Ryan Hannigan

EDU 5170B
Lesson Plan
November 20, 2014

Standards:
New York State Common Core Standards for Mathematics:
Define, evaluate, and compare functions.
CCSS.MATH.CONTENT.8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.
CCSS.MATH.CONTENT.8.F.A.2
Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions).
ISTE NETS for Students Standards:
I.

Research and information fluency:

Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from
a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results

II.

Critical thinking, problem solving, and decision making:

Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

Lesson Objectives:
A) Students will gain a better understanding of how to graph different functions.
B) Students will be able to use Microsoft Excel to create XY tables and graph functions.

Learning Activity:
A) I will remind the students of our previous review of functions, as well as how we plugged
inputs into those functions in order to get outputs. I will then pass out our helper handout
for the day which has those two concepts from last class on it, just in case they forgot.
There is also a graphing example on the handout to help with todays lesson. I will
explain that we are going to be moving on to graphing today. I will explain that I will
introduce the topic with a function calculator and a little bit of board work. Then I will
tell them that we will be using Microsoft Excel to make XY charts and graphs of
functions; explaining that we will be doing a problem together as a class, before they
have to do a couple of problems on their own.
B) We will be using Microsoft Excel to make the lesson more engaging. Instead of doing
everything by hand, the students will be able to use computers to see how they make
math easier for us. I will ask the students if theyve used Microsoft Excel for any other
math classes, and assure them that I will help them every step of the way so they dont
have to worry.
Provide Information:
A) I will begin the lesson by quickly reviewing what we talked about last week (this
information will be on the helper handout). Then, I will have everyone open up my
websites resources page where they will find the link to a function calculator
(http://www.mathsisfun.com/data/function-grapher.php). This function calculator graphs
whatever function you type in. As a default, the website will have
already
graphed. I will explain that the graph of this function is a curve called a parabola, but not
all graphs look like this one. I will put the following equation on the board:
and have them type it into the function calculator. This graph will be a line. I will show
my students how this graph is formed by explaining how to make and XY chart by
plugging in x values in order to get y values. I will plug in the following x values: 0
through 2 and get the following y values: -1, 0, and 1 respectively. I will explain that you
can put these x and y values together in order to create an ordered pair, (x,y), which tells
us where to put points on the graph. I will then form a quick sketch of the graph for this
function using the values that Ive done by hand. For fun, I will have them type functions
like abs(x), tan(x), cos(x) and sqrt(x) to see what complex graphs look like. This is
where I will explain that the basic work we are doing today is simple, but important
because the concepts of graphing functions will be applied a lot down the road.
B) I will then ask each student to go back to my resources page and find the link for the Web
2.0 scientific calculator (http://web2.0calc.com/). Once they have this up, I will ask them
to open Microsoft Excel to a new, blank spreadsheet. I will then put the following
equation on the board:
. As a class (with my computer screen on the
projector), we will make an XY chart in Microsoft Excel for this equation. We will be
plugging in the x values -2 through 2 and using the calculator to get the y values 2, -1, -2,
-1, and 2 respectively. We will be using the online calculator to help us get these values.

My XY Chart will be partially created beforehand so I can walk around the room while
they set everything up. I will then show them how to make a graph for this function
using a Microsoft Excel smooth line Scatter Plot.

Provide Practice:
A) Now it is time for students to try a problem on their own. I will put the following
equation on the board:
. They will have to create the XY table in Microsoft Excel
like I showed them and make a graph from it. They will be plugging in the x values -2
through 2. (The y values should be -10, -5, 0, 5, and 10 respectively the graph should be
a straight line that increases from left to right) I will then put my completed version of
the problem on the board so students can check their work.
B) Students will break into groups of two for more practice problems. They will complete
the same procedure that they did in the previous solo practice problem. The functions
that they we be using are
. They will be plugging in the x
values: -2 through 2 for each function. (The y values for
should be -16, -8, 0, 8,
and 16 respectively and the y values for
should be 3, 2, 1, 2, and 3
respectively) I will tell them to check their work with the function calculator from the
beginning of class.
Provide Knowledge of Results:
A) I will walk around the room to check on each student while they are doing the practice
activities. I will be making sure that they are doing it correctly, as well as ask if they
need help with anything. Students will also be told that they can raise their hand at any
time during the activity if they have any questions.
B) The question given at the end of class will be collected so that I can provide written
feedback. For each student I will explain specifically what they did well and what they
need more practice on, if necessary.
Review the Activity:
A) As a class, we will review the concepts that were used throughout the period. I will be
asking students to tell me what the x and y values in a function represent. Then I will
write two different types of functions on the board (
and ask
them what type of graph the function would make.
Method of Assessment:
A) I will hand out a sheet of paper to the whole class towards the end of the lesson. On this
sheet of paper will be a problem that the students have to complete based on the methods
that were covered during todays class. This sheet will be collected at the very end. I will

explain that this problem will count as a completed in class assignment, and that its main
purpose is so that I can provide feedback for them.
B) Students will be asked to work with the sample functions that are on the bottom of their
helper handout for homework as review. (Their directions for the problems are at the
bottom of their sheet) The functions will be
and
.