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Algebra One Lesson 8.1 (3-1)

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Ryan Aker
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93 views

Algebra One Lesson 8.1 (3-1)

Uploaded by

Ryan Aker
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name: Ryan Aker

Subject/Grade Level: Algebra I: February 28th, 2011 / 9th – 11th Grade


Unit: 8.1
Lesson Title: Secret Codes
Text or Resource and Relevant Pages: Murdock, J., Kamischke, E., and Kamischke, E.,
(2002). Discovering Algebra: An Investigative Approach. Emeryville, CA: Key Curriculum
Press, Inc.

Homework: P. 428 (1-3a, 4-6, 11, 15)


Rationale: This is the first section of Unit 8. Students will be introduced to the concept
of functions. We will use secret codes and cryptography as an introductory tool.

Objective(s)/Learning Target(s): I can define a function.


OSPI Standard(s):

A1.1.A: Select and justify functions and equations to model and solve problems.
Assessment of learning: I will ask students section-related material as I lecture. I will call on
students in a systematic order by where they sit. My goal will be to call on as many different
students as possible. As we get further along in the semester, student schedules will firm up and
I will create note cards with each student’s name by period to increase the randomness of my
selections.
Use of Space: The desks will be arranged in four rows and broken down into three sections. .
The teacher will use the whiteboard and smartboard in the front of the classroom
to lecture.

Differential Instruction:
The teacher is aware of all student who are on IEPs and 504s. The teacher is and
will be responsive to any needs and/or accommodations that are or need to be
made. Some example accommodations are:
GL: Special accommodations for assignments, due dates, and test time
LM: Special accommodations for assignments and translated tests/quizzes
Key Terms:
Function
Input
Output
Instructional Plan (50 Minutes): This is my timeframe and student expectations for the lesson.
I have listed the problems that I intend on reviewing with students and how long I anticipate
each problem to take. For a breakdown of specific problems, see handwritten notes and
Powerpoint.
2 minutes Attendance and Introduction
6-7 minutes Discussion of cryptography.  How do I know which
Given a table with two exponent rule to use
columns of letters in first?
alphabetical order, students  What is the value of
will code and decode any number taken to
messages.
4-5 minutes Students will be shown a grid the zero power?
with letters representing  Is it acceptable to use
inputs and outputs. They will a negative exponent in
code and decode messages. your answers?
2-3 minutes Definition of a function,  Do we evaluate inside
domain, and range. or outside the
4-5 minutes Three tables with input and parenthesis first?
output values are given. We
will walkthrough whether
each represents functions.
2-3 minutes On Your Own:
Students will be given two
tables and asked whether
each represents a function.

25-30 minutes Students will have the I will circulate around the
duration of the period to classroom and answer student
complete the assignment: P. questions as needed. I will
428 (1-3a, 4-6, 11, 15) pay close attention to the
work habits of students and
remind students that are off-
task to utilize their time and
take advantage of the
opportunity to ask questions.

Materials Needed:
Paper and pens
Discovering Advanced Algebra (Teacher’s Edition)

Feedback: This homework will count as one assignment. Students will be given 25-30 minutes
to work on their assignment at the end of class.
Reflection on Planning Process: To be completed after lesson.

Summative Assessment:

The theme of Sections 8.1-8.7 is functions. The related exam will assess the
student’s ability to:
 Identify functions
 Draw the graph of a function
 Correctly use and interpret function notation
 Graph functions involving absolute values

All additional notes for this assignment are handwritten and available upon request

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