CSUB Standards Based Lesson Plan Template

Name:Crystal Reyes
ContentArea/Subject:
Math Analysis
Grade/Period: 1/ 11th

Descriptive Information
Unit Focus: Learning Target #22 Asymptotes
Co-Teaching Strategy:
Planning

Lesson Standards:
Solving and graphing vertical and horizontal asymptotes of a rational function (No Common Core
Standards Availiable)
Lesson Goals/Objectives:
How to find a vertical asymptote of a rational function
How to find a horizontal asymptote of a rational function
Description of Unit and Lessons place in the unit:
Learning Target #22 find the vertical and horizontal asymptotes of a rational function
Essential Questions:
How to use a graphing calculator
Assessments (formative and/or summative):
Students use graphing calculator to graph 4 example problems. Then compare answers, and then discuss
as a whole.
Progress Monitoring (checking for understanding during instruction):
Students solve 4 example problems finding vertical asymptotes
Students solve 3 example problems finding horizontal asymptotes
Materials (include: technology and all resources):
Powerpoint presentation, Smart Board , Computer
Graphing Calculator
Essential Vocabulary:
Vertical asymptote
Horizontal asymtote
Differentiation (Adaptations/Accommodations, Higher Order Thinking Skills, Content/Process/Product):
Print outnotes for student with disability
Implementation
Instructional Strategies/Procedures/Student Activities and Grouping:
Think-Pair- Share; have students find the asymptotes ind., then share their answers with a partner, and
then share out with the whole class either verbally or have a student answer on the board

Reflection and Lesson Evaluation

Reflection:
Give students more time to complete examples before going over them.

Crystal Reyes
EDTE 4200
12-8-16
SAMR Lesson Plan
The purpose of this paper is to take a lesson plan and implement two of the
four SAMR stages into the lesson plan. SAMR is a model that was created to help
educators introduce technonlgy into their lessons. The S stands for Substitution: this
is when tech is used as a device to substitute, and nothing else changes in the
lesson. A stands for Augmentation: this is when tech acts as device to substitute with
purposeful enhancements. Both substitution and augmentation are part of the
enhancement stage of the SAMR model. The M stands for modification: this is when
tech is implemented and changes the lesson drastically. R stands for Redefinition:
this is when tech allows for the creation of new tasks that could not be possible
without the tech. Modification and redefinition are part of the transformation stage
in the SAMR model. For this lesson I choose to show how to implement substitution
and modification in a lesson plan.
I taught a lesson to high school juniors on how to find vertical and
horizontal asymptotes of a rational function. I will take the information from the
book and put it into a powerpoint presentation. The powerpoint substitutes the book
by providing the same information using technology to help facilitate the lesson to
the class instead of using the book. I will use a smart board to show the powerpoint
presentation to the class. As I present the power point to the class I will stop and
allow the students time to take notes in their notebooks.
There will be four example problems finding vertical asymptotes of a
rational function and three example problems on horizontal asymptotes of a rational
function in the power point presentation. The students will be provided with
graphing calculators to work out the example problems and to check their answers.
They will be given time to work out the problems on their own in class. Then I will

have them compare their answers with the students around them without getting out
of their seats. Lastly we will discuss the answers as a class to the example problems,
and I will have student volunteers come to the board to work out the example
problems. Lastly I will assign the students problems out of their math book to be
completed for homework. If there is anytime left in class they can use that time to
start their homework or come talk to me if they have any questions.
Assuming that I have a class that has 1:1 chrome books I will use
Modification by having the students watch a Youtube video on how to solve a
vertical asymptote of a rational function and one on how to solve a horizontal
asymptote of a rational function. Then I will have all of the students sign on to their
chrome books and join google classroom. Next I will use google sheets to direct
them to 4 online example problems that I created in google forms. This allows me to
see the answers to the problems as the students work them out and give feedback
right away. If a student isnt sure they answered a question properly they can share
what they have with me and I can instruct them according to where I see that they
are having the issue.
Looking back at the SAMR model it makes more sense now that I have had
the opportunity to implement some of the stages into a lesson plan. Substiting the
text book with a powerpoint presentation could be very helpful for me. It would
allow me to start and stop during the lesson and not loose my train of thought. I
would be able to go right back to the powerpoint and pick up where I left off.
Implementing a modification such as a youtube video to explain how to solve a
vertical asymptote of a rational function would give me a chance to observe the
students and see if they were retaining the information. In the future I would like to
become more familiar with tech, and I will try to implement SAMR into my lesson
plans.