SINGLE SUBJECT CREDENTIAL PROGRAM

MAED LESSON PLAN TEMPLATE FOR MATHEMATICS

Revised 01.05.18

Name CWID Subject Area

Anna Gianina Maddela Mathematics
Total
Class Title Unit Title Lesson Title Grade Levels Date
Minutes
Patterns in Odd/Even
Math 5 Polynomials 10-12 50
Degree Functions
CLASS DESCRIPTION (including specific special needs and language proficiencies)
28 students, 15 Male students, 13 Female students
1 student with IEP: Has autism and speech/language impairment

Majority of students are ELs/Reclassified

Several students are athletes or in band

STANDARDS, OBJECTIVES, & ACCOMODATIONS
CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities,
interpret key features of graphs and tables in terms of the quantities, and
Common Core State Standards Addressed: sketch graphs showing key features given a verbal description of the
CCSS Math relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and periodicity.*

Content Objective(s) SWBAT analyze the key features and patterns of even and odd degree power
(cognitive, psychomotor, affective) functions and their graphs
SDAIE (Integrated ELD) Strategies for
developing knowledge in the content area Visuals, slowing speech, small group collaboration

Mathematical Practice(s) Addressed

Tier II (General Academic) Vocabulary
Tier III (Domain Specific) Vocabulary
English Language Development Standards
(ELD)
Disciplinary Language Objective(s)
How do students know what Content Standards,
Language Standards, and Mathematical Practices
are being addressed?
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs
FS1:
FS1 is a talented artist and is a visual
learner. She takes detailed notes and
attempts challenging problems, showing
perseverance. She works best in partner
settings and is most comfortable asking
questions one on one. FS1 needs
vocabulary words emphasized and
problems to be modeled. She is in the
intermediate level with speaking/listening
and writing.
MP7 Look for and make use of structure
MP3 Construct viable arguments and critique the reasoning of others
Describe, Analyze, Even, Odd
Reflect, Linear, Quadratic, Polynomial, Power Function, End Behavior
ELD.PI.9-10.12a.Em
SWBAT describe key features and patterns of even and odd degree power
functions using precise vocabulary
Content Standards: Will be posted on the board
Language Standards: Students will be instructed to use specific vocabulary
when discussing in groups and explaining answers in the whole class
MP: Will be pointed out throughout the lesson/activity
Specific Accommodations Additional Information
FS1:
In this lesson, students will be graphing functions and noticing
key features on graphs. It’s a visual lesson, where FS1 can also
use patty paper to visualize concepts. Vocabulary words will be
clearly defined in the beginning of the lesson. There is partner
time where she can ask questions and practice mathematical
discourse. There will be some points in the lesson where
what’s expected will be modeled.
FS2
FS2 has been seated with a student who is outgoing, open and

FS2
FS2 is a student with autism and
speech/language and is great about asking
questions about any points that need
clarification. When he feels comfortable
with a concept, he supports others by
explaining the concept. He works best with
outgoing students who also are curious. He
needs directions to be repeated and needs
verbal confirmation that he is on the right
track.
can bounce ideas off him. Directions will be repeated several
times and I will walk around to give verbal feedback on his
progress. There is plenty of time set in the lesson for asking
questions and there are guiding questions handed out.
FS3
The lesson is broken up into chunks so it doesn’t seem
overwhelming. During moments when students may get called
on, they are given the option to say something they said or
heard, to ease anxiety. This lesson is visual and includes
partner work, where FS3 feels most comfortable.

FS3
She, like FS1 likes art and works best one on
one. FS3 is a student with PTSD and can
take breaks in class if she feels
overwhelmed. FS3 gets overwhelmed
when she feels put on the spot.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
To get students talking about
EL
characteristics of graphs
For students to recognize
different patterns in power
functions
PM
Focus: EBs practice speaking
and writing skills.
To assess student
understanding of polynomial
S graph features and how to
graph them given function
equations
Implementation
Students graph –(x^3) and x^3
Students discuss the graphs in
the two activities in their
packets and try to point out
patterns.
They also fill out an exit ticket
with 3 of their own
observations and 1 question
they have. Guiding
questions/vocabulary list will
be given
Unit Test: Half multiple choice,
half free-response.
Department test.
Feedback Strategy How Informs Teaching
See if students can use the
TC will walk around and check
vocabulary to describe what
if students understand
they’ve graphed
Whole class discussion about
patterns. Students will answer
questions about what they
notice and TC/MT will give
verbal feedback.
If students have 4-5
Students will get verbal
observations on their paper
feedback as a class on
and can accurately predict the
questions they put on the exit
next few graphs, I will know
ticket.
they understood the concept.
Based on questions asked, I can
Students will be assessed on
see whether students are able
the objectives based on the
to identify the key features. I
quality of their written work
can use questions to review
(at least 4 quality observations
concepts the next day.
with key vocabulary
underlined). Their discussions
will also be assessed. Any
misconceptions or
clarifications needed will be
addressed by the TC as it
occurs to prevent confusion.
Students will be given a chance
to look over their work and will
See if students need more
be allowed to work on test
review.
corrections. Questions will be
clarified and reviewed.

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
TC welcomes students and gets them Students read the content and language objectives out loud.
started on the lesson. TC walks around
while they’re working to clarify Students copy the agenda and get started on the warmup. They fill out a table of values
questions/misconceptions. for x^3 with inputs of -2, -1, 0, 1, 2 and graph on graphing paper.
10
Minutes
TC facilitates going over the warmup. TC How does the graph of x^3 relate to a cube with side length x? (Comprehension)
brings up student work/has students bring Possible student answers: x^3 is the volume of the cube, x^3 is the side lengths all
up their work multiplied by each other.

Lesson Body
Time Teacher Does
TC has students go to page M1-204 and
205 in their packets.
TC instructs student to get into pairs.
Questions to help guide the discussion are
passed out.
TC walks around to help listen in to
35 min
conversations and to help guide discussion
if students are struggling
After a while, TC brings attention to the
front and asks students to tell the class
what they’ve observed.
TC leads activity 1.2 (M1-208, M1-209) on
end-behavior, using patty paper as a guide.
TC uses calling cards to have students read
instructions and the tips
TC walks around again to help with
conversations and listen
TC facilitates discussion on what students
noticed and learned
Students graph –(x^3) and determine differences and similarities between x^3 and –x^3.
Students, once finished, can discuss their graphs with others around them.
What differences do you notice between the graph of x^3 and –x^3? What similarities
do you notice? (Analysis)
Possible student responses: The graph reflected over the x-axis. The graph reflected
over the y-axis. The graphs are the same, but one is upside down. The y-values
switched signs. The still have the same shape. They both cross the origin. X^3 is always
increasing. –X^3 is always decreasing.
During this, students volunteer their work to be shown or come up to show their work.
Other students offer ideas on what they notice.
Students will practice showing what the graph looks like for both x^3 and –x^3 with their
arms. TC will let students know that they can show their answers with their arms for the
next part as well.
Possible student responses/questions: Why does their graph look
skinnier/wider/bigger/smaller than mine? Students can mention scale when graphing to
answer this question. Why is it the same reflected over the x-axis as reflected over the
y-axis?
Student Does
Student is called on using calling card to read the introduction paragraph and directions.
Does anyone have any questions about the directions or vocabulary?
(Knowledge/Comprehension) Vocabulary words are introduced and definitions are
discussed. Essential Question: What are key features of power functions?
Students will be instructed to write down at least 4 observations each for odd and
even degree power functions. They should underline key vocabulary used. Students
who may struggle with vocabulary will be given a list of vocabulary words (with
definitions) and some sentence starters.
Students get into pairs and analyze the graphs of power functions x, x^2, x^3, etc. up to
x^6 and use specific vocabulary. Pairs discuss patterns they see in relation to power
functions. Students can talk to other pairs to further compare answers. Are everybody’s
observations the same? What’s different? During this time, the TC will ask a student to
volunteer one thing that they notice so students know how to model their answers.
Students predict the next couple of graphs and draw it on their papers. They write
down the observations they said and/or heard. How do you know that these were the
next two power function graphs?
Possible answers: I noticed that the even ones have a u-shape and look like a quadratic
and the odd ones have an s-shape and look cubic (other than x^1). As the power
increases, the graphs get narrower. Students can show with their arms what how the
graph
Students are called on (using the calling cards again) to share out something they heard
or said. What do you notice about the overall shape of the graphs? What’s happening
around the origin? What happens as the degree increases? (Analysis)
Possible answers: They discuss increasing/decreasing, even and odd degree, patterns
around the origin (it gets flatter around the origin) and how the graph narrows.
Students are chosen to read the directions and introduction to end behavior out loud.
Students get the patty paper and draw the graphs provided. They use the patty paper to
reflect graphs over the x -axis depending on if the A is negative. (This will be
demonstrated while students physically flip their patty paper. The word reflection will
be emphasized)They look for patterns again. They draw the resulting graphs in their
packets.
Students work in pairs to discuss answers and then pairs talk to other groups.
 What patterns did you notice? How does it relate to observations you made earlier?

Extension: What will happen when the graphs are reflected over the y-axis?
Lesson Closure
Time Teacher Does Student Does
Students review what they’ve learned about power functions. Essential question: What
are key features of power functions? Students think and write down their thoughts for
1 minute and write down summarizing thoughts. They’re given 1 minute to discuss in
partners.
Possible student answers: Even power functions have similar shapes and odd power
5 min TC wraps up lesson functions have similar shapes. Even functions decrease then increase and odd functions
always increase. Even functions have same end behavior and odd functions have
opposite end behavior.

Students fill out an exit ticket on 3 features of odd degree power functions (Can include
words and drawings) and one question they have.
Instructional Materials, Equipment, and Multimedia

Document Camera, Computer, OneNote, Patty Paper, Textbook Packets

Co-Teaching Strategies
☐One teach, one observe ☒One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES
TC will lead activity while MT provides additional support

Activities to Promote Student Engagement

☒Pair-Share ☒Restate ☐Sentence Structures ☐Graphic Organizers
☒Small Group Collaboration ☐Kinesthetic ☐Tech-based Formative ☒Random Student Selection
Assessments
Student Engagement Notes
Students will have time to work individually, in pairs, and with the class. They will work with visuals, written words, and manipulatives/kinesthetic
tools (patty paper. Students will be able to express what they’ve learned on paper and out loud. They will also be able to show with movement of
the patty paper.

Culturally Sustaining Practices:

Students can offer up ideas they said or heard to ease anxiety and help students feel as if they’re part of a
group.

Questions that can help start discussions are offered for all students to use. Struggling students can use
these as starting points and others can use the questions to deepen their arguments.

Students are not just limited to their partners, but can talk to other groups to help broaden their knowledge
base and see different viewpoints.

In this draft of the lesson, I added a lot more questioning strategies and possible student responses. I also
included an exit ticket to have a more concrete assessment than just the verbal formative assessments
throughout the lesson. This way, I can see where all the students are at without collecting their notes. I
also included a portion about any questions they had to get my students comfortable with asking
questions.