Dennis Zedalis

CARLOW UNIVERSITY
Detailed Lesson Plan
I. General Considerations
Derivatives as Rates of Change
Mathematics, begin using derivatives to find rates of change
Week 6, Day 1
11th-12th grade
11th grade honors mathematics, 12th grade mathematics
How can we examine v(t), velocity, and a(t), acceleration, and apply these equations to real-world
issues? What do these equations show us?
Concepts under study:
Derivatives
Rate of Change
Velocity
Acceleration
Learning Goals:
Students will be able to...
Solve derivatives using a new method
Make connection between the terms “first derivative” and “velocity” as well as “second
derivative” and “acceleration”
Apply concepts and terms to real-world issues
50-minute class period
25 students
This lesson will allow students to begin the lesson with structured inquiry, allowing them to see
how these functions are used and solved. Students will be working with functions and graphs
throughout the period. Further into class, the lesson will turn into more guided inquiry, allowing
the students to examine the functions in groups of three or four students.
This lesson will advance student inquiry by giving them a basis of knowledge to use throughout a
project based on the concepts and terminology from the unit.
II. Standards
A2.2.2.1.1 Create, interpret and/or use the equation, graph, or table of a polynomial
function (including quadratics).
A2.2.2.1.2 Create, interpret and/or use the equation, graph, or table of an exponential or
logarithmic function (including common and natural logarithms).
A2.2.1.1.4 Identify and/or determine the characteristics of an exponential, quadratic, or
polynomial function (e.g., intervals of increasing/decreasing, intercepts, zeros, and
asymptotes).
III.General Aims
Students will understand that...
 What we are studying in Calculus I has direct implications for everyday life.
 There is a direct correlation between Physical Equations and Calculus I equations.
 There is a more efficient method of solving first and second derivatives.
IV. Essential Questions
 How might we use the concepts learned today outside of the classroom?
 What are some similarities and differences between velocity and the first derivative?
Acceleration and the second derivative?
 What do derivatives tell us about a function and/or graph?
V. Specific Aims/Objectives
Students will have opportunities to...
 Familiarize themselves with a new method of solving derivatives.
 Examine relations between physical and mathematical equations.
 Gain an understanding of how to apply functions to describe a graph.
 Understand the differences and similarities between velocity/acceleration and
first/second derivative.
VI. Materials and Resources
Materials List:
 Tennis Ball
 String
Worksheets:
See the three worksheets attached:
Worksheets one and two
Reflection Worksheet
VII. Procedure
1. Introduction/Engagement/Motivation (5 Minutes)
Before diving into the lesson, I will do a small demonstration with the students of what we
will be learning for the day. A garbage can will be placed in front of the students’ desks. I
will have placed a piece of scrap paper on each desk for the students. I will demonstrate
velocity by throwing my crumbled piece of paper in an upward motion, arcing into the
garbage can. After I demonstrate, I will let the students all try to throw their piece of paper
into the garbage can. I will then have a tennis ball attached to a piece of string hanging from
the ceiling. I will then start with the tennis ball above my head (or if I am standing on my
desk, putting it to the ceiling). Then letting the ball drop, like a pendulum. The two activities
are to plant the idea of increasing and decreasing velocity that we will look back at at the end
of the session or the next session. I will also be splitting them into groups before the lesson
starts to save time for working with the material.
2. Activities (30-40 Minutes)
 Worksheet 1 (15-20 Minutes)
o Key Question: What do derivatives tell us about our function and its graph?
o The first part of the worksheet, I will be walking the students through how to
solve for the first and second derivatives in a new method of finding the
equations. The students will already be split into groups, and with those
groups, they will begin working on the rest of the worksheet. As they work
through the problems, I will be walking throughout the classroom to make
sure student work is efficient and effective as well as making sure I am
available to answer any questions they may have. The purpose of not working
with graphs in the section we are working together as a class is I want them to
use their previous knowledge of how to graph and assess how to apply the
new terminology.
 Worksheet 2 (15-20 Minutes)
o Key Question: What are some similarities and differences between velocity
and the first derivative? Acceleration and the second derivative?
o Like the first worksheet, we will start the second worksheet with me working
with the class through the first part of it. I will also resort back to the
beginning of the class session by reusing the garbage can example. Showing
them upward (increasing) and downward (decreasing) velocity. Then, they
will begin to work with their groups once again on a problem provided. After
they solve the problem, there is a prompting question that I ask them to
develop ideas as to what relations derivatives and velocity and acceleration
have. This idea will be discussed further at the end of class, the time provided,
or the beginning of the next class session.
 Reflection and Discussion (5-10 minutes)
o Key Question: How might we use the concepts learned today outside of the
classroom?
o I will make sure to leave enough time to allow students to finish their
reflection on the class session. I provide them with a function to find the first
derivative and ask them to describe to me how they go about solving it. To
 make sure the students are gaining an understanding of the concepts, I provide
a question asking what the first and second derivatives tell us about the graph.
I then relay back to the relation between the velocity and first derivative. I
then ask the essential question for the day that will relate to the rest of the
unit, which is how we are able to apply these concepts to real world situations.
I also ask at the end of the reflection how comfortable they feel about the
material after the lesson. I ask this in the instance someone still is not grasping
the concepts so we can meet and develop a plan to get them more familiar
with the terms. If time permits, we will discuss these questions at the end of
the session. If time does not permit, students will turn in these sheets to me to
look over so we can discuss the questions at the beginning of the session the
next day.
3. Possible Modifications
Struggling Students:
If there appears to be a student, or students not grasping the topic. I will pull them from their
groups to create a new group and give them further guidance through the worksheets.
Depending on how the students learn, try to develop a more visual way of going through the
problems, further instruction/lecturing, or simply allow them to continue to work through
their sheet and offer help as they continue through.
Advanced Students:
If there appears to be a student, or students who have a strong grasp of the material, I will
have them work on a short project using the concepts. It would be asked of them to use
objects to represent what we are learning (like what we did at the beginning of class like
throwing the paper ball into the garbage can and the tennis ball hanging from the ceiling). I
would ask them to try to finish it by the end of class to present their ideas to me, if not, I
would find time for the next class session.
4. Closure
To conclude the session (this will be done while they are working on their worksheets), I will
pose a question on the whiteboard, “What is one example of how we can use what we learned
today in the real world?” Then I will allow the students to come up to the board as they think
of their example and write it on the board. This will be done while they work on their
reflection sheet. If time permits, we will discuss some of the examples, if not, I will take a
picture of the examples thought of by the students and save it for a discussion at the
beginning of the next session.

VIII. Assessment
1. The only grade that the students will be getting is based on the completion of their
worksheet, not correctness. If I see them working with their group, completing their
worksheet, and showing effort being put in, they will receive a positive grade. With this
 being the beginning of the unit, I feel as though grading for correctness could cause
additional stress for the students. I would rather them receive this basis of knowledge
without the pressure of a grade. I plan to have an assessment in the future of the unit that
will be graded for correctness.
2. Being the first day of the unit, I liked that I was able to incorporate closed inquiry as well
as guided inquiry. I feel as though it is more beneficial for the students to see what the
process of solving a derivative problem is, but it is good for them to work with the
problems themselves or in groups. Facilitating the students, making sure they stay on
task, was a key component to the success of the lesson. I think that this lesson has laid a
foundation for the students to excel further into the unit, preparing them for their final
project that will be graded.