Date: March Teacher Name & CM: Roma Weil and Ms.

Huffman Class: Pre-Algebra

14, 2022

Grade Level: Unit Name/Topic: Unit 9 Functions Lesson Number: 2 Length: 45 minutes
8th

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s): 8.AF.7- Compare properties of two linear functions given in different forms, such as a
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a distance-time equation
to determine which of two moving objects has greater speed).

Academic Content Language (content vocabulary, discourse, syntax): relation, set(s), ordered pairs, function,
domain, range, input, output, table(s), graph(s), one-to-one, many-to-one, one-to-many, element, vertical line test “each
element,” “exactly one,” actual, “f(x)”

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
 For a relation to be a function, each element of a set must
relate with exactly one element of another set (possibly the
same set)
 The elements within the domain are the input elements
 The elements within the range are the actual values
produced by the function
Students will keep considering . . .
 What makes a relation a function?
o How can a graph/table be used to determine if a
relation is a function?
o How can the vertical line test be used to
determine if a relation is a function?
o How can writing the domain and range using set
notation help to determine if a relation is a
function?

Questions to elicit deeper thinking or build upon about the topic...

 Why is it important to know if a relation is a function?
 How can a function be useful while looking at distance vs.
time and speed vs. time representations?
 What is the significance of “one-to-one,” “many-to-one,”
and “one-to-many” in regard to determining if a relation is a
function?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Their knowledge by completing an activity that uses graphs, tables, and descriptions of a relation that asks if the relation is a
function and answering why it is or why it is not.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence
Students will show their learning by . . . Formative:
Completing an activity that uses graphs, tables, and/or Working with their elbow partner to complete the
descriptions of relations to determine if the given relation is a activity and helping each other determine if a relation
function or not is a function

Summative (if any beyond the performance task):

No summative assessment will be done for this
lesson plan because students will have just learned
the material and need time to practice before being
Evaluative Criteria: tested on it.
Students' success would look like. . .
Getting 75% of the activity correct

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning

Lab Learning Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction

Workshop Role Play Game Other:

Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Technology will be integrated to guide
Specific Support Who will provide that Why? What is the the students through the activity. It will
Needed (Special support? Where will intention? also be used to project the lesson on the
Education Support that support be screen, so students are able to follow
and/or provided? along as the teacher fills in the notes.
accommodations
and modifications)
Students who need Ms. Huffman, the IA The intention of
more support with (instructor’s providing additional
the material being assistant), someone support to specific
learned will get from the resource students is to make
additional help. center, or I will sure everyone in the
provide that class is understanding
support. This will be the material at their
done in the general own pace to be
classroom or the successful in the class.
resource room
depending on what
the student’s
specific situation is.

Intentional Co-Teaching or Grouping Strategies: Small

groups of students will be working with me and Ms.
Huffman. These students will be picked based on their
understanding of the course prior to this lesson being
taught.
 ❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups) ❏
Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives & build in checks Students Will Rationale:
for understanding) Be (Learning Tasks (Based on
connect to prior Research/theory)
knowledge & assets):

20 minutes Filling in the notes in the 9I Section of the packet and making sure the students are Following along and Social learning theory-
following along writing notes as the Students will follow along to
teacher fills in the notes gain an understanding of the
that are projected on the material. The goal in this is to
whiteboard prevent students from going
at their own pace rather than
the pace set for the entire
class.
Attention>Retention>Reprod
uction>Motivation

20 minutes Helping individual students as they do the activity on student.desmos.com Doing the activity on Constructivism learning
student.desmos.com and theory- Students will create a
raising their hands to ask sense of the material by
for help if they need it doing problems with minimal
or no help from the instructor
after completion of the
lesson. At this point, the
instructor should serve as an
observer rather than the
main mode of guidance.
Cognitive learning theory-
Students will ask questions
to gain a better
understanding of the
material. Questions can be
asked to other classmates or
the instructor(s) to
accomplish this.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How
well did the class do collectively on meeting the objective at the level you expected? Were there any patterns, collective
misconceptions/gaps? Who needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why
(research-based)? What do you anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP (Individual
Education Plans) goals, amount of Special Education support, accommodations, and modifications.
 The students in both classes did a good job of answering the questions within the packet when asked. They also did well when
completing the activities on student.desmos.com. One of the activities was practice after the lesson was finished, and the other one was
homework. Many of the students finished the homework assignment, and once they were done, they were told to work on Khan
Academy.
 A common misconception that occurred during the class was if the x’s could go to multiple y’s or if the y’s could have multiple x’s going
to them. This is hard to remember in reference to functions, but it is an important concept to grasp to know whether a relation is a
function.
 When the students must take a test over this material, the students who need additional support will go to another room to take
whatever assessment is given to them.
 My next steps will be to remind the students how to determine if a relation is a function by telling them multiple ways to think about it.
Students need repetition