Trenton Tate

EDU 542

Example/Nonexample Concavity Activity

Concept Attainment Model

Concept Attainment Model Chapter 6
High School Grades - Calculus
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials Note Presentation, IPad, paper, pencil
Vocabulary critical points, local minima, local maxima, increasing and decreasing intervals, inflection points, concavity
intervals
Literature Calculus Textbook, calculus notes

2. OBJECTIVE
Students identify the aspects in pictures covered prior (critical points, increasing and decreasing intervals, and
local minima and maxima) and note concavity, as well inflection points (if not covered in class prior)
DOK 1 (recall, identify, recognize), DOK 2 (compare, distinguish, identify patters, make observations), DOK 3 (formulate,
draw conclusions, compare, investigate, differentiate)
Calculus 9.0 Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima,
inflection points, and interval in which the function is increasing and decreasing.

3. ASSESSMENT Perfect Assessment Tool Rationale:

Informal assessment Observing how well students can recall prior
Monitoring individual, partner, then class discussion information, how they apply their concepts, and use
strategic thinking..

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. I am looking for students to relate their concepts into the real world and real world life/examples. I am also looking for
students to hypothesize the new theme or concepts related..
2. Students will develop deeper meaning and relate what they are learning to outside of the classroom, and outside back.

1. MOTIVATION FOR LEARNING

There is no extrinsic motivation; however there is intrinsic, students are trying to solve the puzzle.
Encourage students to solve the puzzle.
We will promote growth mindset by training students to analyze pictures. Little information will be given to them, and
additional information will be given as we go to aid students that need an additional push.

2. PRE-LESSON - Just before teaching the new lesson do the following:

Review/Make Connections to Previously Learned Material (Advance Organizer appropriate)
Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)

6. LESSON BODY:. Follow the exact steps provided in the text for the lesson you are teaching. Clarity is the key.

Step 1 Anticipatory Set: Inform students we will be learning about a new concept in math, that we can see in math, but
also see in real world examples. To help notice the difference, let them know they will be shown example images of
where we can see examples of the new concept on the left, and nonexamples on the right. Students will need to
hypothesize the differences and try to determine the concepts. They will attempt to create a definition or identify
what the new concept is about. Give students the following instructions.

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 1. Students will first look at the examples and nonexamples and attemlpt to hypotehesize on their own.
2. The students will begin pairing up to discuss and compare their hypotheses.
3. As a class, we will write down the suggested hypotheses of what the new concepts are.
4.

Step 2 Presentation: The teacher presents examples and nonexamples of the images with concave and nonconcave
images.
1. Prompt the students to hypothesize the similarities between the example pictures.
2. Ask the students what are the attributes, of the nonexamples, that vary from the example pictures.

Step 3 Analysis of Hypothesis: Analyze the hypotheses as a class, and ask the following questions:
1. What are their hypotheses about this concept?
2. What are your definition of the concept?
3. What supports your hypotheses?

Step 4 Assessment

Formative assessment: while students are independently brainstorming, then in pairs, and as a class; teacher
assess how well they have grasphed the concepts, and if they have been able to relate the previously covered
concepts to todays newly covered topics.

Summative assessment: include a question about concavity and inflection point definitions on the next quiz.

7. ASSIGNMENT
Students will need to find a different real world example and apply the concepts discussed, and already covered for Chapter
4 to the picture..
This gives students the chance to consider the connections made from class, to outside.

8. Student Work Examples/Technology Support

Attach samples of student work.
Include a variety of levels of performance
Add technology support (ex. www resources/interactive activities etc.)

Reflective Thinking/Curriculum Evaluation @50 Points

9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Students will be able to identify prior concepts to the example pictures..
SLO 2: Students will explain how the examples are related, how the nonexamples are related, and develop a
hypothesis for the new concept at-hand, concavity.
SLO 3: Students will assist each other in reasoning the similarities and differences.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Explain how this lesson supports helping students reach levels of deeper learning. : Students have connect their previously
covered/learned concepts, and begin identifying upcoming concepts.
How does this model make learning stick in long term memory?: This model helps with long term memory due to the nature
of the activity in the lesson. Students are seeking to solve a puzzle.
Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your

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 curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.: I think the planned lesson is appropriate, but
additional concepts that can be related across other subjects or other real life occurrences would be fitting for this model.
How will you support advanced/ELD/Special needs learners through using this model?: Provide additional materials such as
a graphic organizer that may help guide thinking, or use an anticipatory activity prior that refreshes memories on concepts
also related.
Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.: Calculus 9.0
Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and
interval in which the function is increasing and decreasing. This lesson helps students identify maxima, mimima, inflection
points, increasing and decreasing intervals without computation. Similarly to how they will have problems that involve
analyzing a graph to determine the same information, they do so with various pictures, not clearly related to math in nature.

Link to Theory:

Explain the links between this lesson model and the supporting theory: The link between this lesson model and the
supporting theory, information processing, deals with the way the students learn the concept. Allowing the students to
process the new information and come to their own conclusions is apart of the process.
One of the big ideas for this lesson is that concavity, minimums and maximums, can be found in objects like roller coasters,
nature, and other places, not just in a text book.
Google images to find pictures to use for my lesson, IPad to display presentation, projector.

Growth Mindset

Making the lesson less intimidating, by making it at first appear, that math in not present, helps prevent students from closing their
mind to the lesson. Giving students to discuss their ideas, and confirming positive similarities, helps students grow in their confidence
as we learn more and relate more to our concepts at-hand.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

I felt the participants were engaged, and interested. One of the things I might change for future lessons of this model is
provide clearer instruction in the beginning. It seemed that there was some confusion for the first few examples.
I learned about a different technique to cover different concepts. Especially in math, it is easy to start discussion over a
concept with direct instruction. But this model shows an example, otherwise.
Id like to learn more about how to increase the level of critical thinking when using this activity for other concepts.
I feel it adds my knowledge on lesson plan models. This is something I can share or use as an idea for student teachers in
their lesson planning.