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Focus Plan

Texarkana Independent School District



GRADING PERIOD:




PLAN CODE:




writer:


Ronda Jameson

Course/subject:

Algebra II

Grade(s):

11

Time allotted for instruction:

2 class period





Title:


Making Connections With Graphs

Lesson TOPIC:

Interpreting situations for a given graph or creating situations that fit given graphs

TAKS Objective:



Objective 2: The student will demonstrate an understanding of the properties and attributes of functions.

FoCUS TEKS and Student Expectation:



A.2 (C) The student is expected to interpret situations in terms of given graphs or creates situations that fit given graphs


Supporting TEKS and Student Expectations:



A.1 (A) The student is expected to describe independent and dependent quantities in functional relationships

A. 1 (E) The student is expected to interpret and make decisions, predictions, and critical judgments from functional relationships.

A. 6 (A) The student is expected to develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations





Concepts

Enduring Understandings/Generalizations/Principles

The student will understand that

slope


The slope of a line in the plane containing the x and y axes is generally represented by the letter m, and is defined as the change in the y coordinate divided by the corresponding change in the x coordinate, between two distinct points on the line.

X axis


The horizontal axis of a two-dimensional Cartesian coordinate system.

Y axis


The vertical axis of a two-dimensional Cartesian coordinate system.

Rate of change

A term which is used to represent the “slope”

Independent variable


A variable whose value determines the value of other variables. A variable that is manipulated, measured, or selected by the researcher as an antecedent condition to an observed behavior

Dependent variable


The dependent variable is the response to the independent variable.

Sometimes the dependent variable is called the outcome variable.



I. Sequence of Activities (Instructional Strategies)

A.

1. Focus Activity – Making Connections with Graphs PowerPoint Slides 1-5
The teacher will introduce this lesson by:


      • Guiding the students through PowerPoint slides 1-5

      • Facilitating class discussion in the interpretation of the graphs on slides

3-5

      • Allowing students TIME to develop their own interpretations

      • Facilitating discussion of how the interpretation was developed

      • Making connections (slope, x axis, y axis, dependent variable, independent variable) with math terminology

      • Leading the students to the connection that their interpretation of the graph will change according to the dependent and independent variables assigned/chosen.


2. Group Activity – “Two Way Interpretation
The teacher will:
  • Divide students into groups of 3


  • Distribute Activity sheets A – D to each group

  • Groups will interpret each graph two different ways, discuss their interpretations, and present the interpretations to the class



B. Instructional activities
The teacher will use the PowerPoint Presentation – “Making Connections with Graphs” Slides ( 7 -21 ) to review the skill of interpreting linear and nonlinear graphs in order to describe rates of change as well as patterns which model real- life situations.



C. Guided activity or strategy

1. Teach through PowerPoint
As the teacher “teaches through the PowerPoint”, students will:


  • Assign independent and dependent variables to graphs

  • Interpret graphs in light of the independent and dependent variables

  • Interpret graphs in terms of the rates of change represented

  • Connect linear and nonlinear graphs to real-life activities

  • Practice TAKS questions which assess this student expectation


As the teachers “teaches through the PowerPoint”, students will have

opportunities to answer questions from released TAKS tests. The teacher may use

individual white boards or pencil/paper to assess proficiency and identify

students in need of reinforcement.
2. Classwork: Making Connections with Graphs Worksheet

Students will work independently to demonstrate their ability to interpret


situations in terms of given graphs and create situations that fit a given graph.

D. Accommodations/modifications

Teacher may copy “notes pages” of PowerPoint slides and use this

resource to connect specific questions on the classwork assignment to examples the student has already been introduced to. Teacher may provide guided support to students as necessary.


E. Enrichment Activity
Charlie Brown’s Parachute Jump

Retrieved from: http://www.nsa.gov/teachers/ms/algrst38.pdf


The enrichment activity provides students with the opportunity to integrate writing into the math curriculum, utilize a graphic organizer to construct reasoning, and use higher level thinking (such as analysis) in the peer editing process.


II. STUDENT PERFORMANCE

A. Description
Students will demonstrate mastery of the objective by:

      • Correctly responding to the TAKS questions in the PowerPoint presentation

      • Scoring at least 80% on the classwork assignment

      • Scoring at least 70% on the Quiz



B. Accommodations/modifications
Students in need of assistance may be grouped with stronger students for the

student activity
C. Enrichment (see E above)

iii. Assessment of Activities
A. Description
Quiz – Making Connections with Graphs

B. Rubrics/grading criteria


Grading scale:



# missed

grade

1

80

2

70

3

60

4

50

5 or more

40



C. Accommodations/modifications
Highlight key words
D. Enrichment
The enrichment activity may be assigned to individual students (GT) or the class

(AP) as deemed appropriate. The students should be graded using the following

rubric:
Final Copy of Story


Score

Student demonstrates:

3

  • Story includes title, setting, characters and plot.

  • Each event in the story correctly relates to each part of the line on the graph.
  • Students mathematically connect the part of the story to the part of the graph that they are portraying.


2

  • Story includes title, setting, characters and plot.

  • The events in the story do not relate to each part of the line on the graph.

-or-

  • Students do not mathematically connect the part of the story to the part of the graph that they are portraying.

1

  • Story includes title, setting, characters and plot.

  • The events in the story do not relate to each part of the line on the graph.

  • Students do not mathematically connect the part of the story to the part of the graph that they are portraying.




0

  • The story is missing a title, description of setting, characters or plot.

  • Students do not mathematically connect the part of the story to the part of the graph that they are portraying.


E. Sample discussion questions
What are some real-life examples of “rate of change”?



How would you graphically represent “standing perfectly still in one place for an extended

period of time” if your independent-dependent variables are time – distance?
IV. TAKS Preparation
A. Transition to TAKS context:
Overhead sheets will facilitate transition from content to TAKS

Quiz contain multiple TAKS Released Test items
B. Supplementary Materials:

Overhead Sheets include TAKS released test items (grades 9-Exit) to guide students through TAKS questions demonstrating this TEKS

Examples of TAKS connections include:
Lisa stayed to talk to her friends for about 5 minutes after school. Then she started to walk home. Halfway home she realized that she had forgotten her math book, so she ran back to school in half the time that she had already spent walking. Lisa took about 2 minutes to get her book and then walked home. She got home approximately 35 minutes after school was over. Which graph best represents this scenario?



V. Key Vocabulary
Slope

Rate of change

Increasing

Decreasing

Scale

Independent Variable

Dependent Variable



VI. Resources
A. Prentice Hall Mathematics – Grade 11

TAKS Review and Preparation Workbook

Pages 22-24


B. Supplementary materials
TAKS Study Guide, Exit Level, pages 48-49.
VII. follow up activities

The following TEKS would be good follow-ups to this lesson:
A. 2(D) Collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.


VIII. Teacher Notes


 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District






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