Singleton, Jazmyne

STEP Standard 3 - Assessment and Data Literacy

Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 4 (only 4 students in the class)

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 0

Minimally Proficient 0

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 (69% and below)

Pre-Assessment Analysis: Whole Class

All four students scored in the highly proficient level.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.

Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 10th

Unit/Subject: Inverse of Functions/Algebra 2

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning
Standards
List specific grade-level
standards that are the focus
of the lesson being presented.
F-BF.B.04.a
(Functions)
Solve an equation of
the form f(x) = c for
a simple
function f that has an
inverse and write an
expression for the
inverse. For
example,  f(x) =
2  x3 or f(x) =
(x+1)/(x–1) for x ≠

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 1.
F-BF.B.04.d
(Functions)
(+) Produce an
invertible function
from a non-
invertible function
by restricting the
domain.
G-GPE.A.02
(Geometry)
Derive the equation
of a parabola given a
focus and directrix.

Specific Learning  Recognize

Target(s)/Objectives that the
Based on state standards, inverse of a
identify what is intended to be
measured in learning.
relation is the
set of ordered
pairs
obtained by
interchanging
the
coordinates
in each
ordered pair
 Understand
the graphical,
tabular, and
algebraic
relationship
between a

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 linear
function and
its inverse
 Understand
the
relationship
between
exponential
and
logarithmic
functions
 Understand
the
relationship
between
quadratic and
square root
functions
 Represent the
inverse of a
function
using
function
notation
 Identify one-
to-one
functions
 Restrict the
domain of a
quadratic
function in
order for its
inverse to be

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 a function
 Understand
and apply the
locus
definition of
a parabola
 Connect the
geometric
definition of
a parabola to
its algebraic
equation

Academic Language relation, inverse

General academic vocabulary function, quadratic
and content-specific function, parabola,
vocabulary included in the one-to-one function,
unit. exponential function,
logarithmic function,
discriminant, focus,
and directrix.
Unit Resources,  Graphing
Materials, Equipment, calculators
and Technology  Patty Paper
List all resources, materials,  Rulers
equipment, and technology to
 1:1 computers
be used in the unit.
or tablets
 Agile Mind
Glossary
Depth of Knowledge Level 1: What is the
Lesson Questions independent and
What questions can be posed dependent variables in
throughout the lesson to the situation.
assess all levels of student Level 2: Is there a
understanding? functional relationship

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 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest
in the upcoming content?
Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
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between the two
variables? Why or
why not?
Level 3: Can you write
the function rule for
the inverse?
Level 4: Is the inverse
of a linear relation
always a function?
Why or why not?
After the pre-
assessment, I will do
an matching activity
with the students on
the content covered on
the pre-assessment.
The activity will bring
the excitement to want
to learn the current
topic.
Presentation of Content
Material will be
presented throughs
PowerPoints, videos,
audio, paper copies,
and upload on
OneNote.
ELL: I will provide
visuals of the lesson.
Special Needs: Audio
device will be
available
Gifted Abilities:
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 needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
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Provide more
challenging questions
Early Finishers:
Provide additional
work.
Application of Content
Group discussion and
activity, student
activity sheet,
OneNote assignments
ELL: Q&A to get
student using and
understanding more
English words.
Special Needs: I will
have student reflecting
graph as a means in
inversing the graph
Gifted abilities:
Students will graph
and explain their
process of graphing
the original function
and inverse on the
board.
Early finishers:
Students will explain
their process.
Assessment of Content
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Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
 English Language
Learners (ELL)
 Students with special
needs
 Students with gifted
abilities
Early finishers (those who
finish early and may need
additional resources/support)
Bell Ringers, Exit
Tickets, Student
Activity Sheets, and
questions checkers.
ELL: AgileMind topic
assessment.
AgileMind has a
glossy and audio.
Special Needs:
AgileMind topic
assessment.
AgileMind has audio.
Gifted Abilities:
Assign more problems
through AgileMind
Early finishers:
Complete the struction
assignment aligned
with topic on
AgileMind.

Extension Activity and/or Homework

Identify and describe any Homework will be
extension activities or questions in the
homework tasks as student activity sheet.
appropriate. Explain how the
extension activity or
Created documents
homework assignment
supports the learning
targets/objectives. As More Problem
required by your instructor, Package
attach any copies of
homework at the end of this Guided Problem

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template. Package.

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STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

https://youtu.be/faRe7xoefeo
or
https://www.youtube.com/watch?v=faRe7xoefeo

Summary of Unit Implementation:

This topic deals with inverse relations-relations that are produced by reversing a dependency relationship
between two quantities. Students first explore the inverse of a linear function. Through this exploration,
they learn how the domains and ranges of the function and its inverse are related and that the graphs are
symmetric about the line y=x. They them investigate the inverses of exponential and quadratic functions
and learn how these give rise to the logarithmic and square root functions. This work lays the foundation
for student’ future with square root and logarithmic functions in this course.

Summary of Student Learning:

Students explored linear, exponential, and quadratic functions and their inverses. Students develop the
basic understanding of the concept of an inverse relation while continuing to review familiar functions
and being introduced to two new functions that they will study in greater depth later in the course.
Students explored inverses using multiple representations: numerically, graphically, and symbolically.

Reflection of Video Recording:

I gave a detail explanation of how to graph an inverse of an exponential function. I provided visual and
pasted myself throughout the lesson. I asked students questions and answered questions. I provided the
means of representation of the lesson in the video.

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