Example: f(x) = 2
ii. Original: f(-3) = 9, f(-2)= 4, f(-1) = 1, f(0)= 0, f(1) =
1, f(2)=4, f(3) = 9
iii. Reflecting over x-axis becomes:
iv. -f(-3) = -9, -f(-2)=-4, -f(-1)=-1, -f(0)=0, -f(1)=-1, -
f(2)=-4, -f(3)=-9
B. Reflecting over y-axis, f(x) becomes f(-x)
i . Example: f(x) =
ii . Original: f(-3) = -3, f(-2)= -2, f(-1) = -1, f(0)= 0, f(1)=1,
f(2)=2, f(3) = 3
Iii. Reflecting over y-axis f(x) becomes f(-x):
Iv. f(-3) = 3, f(-2)= 2, f(-1) = 1, f(0)= 0, f(1)=-1,
f(2)=-2, f(3) = -3
C. Reflecting over equation y = x, f(x) becomes -f(-x)
I. example: f(x) = 2
Ii. Origianl: f(-3) = 9, f(-2)= 4, f(-1) = 1, f(0)= 0, f(1) = 1,
f(2)=2, f(3) = 3
Iii. reflecting over equation y = x, f(x) becomes -f(-x)
Iv. -f(--3) = -9, -f(--2)= -4, -f(--1) = -1, -f(-0)= 0, -f(-1)= -1,
-f(-2)=-4, -f(-3) = -9
5. Take questions
6. Have students do exercises here, those who complete those,
move on to this worksheet:
 Baker College Teacher Prep Lesson Plan Form

7. When students get home they will use todays meet to discuss
what they need help with.

Instructional Strategies: There will be a lot of discussion based lessons. Through this
Research-based strategies to help students students will learn through talking, and asking questions.
think critically about the concept/skill

Assessment: Formative: Formative assessment will be done through in class

List both formative and summative questions, along with the questions that are posed and answered
assessments that you will use to assess student
understanding. Formative assessments are within todays meet.
given during instruction (check for Summative: Summative assessment will be done through the
understanding), summative are after
completion of instruction (how will you grade worksheets.
quiz, test, project, paper, presentation,
demonstration, etc.).

Differentiation: The way differentiation will work will be students will be able to go
Describe who will need additional or different at their own speed on the online problems and worksheets. Students
support during this lesson, and how you will
support them. Differentiated instruction could will also be able to have an open discussion online where they can
include testing accommodations, preferential get further help from either me or other students.
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.

Summary, Integration and The summary of the lesson will be the online discussion after
Reflection: school. I will monitor the discussion, but students will be able to
 Baker College Teacher Prep Lesson Plan Form

List the way that you will bring students discuss the in class work to other students along with homework
together to integrate and reflect on their
learning from this lesson they have. I will then go through the questions that students cannot
answer themselves, and if need be I will reteach the lesson.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
This is a review activity so I will know what knowledge has been taught concerning this lesson. I will need to
give clear details about how to complete the review as this is the first time doing so this way.
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
I will explain the importance of being able to move around while you study. I will simply ask S if they like
the idea of moving around as they master material.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them? S will initially be concerned about the word review but I will assure them I just want to
know what they know right now. They will also have questions about the procedures and I will list the
steps they should follow verbally and on the board for later reference.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn? We will hold a class
discussion and also I will provide feedback quickly.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned. Based on the results I will later assign
problems that will help them master the needed content.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future? This is an exceptionally behaved class and I
can anticipate they will do well however that might not always be the case. This review might need to be
done in a larger area or via the standard paper/pencil at your desk depending on the class.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram