CEP Lesson Plan Form

Teacher: Grace Nishida Date: 3/27/18

School: RMHS Grade Level: 9 Content Area: Algebra I

Title: Quadratic Applications Lesson #: 2 of 2

Lesson Idea/Topic and Provide students with the knowledge of quadratics functions and their graphs. Give them the tools to be able to
Rational/Relevance: analyze them. Show them how to use their analysis to answer questions associated with real world situations.

Student Profile: Students at or behind grade level in math, have a tendency to be disengaged. Need to know how/when it is
helpful to us math.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases.
Understandings: (Big Ideas)
Various representations of functions (i.e. tables, graphs, equations)
Attributes of a parabola such as maximums, minimums, zeros, vertex, etc. and how to find them with and without a calculator
How to solve a quadratic equation
Quadratic equations can be used to represent real world situations
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
Why is it useful to represent functions in multiple ways?
In what scenarios could we use a quadratic equation, graph, or table to help find key information?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Recognize different components of a parabola and a quadratic equation and use this knowledge to apply to a real world scenario.
I can: Analyze a quadratic equation as well as its graph in relation to a given scenario.
This means: I understand when a quadratic equation will have a maximum or a minimum and find the coordinates of it in the context of an application. I can use
a quadratic equation to answer questions about the relationship between variables.
List of Assessments: (Write the number of the learning targets associated with each assessment)
Students complete daily tasks, worksheets, quizzes, games, homework, etc.
>completed with little to no mistakes in procedure or thought process
Can defend their own ideas in class discussion or in writing
Students are asking well thought out and knowledge extending questions
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Planned Lesson Activities

Name and Purpose of Lesson Task cards — Quadratic application

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? Direct teach with class discussion, engaging class activity, individual/group tasks
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?
This model will get the students engaged and teach them some application without losing
interest because of various activities. Teacher will a facilitator in the activity.

Approx. Time and Materials Notes (20 min), Kahoot (20 min), Task cards (45 min)

Anticipatory Set The strategy I intend to use is: Class discussion in example problems
I am using this strategy here because: It is the best way for these students to get into
math mode and gives them a preview of what they will be doing today

Procedures The strategy I intend to use is: Direct teach during notes, Kahoot (game), Facilitator
during individual task
I am using this strategy here because: These students respond well to changing
activity/frequent instruction. They learn better with different stimulation in addition to
individual work

Teacher Actions Student Actions Data Collected

Direct teach with guiding
discussion
Facilitate and lead
discussion during Kahoot
Facilitate during individual
task cards
Actively participating in
note taking and discussion
Participating in Kahoot and
asking questions
Actively participating in task
cards
Participation and number of
incorrect answers
Frequent questions
Completed (or incomplete)
task cards

Closure The strategy I intend to use is: Class discussion

I am using this strategy here because: I intend on getting feedback on if the activity was
good practice/helpful. We will also discuss what other scenarios could be represented by
quadratics.

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Differentiation Content Process Product Environment

Modifications: N/A May work with Students must Students may
a partner or complete at work together
individually least 6 tasks or individually.
Extensions: Extension Extension Extra credit for N/A
worksheet that worksheet the extra tasks
involves completed and
factoring with candy for a
quadratics correct bonus
question
Assessment If students have successfully attempted as many problems as possible and showed
sufficient evidence (work) of correct thought process, I will know that they are
understanding ways in which quadratics can be used to represent real scenarios. With
correct answers, I will know they understand how to properly analyze a quadratic with
respect to the scenario.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your
level of achievement)

The students showed their understanding of attributes of quadratic functions and were
able to demonstrate their ability to find such attributes and demonstrate their knowledge of
how quadratic equations can be used to represent real life scenarios based off of their
contribution in class discussion and their wide success in the Kahoot. Because of their great
success during the Kahoot, I also noticed that they achieved the objective of being able to relate
a quadratic function to its graphical attributes from a picture and a table.

2. What changes, omissions, or additions to the lesson would you make if you were to teach
again?

If I were to do the lesson again, I would extend the Kahoot to challenge the students a
little bit more as well as extend their knowledge because it turned out to be a really great tool.
In addition, I would also omit the second task completely and potentially do a few of those
questions as a class to extend knowledge also and then maybe give them one question to do on
their own. It ended up being too challenging as they had not had enough hand-holding
exposure to those types of problems before I had them do the problems individually.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

I'm sure the following lesson will do a bit of back tracking. My lesson made it very clear
what the students knew about quadratic application and what they still needed work on. A
little more review over what they do know (because constant use and repetition is important
with this group of students) will be used to start the lesson and then they will get into more of
the tools and skills and formulas needed to solve for the physical attributes of quadratic
applications algebraically. The strategies used to solve for different attributes will be taught and
retaught and extended for the next week or so.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you
were to teach it again? Were there additional co-teaching strategies used during the
lesson not planned for initially? Please explain.

I didn't use co-teaching for this lesson however, in a broad sense, co teaching might be
something that is useful for a class like this since the abilities and motivation range so vastly.
Students may benefit from having a teacher who can focus on skills at a slower pace and a
teacher who can extend knowledge for the students who are at a higher level.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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