Baker College Teacher Prep Lesson Plan Form

Unit: Modifying graphs on a Lesson Title: Translation of graphs Grade/Period: 10/11

coordinate plane grade

CCSS or State Standards:

G.CO.3, G.CO.4, 8.G.1, 8.G.2,
8.G.3, 8.G.4

Resources and Materials:

Resources below in lesson
Objective: I can:
What students will know and be able to do I can identify Translations of graphs, and explain why the
stated in student friendly language (use
Blooms and DOK levels for higher level translations occurred.
thinking objectives) I can do translations of equations.
Essential Question(s): How do you raise/lower a graph?
Over-arching questions of the lesson that will How do you expand/contract a graph?
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Students will use an online graphing tool to see how graphs shift.
They will start with parent graphs then adjust the graph by
adding/subtracting the end of it, or multiplying/dividing the x and
stating how they change. After experimenting with the online
graphing tool, they will have an open discussion about how graphs
shift.
1.Class starts at 7:50, students will get out their computers.
2.Students will go to https://www.desmos.com/calculator, and I will
explain how to use the graph.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
3. Explain parent graphs
4. Students will be given a worksheet with problems that two
functions each for each one students will have to write down how
the graph shifts between the two. Example: 1. f(x) = x2, g(x) = x2 + 3
5. 8:20, will do 17, 18, and 19 from worksheet on the board, have
students discuss how they changed
6. Send students to goformative.com, have them identify the changes
between two more graphs,(1. = 2 = 2 + 3; 2. =
= 2;
3. = || = || + 5 ) and why the change occurred.
7. Next day there will be problems on the board, and random
students will be asked how the graph would shift without graphing
it.
8. Students will do the same thing as steps 1-6, but to learn about
how graphs stretch/compress, and reflect. (this could take more time,
so maybe take two days, one for stretching/compression, or one day
for reflecting. While students are going through the activity, ask
them questions, and base the time table based on that formative
assessment)
The instructional strategy being used is having students see how the
translations happen based on the two graphs.
 Baker College Teacher Prep Lesson Plan Form

Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Formative:
Summative:
At the end of each day there will be a formative assessment on
goformative.com.
At the end students will have to do a project where they use
graph translations to create some kind of picture on a graph.
They must use at least 5 graphs, and it can be a simple picture
like a star, or making multiple circles out of parabolas. The
students will have to write a brief description explaining how
they translated each graph. example

Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
For this lesson there will be a lot of peer to peer support. The
students will be doing examples on a computer, but they will be able
to talk to peers about their results if they wish, and later on in the
class they will have an opportunity to ask questions during an open
discussion about what is going on. If students need further help, they
can ask me questions directly, and I can try to help, and give them
further help based on their personal needs.
There will be a discussion at the end of the class period to see where
students are. The next day, there will be more examples on the
board, and students will be chosen at random to solve the problems
on the board. They can ask other students for help if they need it.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
This is a review activity so I will know what knowledge has been taught concerning this lesson. I will need to
give clear details about how to complete the review as this is the first time doing so this way.
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
I will explain the importance of being able to move around while you study. I will simply ask S if they like
the idea of moving around as they master material.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them? S will initially be concerned about the word review but I will assure them I just want to
know what they know right now. They will also have questions about the procedures and I will list the
steps they should follow verbally and on the board for later reference.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn? We will hold a class
discussion and also I will provide feedback quickly.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned. Based on the results I will later assign
problems that will help them master the needed content.
 Baker College Teacher Prep Lesson Plan Form

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future? This is an exceptionally behaved class and I
can anticipate they will do well however that might not always be the case. This review might need to be
done in a larger area or via the standard paper/pencil at your desk depending on the class.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram