Instructional Design

Each lesson plan was created for a different audience:

Lesson plan 1 was made for the Algebra 1 class; these students
need to have things explained slowly sometimes, and there are
many who are unable to write and listen at the same time.
Because of this, I planned for extra time between the problems
to ensure each student was able to understand the material.
Lesson plan 2 was created for the Calculus class. The students in
this class need to have a lot of examples worked out for them
and need to be given lots of practice. This lesson was also
focused around the use of word problems, which I know are a
difficult thing for these students to fully understand. This
knowledge led to my decision to use the I do, we do, you do
method in order to teach them how to dissect the word
problems.
Lesson plan 3 was made for my Algebra 3/Trig CP students.
These students are quick to lose focus and get bored with class
easily. On top of that, the lesson used was the final class day
before Spring Break. To combat each of these factors, I decided
to use a game to help the students master the concepts in this
lesson. The students in this class also love to teach each other
material and gain a better understanding when they are able to
work problems together, so I felt that groups would be the best
approach.
Lesson plan 4 was created for my Advanced Algebra class.
These students are very unresponsive during class. They rarely
ask questions, dont like to answer questions, and resist any form
of change during class. Because of this, the best way to
approach this lesson was the use of direct instruction.
Technology:
In every lesson I teach, I always use the Promethean Board to
work through problems. Using the board is a useful way to save
all the notes for students who miss class and I am able to draw
pictures, shapes, grids for graphs, display a calculator, and
chance colors easily. I also have the students use graphing
calculators in all of my classes. These calculators are useful in
some class and necessary in others (like Algebra 1 and Algebra
3/Trig). In some of the lessons provided (Lesson Plan 2 and
Lesson Plan 3), I allowed the students to solve problems on the
Promethean Board.

Lesson Plan 1 (Showcase)

Teacher Candidate Brittany Queen
Date and Time of Lesson 4/2/15, 1:50-3:15
School Strom Thurmond High School
Subject/Grade Level Algebra 1 Honors, 9th
Cooperating Teacher Mr. Yonce
Observer Mrs. Dunn
Description of Lesson:
The students will be able to identify a quadratic function using a table or
2
seeing if it is of the form a x + bx+ c . They will graph the equation, identify
the vertex and maximum or minimum, and state the domain and range.
Lesson Title: Quadratic Functions
Curriculum Standards Addressed:
National Standard(s):
Use the language of mathematics to express mathematical ideas
precisely.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Common Core:
F-IF Understand the concept of a function and use function
notation
1. Understand that a function from one set (called the
domain) to another set (called the range) assigns to each
element of the domain exactly one element of the range. If
f is a function and x is an element of its domain, then f(x)
denotes the output of f corresponding to the input x. The
graph of f is the graph of the equation y = f(x).
F-IF Analyze functions using different representations
7. Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using
technology for more complicated cases.

Cross Curricular Connections:

The student will need to think about more than just what is given to
them. They can use these skills in many other courses, especially
when reading. This lesson can help them build skills in identifying
important information.
Instructional Objective(s) Criteria:
When given a quadratic function, the students should be able perform
the appropriate task (drawing a graph, find vertex and max/min, state
domain and range) with 80% accuracy. The students will need to be
able to identify how to accomplish the task and use the correct terms
or methods for doing so.
Materials/Resources:
Promethean Board
Paper
Pencils
White Board
Graphing Calculator
Prerequisites (Prior Knowledge):
The students should know what a quadratic function is.
The students should know how to graph a quadratic function.
The students should know what domain, range, vertex, and max/min
are.
References:
I used Kuta software to create problems to use during the lesson. I also
used the textbook for sample problems and the homework assignment.
Procedures:
The class will be given a bell ringer problem to work on as the
teacher checks their homework.
The teacher will go over the bell ringer with the students.
The students will be given a chance to ask questions about their
homework, and the teacher will work out any problems they
need to see.
There will be a brief review of the concepts covered in class in
the past few days. These things include identifying quadratics,
graphing quadratics, finding the vertex using the formula
b
x=
2a , and identifying the max/min.

The teacher will work several problems with the students,

focusing on finding the vertex using the above formula. In each
example the students will be asked to identify each piece of
information and use this to graph the function.

After working a few examples on paper, the teacher will explain

to the students how to find the information using the calculator.
The students will also be taught how to find the domain and
range of a quadratic function. They will be given a few examples
to help them practice finding domain and range and using the
calculator to find the vertex.

Accommodations:
There is one student in the class in need of accommodations; however,
the accommodations require that the student is given extra time on
tests and quizzes so it is not needed during this lesson. The students
will be given time to write down each example to help students who
cannot write and listen at the same time to understand the material.

Assessment(s) of the Objectives:

Lesson Objective(s)
Assessment(s) of the
Objective(s)
When given a
Pre: The students
quadratic function,
homework and bell
the students should
ringer will serve as the
be able perform the
pre-assessment.
appropriate task
(drawing a graph, find During: The teacher
vertex and max/min,
will observe the
state domain and
students during the
range) with 80%
lesson.
accuracy. The
students will need to
Post: The homework
be able to identify
will serve as the posthow to accomplish the assessment.
task and use the
correct terms or
methods for doing so.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson, which will
identify problem
areas. The
assessment during
the lesson will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan 2
Teacher Candidate Brittany Queen
Date and Time of Lesson 3/20/15, 10:20-11:45
School Strom Thurmond High
Subject/Grade Level Calculus, 12th
Cooperating Teacher Mr. Yonce
Observer Mrs. Dunn
Description of Lesson:
The students will be able to find the requested value using implicit
differentiation. They should identify all known values and appropriate
equation, and be able to use the correct method for determining the missing
value
Lesson Title: Related Rates
Curriculum Standards Addressed:
National Standard(s):
Apply and adapt a variety of appropriate strategies to solve
problems.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and use connections among mathematical ideas.
Common Core:
A-APR Rewrite rational expressions.

Cross Curricular Connections:

The students can use related rates problems in order to solve problems
in physics.
Instructional Objective(s) Criteria:
When given equations of x and y, where x and y are functions of t, the
students will be able to find the missing value with 80%.
Materials/Resources:
Promethean Board
Pencils
Paper
Book
Calculator
Prerequisites (Prior Knowledge):
The students should know how to take a derivative using implicit
differentiation.
The students should know how to use different methods of
differentiation.
The students should know how to substitute and solve for a variable.

References:
I used the students Calculus book, my Calculus book, and Kuta
Software to find examples for the students to work.
Procedures:
The class will be given a bell ringer problem to refresh their
memory on implicit differentiation.
The teacher will go over the bell ringer problem with the
students.
The teacher will work through several example problems as the
students listen. While working through the problems, the
teacher will break down each word problem for the students,
focusing on how to dissect each one in order to identify what is
given and what is wanted.
The teacher will work through more examples, but these will be
done with the students.
The students will be given several example problems that they
should work out on their own; they may compare their results
with a partner and ask questions as needed.
The students will be assigned problems from their book for

homework.
Accommodations:
There are no students in this class in need of accommodations. Each
word problem will be carefully dissected to identify information.
Important information will be highlighted, while information that is not
needed will be crossed out.
Assessment(s) of the Objectives:
Lesson Objective(s)
When given equations
of x and y, where x
and y are functions of
t, the students will be
able to find the
missing value with
80%.

Assessment(s) of the
Objective(s)
Pre: The students bell
ringer will serve as the
pre-assessment.
During: The teacher
will observe the
students as they
complete their
problems.
Post: The students will
be able to ask
questions about any
problems they were
unable to solve
correctly. The
homework will also
serve as a postassessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson. The
assessment during
the lesson will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan 3
Teacher Candidate Brittany Queen
Date and Time of Lesson 4/3/15, 12:15-1:45
School Strom Thurmond High
Subject/Grade Level Algebra 3/Trig, 11th/12th
Cooperating Teacher Mr. Yonce
Observer Mrs. Dunn
Description of Lesson:
The students will be able to solve for the missing sides and angles of a right
triangle using sine, cosine, and tangent.
Lesson Title: Solving Right Triangles

Curriculum Standards Addressed:

National Standard(s):
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and use connections among mathematical ideas.
Use visualization, spatial reasoning, and geometric modeling to
solve problems.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Common Core:
G-SRT Define trigonometric ratios and solve problems involving
right triangles
8. Use trigonometric ratios and the Pythagorean Theorem
to solve right triangles in applies problems.
Cross Curricular Connections:
The students will be able to use this concept in Geometry to help draw
triangles using the measurements they find.
Instructional Objective(s) Criteria:
When given two sides or one side and an angle the students will be
able to find the missing values of the triangle with 80% accuracy. They
will need to be able to identify which trig function (sine, cosine, or
tangent) to use in order to find each value.
Materials/Resources:
Promethean Board
Calculator
Pencils
Paper
Numbered Cups
Ping Pong Balls
Example Sheet
Prerequisites (Prior Knowledge):
The students should know how to find a missing angle when given two
angles.
The students should know these trig rules:
opposite
y
sinx=
=
hypotenuse r , where r is the hypotenuse
-

cosx=

adjacent
x
=
hypotenuse r , where r is the hypotenuse

tanx=

opposite y
=
adjacent x

The students should know how to use

sin 1 x , cos1 x , tan1 x

to find an

angle using two sides.

The students should know how to identify which trig function to use.
References:
I used Kuta software to generate 40 questions, 20 where two sides are
given and 20 where an angle and a side are given. I found the idea for
the activity on the website Teachers Pay Teachers.
Procedures:
The students will be asked to recall the formulas for finding
sinx , cosx , and tanx .

The teacher will go over two problems of each type (two sides
given or a side and an angle given).
The students will be asked to divide into four groups. They will
be asked to decide on a name for their group.
The rules for Math Pong will be explained to the students:
o Each group will take turns.
o The group whose turn is up will have a representative toss
a ping pong ball into a cup.
o The number on the cup identifies the problem that the
group should solve.
o Every student should work the problem presented on the
board.
o If the group who got the problem is correct, two points will
be awarded; if the group is incorrect, the problem will be
passed on to another group to attempt to steal the
points.
o If no group correctly answers the problem, the teacher will
work it out with the students to clarify any issues.
o The group with the most points at the end of the activity
will be given two points of extra credit on their next test.

Accommodations:
There are no students in this class in need of accommodations.

Assessment(s) of the Objectives:

Lesson Objective(s)
Assessment(s) of the
Objective(s)

Use of Formative
Assessment

When given two sides

or one side and an
angle the students will
be able to find the
missing values of the
triangle with 80%
accuracy. They will
need to be able to
identify which trig
function (sine, cosine,
or tangent) to use in
order to find each
value.

Pre: The students bell

ringer will serve as the
pre-assessment.
During: The teacher
will observe the
students during the
game.
Post: The points at the
end will help serve as
the post-assessment.

The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson, which will
identify problem
areas. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan 4
Teacher Candidate Brittany Queen
Date and Time of Lesson 2/4/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level Advanced Algebra H, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will be able to find the distance between two given points
2
2
using the formula d= ( x 2x 1 ) + ( y 2 y 1 ) . They will also find the

midpoint of two points using the formula

midpoint=(

x1+ x2 y1+ y2
,
) .
2
2

Lesson Title: Distance and Midpoint

Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Common Core Standard(s):
N-CN Represent complex numbers and their operations on the
complex plane
6. (+) Calculate the distance between numbers in the
complex plane as the modulus of the difference, and the
midpoint of a segment as the average of the numbers at its
endpoints.
Cross Curricular Connections:
The students will use the distance formula in Geometry as well.
Instructional Objective(s) Criteria:
When given two points, the students should be able to find the
distance and midpoint with 80% accuracy. The students will need to

use the correct formulas and calculate each value correctly.

Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):
The students should know how to plug in numbers for x and y.
The students should be able to read an ordered pair.
The students should know how to simplify radical expressions.
References:
I used the textbook to come up with examples in class and to assign
homework problems for the students to complete.
Procedures:
Class will begin with a discussion about the Cartesian plane.
The students will be given a picture of the plane; they will need to
assist me in labeling the quadrants, axes, origin, and identify how to
graph a set of points given to them.
They will then be reminded what the Pythagorean Theorem is:
a2 +b 2=c 2 .

Using the Pythagorean Theorem, the teacher will construct the

distance formula using the following picture:
(x 1, y 1)
y1
d

y 2 -- y 1

y2

(x 2, y 2)

x1

x 2 -- x 1

x2

The students will practice some examples with the teacher then be
given some problems to try on their own.

The teacher will then move on to teach the students how to find the
midpoint.
They will practice examples with the teacher then be given individual
practice problems.
They will be assigned homework problems from the textbook.

Accommodations:
There are not students in need of accommodations in this class. I will
use different colors when drawing the pictures to help make each piece
clear to the students.
Assessment(s) of the Objectives:
Lesson Objective(s)
Assessment(s) of the
Use of Formative
Objective(s)
Assessment
When given two
Pre: The discussion
The pre-assessment
points, the students
about the Cartesian
will allow me to see
should be able to find plane will serve as the
where the students
the distance and
pre-assessment.
knowledge is before
midpoint with 80%
beginning the
accuracy. The
During: The teacher
lesson, and ensure
students will need to
will observe the
they understand the
use the correct
students during the
basics. The
formulas and
discussion and
assessment during
calculate each value
independent work.
the activity will be
correctly.
used to view the
Post: The homework
progress the
problems will serve as
students are
the post-assessment.
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.