Sierra Nevada College Lesson Plan

Teacher: Whitney Dumville District: TTUSD

Grade/Subject: 11/12th grade AP Calculus School: Forest Charter
Lesson Content: Introduction to Derivatives Time 50 minute class period
Allotted:

Materials, including technology:

Paper with circles drawn on it, toothpicks, white boards, erasers, markers, and graphic organizers for
notebooks.

Learning Targets/ Standards

4.0 Students demonstrate an understanding of the formal definition of the derivative as a
function at a point and the notion of differentiability.
4.1 Students demonstrate an understanding of the derivative of a function as the slope of the
tangent line to the graph of the function.
4.2 Students demonstrate an understanding of the interpretation of the derivative as an
instantaneous rate of change. Student can use the derivatives to solve a variety of problems
from physics, chemistry, economics, and so forth that involve the rate of change of a function.

How will learning be assessed at the end of todays class? Through observation, discourse,
homework, and reflection

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or
Blooms)
1. DOK
Students will participate and draw conclusions based on 3
observations.

2. DOK
Students will demonstrate an understanding of the formal definition 4
of the derivative as a function at a point by applying learned
concepts.

Essential Vocabulary Definitions

Average Slope The steepness of a line Rise over run
Secant Line A line that intersects a curve at two points
Tangent Line A line that intersects a curve at one point
Derivative How we represent an instantaneous rate of change
Strategy for teaching new vocabulary
Discourse and four quadrant graphic organizer: 1st box = word, 2nd box = formal definition, 3rd box =
visual example, 4th box = explanation for yourself in your own words

Sequence and Scope of Instruction (include instructional Instructional Strategy estimate

strategies, questions, opportunities for meaning making d time
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)
 Sierra Nevada College Lesson Plan
Warm up/transition questions: 5 min
Practice problems
How do we calculate slope? Reviewing background using the white
knowledge they should know from previous calculous boards to engage
classes. Rise over run. This is a slope of a line how do all students
we find the slope of a curve at any point?
- Assessment
through
observation

Objectives Part I: 10 min

Discovery/inquiry-based
Students will participate and draw conclusions learning. Are students
based on observations. trying to re-create the
curve?
See attached activity Toothpick Circles Are they wondering if
they can break the
-Would like students to come to this conclusion: A curve is pieces to make them
made up of straight lines broken into infinitely small smaller? Are they
pieces. communicating with
their partner?

- Assessment
through
observation
Assessment and Feedback: Assessment through 5 min
How can we make infinitely small pieces? discourse
Could each toothpick piece be extended to
create a line?
What do we call a line that only touches a
curve at one point? A tangent line.
Why do we want to find the slope of a curve?

-Ideal answer: To find how some function is changing in

reality things are not changing linearly all the time
Vocabulary : Assessment through 8 min
discourse and four
Average slope quadrant graphic
Secant lines organizer. 1st box =
Tangent Lines word, 2nd box = formal
definition, 3rd box =
Derivative
visual example, 4th box
= explanation for
yourself in your own
words
Objective Part II: Assessment through 5 min
observation - are
Students demonstrate an understanding of the students taking
formal definition of the derivative as a function at notes/asking questions/
a point. can they explain what I
am doing on the board?
Examples of the formal definition of a derivative -
change in y/change in x, but make the change
infinitely small.. so essentially 0 - make it a limit
 Sierra Nevada College Lesson Plan

f(x) = lim x-> 0 f(x+h)-f(x) / h

Assessment through
observation - are
Application: students engaged/ 11 min
asking me questions?
Real examples with real equations / Practice Are students able to
start/complete
problems on their own?

Closure : specific activity to review content

Review/Celebration of Learning: Assessment through 5 min
discourse
Difference between an average slope and an
instantaneous slope. Why and when do we use each one?

HW assignment: HW grade based on 1 min

completion and effort, not
10 derivative problems and a reflection about what they on right or wrong.
learned today and WHY they are learning this.
*For full credit students
must include a DIRECT
application.

Teacher Candidate Reflection on the lesson (after delivery)

[Type text]

SNC: April 3, 2014