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North Central Missouri College

ED275
Technology for Teachers
Baugher

5-E Cross-Curricular, Parallel Lesson Plan Template

Teacher Candidate: Christopher J. Richards Date: March 6,


2016

Subject Areas: Math, History, Art, Technology, Com. Arts Grade


Level: 9th

Materials: Modifications:

*Technological Equipment/Devices *This side will be used to list


Included* accommodations and modifications for
diverse learners.*
PowerPoint
Graphing Calculator
Graphing Paper
SMARTBoard
Whiteboard
Dry erase markers
Erasers

Lesson Alignment

ABCD Objectives:

Objective #1: As a class, the tenth grade


Algebra 2 class will demonstrate their
ability to identify how graphs change,
while correctly graphing how the graphs
that are formed from the different
equations differ.

Objective #2: Individually, the tenth


grade Algebra 2 class will demonstrate
their ability to graph equations, while
correctly predicting and depicting how a
graph will look on graph paper.

Objective #3: Individually, the tenth


grade Algebra 2 class will be able to
demonstrate their ability to recognize
the differences between graphs, while
correctly forming five equations,
depicting their process, and results.

MoSPE Standards:

Missouri Learning Standards:

Communication Arts:

Mathematics:

Science OR Social Studies:

Technology Literacy:

Fine Art OR Health:

Teaching Presentation

Engagement:

I will begin class by asking Does


anybody know what a parabola is? I will
then show a picture of what a parabola
looks like. This will be on the PowerPoint.
Following this, I will go through the next
four slides to show famous landmarks
that resemble parabolas.

Exploration:

I will then tell them how parabolas are


represented by quadratic equations. I
will then have them form a quadratic
equation and graph it on a piece of
graph paper. I want them to experiment
with a couple different formulas to see
how different they turn out. After
completing each graph on paper, they
are to check their work using a graphing
calculator. Students will then be allowed
to speculate what causes the differences
in the graphs.
Explanation:

I will then bring the class attention to


the whiteboard and compare the graphs
of x^2 +x + 2 and 2X^2 + x + 2.
They should notice that the second
equation is skinnier than the first one. Ill
then have them compare it to 0.5x^2 +
x + 2. This graph should be fatter. I will
then inform them that if the number next
to the x^2 is less than one, then it
widens the graph. If it is above one, it
makes it smaller.

Elaboration:

Students will then be tasked with


creating five equations that represent
this concept. All graphs must be
obviously different in equation and on
the graph.

Evaluation:

Students will be required to write a


report on how they took on the five
different equations. Within this, they
need to also depict their trial and error,
final results, comparing of all of their
graphs, why the graphs change, and how
this concept is applicable to them
outside of the classroom. (Architecture)

Closure:

I will end the class time by giving one


example to all of the students. I will form
the equation 7x^2 + x +8 as a graph
and equation, and reflect on how this
graph compares to 2x^2 + x + 4. This
will give all the students a better
understanding of what Im looking for
from their assignments.

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