School of Education

Lesson Planning Framework

Name: Aaron Shaw Date: March 17th, 2015

Grade Level: 12

I.

Time: 105 minutes

Subject: Pre-Calculus B 120

Co-operating Teacher: Mr. Steve MacMillan

Provincial Curriculum Outcome (s): (e.g. Professional Standards from Discipline)

GCO: Relations and Functions (RF): Develop algebraic and graphical reasoning through the study of relations.
SCO: RF6: Graph and analyze rational functions (limited to numerators and denominators that are monomials,
binomials or trinomials). [CN, R, T, V]
Learning Objective(s) / Goal (s) written in student friendly language (i.e. I can statements):

II.

Students will be able to graph quadratic over quadratic functions that simplify to linear over linear functions, as
well as be able to show all of the important information (i.e. asymptotes, intercepts, points of discontinuity, etc.)
Students will also learn to graph different types of quadratic/quadratic functions that do not simplify nicely.
III.

Lesson Rationale:
Why are you teaching this lesson?
This topic is part of graphing rational functions, which is a large part of the grade 12 pre-calculus curriculum.
What requisite skills do students need in order to access the lesson & participate fully in this
lesson?
Students need to understand reciprocal functions. This includes knowing how to graph reciprocal linear
functions, such as y=1/(x-2). Students also need to understand factoring rules from grade 11 math.
How does this lesson fit in the prescribed curriculum?
This lesson falls directly under graphing and analyzing rational functions (SCO:RF6) since nice
quadratic/quadratic functions are rational and simplify to common linear reciprocal functions.
How does the lesson build on previous lessons or previous learning?
Students will use the strategies learned in the last class to find the important information of the rational function
problems and use this information to graph the function.
IV.

V.

Materials & Resources (teacher materials, student materials etc.):

Laptop and SmartBoard, Document Camera.
Handout of questions and empty graphs.
Technology Used (if appropriate):

Graphs for functions from Winplot.

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VI.

Laptop and SmartBoard, Document Camera (as above).

Learning Cycle: (Engaging Questions, Exploration, Explanation, Expansion, Evaluation)
What is the teacher doing?

What are students doing?

This lesson is looking over the homework from the

class before. The questions were to simplify and
graph the following equations:
=

2 2 15
2 9

2 2 3
3 2 3 6

2 6
= 2
2 + 9 + 10

Students should have finished the questions given

to the left before this class. They will follow the
The teacher will go over the solutions, either on the teacher doing the solutions and correct any
board or over paper using a document camera. The mistakes. The teacher will also likely prompt
answers from students, so students should expect
teacher will make sure to show the asymptotes,
to answer questions.
intercepts, test points, points of discontinuity
(PODs) and the graph. The teacher will also be
sure to ensure the students know to write out the
equations of the asymptotes, since the students
have problems with doing this.
The solutions are on the following page in the
binder.
The teacher will then do a verbal overview of the
topics covered during the reciprocal/rational
functions unit. This includes explaining how we
started the unit by taking the 1/y value for each x
value in a linear function, then a quadratic, etc. the
we explored finding asymptotes, intercepts, etc.
using only the already inversed function for a
linear, then linear/linear, then quadratic/quadratic
that simplified to linear/linear, and now
quadratic/quadratic.

Students will participate in the review of previous

course topics. Students may be encouraged to
participate and answer questions.

Next, the teacher will discuss the sheet that will be

given to the students. On it are the three types of
quadratic/quadratic functions. The first, labeled,
= 1/^2
Has roots at x=0, so the VA is at x=0.
The second,

Next, students will review the sheet they are

given. They will be asked to participate in
discussion and share ideas about why certain
functions look the way they do. They will also add
suggestions while solving the problem on the back
of the page.

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1
+1
Has no real roots so there is no VA.
The third,
1
= 2
1
Has real roots, causing two VAs, and can have
another portion of the graph in between the
asymptotes.
=

The teacher will then go over the problem on the

back of the sheet:
2 2 3 2
= 2
5 6
Which has two VAs, and looks quite interesting.
The solution is also on the next page. The HA is
the quotient of the two x^2 terms. Also, check to
see if the function crosses the asymptote (it does, at
x=-10/7).
(If need be, an example can be done based on a
question from the curriculum document).
Finally, students will be given time to start their
homework, which is practicing quadratic/quadratic
graphing questions.

VII.
VIII.

Students will work on their homework questions

and ask questions if they need help.

Accommodation(s) for Diverse Learner(s):

Evaluation/Assessment of Student Progress:

The teacher will ask questions for understanding throughout the lesson. The teacher can also check to the
understanding of students by checking the sheet before going over the answers.
IX.
X.

Home Learning Assignment (if applicable):

Lesson Plan Reflection:

1. Preparation and Research Was I well prepared? What could I have done differently?
I felt fairly well prepared, but I certainly missed a few things. In the future, I would make sure to explain that
the asymptotes model behavior at the extremes, as well as why the VAs cant be crossed. Also, I need to be
sure that I mention that the point at which the graph crosses the HA is called the HA crossing, and to mark it
down as an explicit point.
2. Written Plan Was I organized? What did I learn that will help me in the future?
I felt like my written plan was well done, and I was able to follow my solutions to make sure that I didnt get
lost.
3. Presentation Were the students involved? Was I clear in my presentation? How was the
pacing?
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I need to make sure to write bigger so that the students can see the board. Also, I need to write less on the part
of the board near the SmartBoard, since there are students who cant see the writing there. I could also speed the
pace up a bit to make sure I get through the content in time.
4. Assessment What did the class do? How do I know if they were successful? What
should I change for next time?
The class seemed to have a fair understanding of what happened, but doing one less solution and giving more
time to work would have been beneficial for the students and couldve helped myself see what they had troubles
with.

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