Lesson Plan – Draft

In order to complete the following work, please create a document in your Google course folder,
'Lesson Plan - Draft', and copy the information below into this document and respond
accordingly (in the right column).

Stage One: Lesson Planning Considerations

CONSIDERATIONS RESPONSES (Respond in this column)

Grade (Age) Grade 10
Subject (Course) mathematics
Unit Functions
Focus/topic Graphing quadratic functions and identify the
features of the graphs
Models are depictions of real-life events using expressions, equations
or graphs while a function is defined as a relation or expression
involving one or more variable. Creating different representations of
functions to model the relationships between variables, visually and
symbolically as graphs, equations and/or tables represents different
ways to communicate mathematical ideas.(Mathematics: applications
and interpretation guide P34)

Origins/Rationale I have taught this topic before, this topic also set up in my district
curriculum.i choose this topic that because graphing linear and
quadratic functions using technology allows students to visualize
complex mathematical concepts in an interactive and engaging way.

It is important that because I think it help students grasp fundamental

principles in mathematics. Furthermore, this skills are vital for fields
such as engineering, physics, economics, and computer science, where
mathematical modeling is prevalent.

Class Students have diverse learning styles and preferences. Some may grasp
Profile/School concepts better through visual aids, while others may prefer hands-on
Setting (if activities or interactive simulations.Encourage students to explore
applicable) graphing tools hands-on. Interactive graphing software and graphing
calculators can allow students to manipulate graphs in real-time,
enhancing their understanding.

Barrier:Not all students may have access to personal devices or the

internet at home, which can hinder their ability to practice graphing
 functions using technology outside of the classroom.
School-Specific Information:Assess the availability of computers,
tablets, or graphing calculators in the school. Ensure that there are
enough devices for all students to use during the lesson.

Prior Learning Mappings of the elements of one set to another. Illustration by means
of sets of ordered pairs, tables,diagrams and graphs.(Mathematics:
applications and interpretation guide P26)
Next steps A summary table

Stage Two: Lesson Plan

Part I: Basics
Focus/Topic Graphing quadratic functions and identify the
features of the graphs
Aims & Objectives Models are depictions of real-life events using expressions, equations
or graphs while a function is defined as a relation or expression
involving one or more variable. Creating different representations of
functions to model the relationships between variables, visually and
symbolically as graphs, equations and/or tables represents different
ways to communicate mathematical ideas.(Mathematics: applications
and interpretation guide P34)

Part II: Key IB Elements

In the lesson plan there should be evidence of several key IB elements, as identified below.
Select 2-3 of these elements (though certainly not all of the following, as might be required in a
unit plan) and specify what/how they will be employed. Again, cite guides (with page numbers,
where possible)
 Concepts
 Global context/authentic (real world) connection
 Inquiry statement/questions
 Approaches to Learning
 Service as Action
 TOK connections

Key IB Element Specific details re: what/how

Global Different representations facilitate modelling and interpretation of
context/authentic (realphysical, social, economic and mathematical phenomena, which
world) connection support solving real-life problems.(Mathematics: analysis and
approaches guide P34)
Approaches to Learning Use of technology:
Graphical
 calculators, dynamic graphing software, interactive whiteboard
software will be employed when graphing functions.(Mathematics:
analysis and approaches guide P19)
Concepts Space will be employed: space refers to the frame of geometrical
dimensions describing an entity.(Mathematics: analysis and
approaches guide P14)

Part III: Lesson Activities (in sequence)

 assume 60 minutes duration (but can be adjusted to be longer)
 indicate time allocation breakdown per item below
 should include at least one strategy from the wk. 4 inquiry chart/resources

i) Opening I would begin the lesson with a real-world scenario. Present a problem
related to, for example, calculating the trajectory of a projectile, modeling
population growth, or analyzing financial data. Show a visually appealing
graph related to the scenario and ask students to brainstorm how they
think the graph was created.
ii) Main Part Provide students with datasets representing linear and quadratic
relationships, and ask them to graph the data using graphing software or
calculators. Encourage students to analyze the patterns, make predictions,
and discuss the significance of different coefficients and constants in
linear and quadratic equations.
iii) Conclusion facilitate a class discussion where students share their findings and
insights from the inquiry activity. Emphasize the key concepts they have
learned, such as the characteristics of linear and quadratic functions, the
impact of coefficients on the graph's shape, and the real-world
applications of these functions. Encourage students to reflect on the
challenges they faced during the activity and how they overcame them.
Provide a summary of the lesson's main points and relate them back to
the real-world scenario introduced at the beginning of the class.
iv) References/ Provide links to interactive graphing tools or software (such as Desmos or
resources GeoGebra) where students can explore functions visually.
Share a worksheet that guides students through the inquiry activity,
including specific questions about the datasets, graphing process, and
interpretation of results. This worksheet can serve as a structured guide
for their exploration.