DEPARTMENT OF EDUCATION AND TEACHER DEVELOPMENT

CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING: __X____

ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Date:
Alina Sturgis 2-13-17

Content Area: Grade Level: 8

Math CCM8
Subject Matter: Functions

Lesson Content Description:

Chapter 6 Content (Functions, Function Rules, Linear/ non)
The day after the test we review the answers and have students
put work to their problems on the board. Students are able to get
more points added to their score by doing corrections, which
entails redoing the problem and explaining their mistake.

Instructional Strategies/Method of Delivery:

-White board review, supplementary worksheet on graphing
Common Core Standard:
CCSS.Math.Content.8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph
of a function is the set of ordered pairs consisting of an input and the corresponding
output.1
CCSS.Math.Content.8.F.A.2
Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). For example, given a linear
function represented by a table of values and a linear function represented by an algebraic
expression, determine which function has the greater rate of change.
CCSS.Math.Content.8.F.A.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the function A = s2 giving
the area of a square as a function of its side length is not linear because its graph contains
the points (1,1), (2,4) and (3,9), which are not on a straight line.

CCSS.Math.Content.8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a
graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a
graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.Math.Content.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the
rate of change and initial value of the function from a description of a relationship or from
two (x, y) values, including reading these from a table or from a graph. Interpret the rate of
change and initial value of a linear function in terms of the situation it models, and in terms
of its graph or a table of values

ELD Standard:
Productive
Emerging
12. Selecting language resources
a. Use a select number of general academic words (e.g., specific, contrast) and domain-
specific words (e.g., scene, cell, fraction) to create some precision while speaking and
writing
Common Core Lesson Objective:
Students will use academic vocabulary to correct and explain their mistakes on the Chapter
6 Test on functions.

Assessment:
Formative: White board review, graphing worksheet, questioning

Summative: Test corrections

Lesson/Assessment Modifications: ELL: Special Needs

Students are able to work together. Corrections are made to bring up their grade and
reinforce learning
Technology: Describe the types of technology you will be utilizing in your lesson to create
and enhance instruction
If no technology is used, please explain why.
No new lesson, just test corrections

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success

Graphing, writing
Review sub-skills required for this lesson/objective
Determining if a relation is a function, if a function is linear/ nonlinear, analyzing
graphs.

June 2014

LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

Teacher has 2 students pass out the graded tests.
Teacher talks to students about how they did as an overall class

THROUGH

Step-by-Step Modeling/Presentation of the Objective

Objective: Students will use academic vocabulary to correct and explain their
mistakes on the Chapter 6 Test on functions.
 Step-by-Step Guided/Structured Practice of the Objective: Gradual Release of
Instruction
Teacher reads off answers for the test so students can compare their work to the
correct answer.
Teacher askes for volunteers to put test problems on the board, if students dont
volunteer, teacher asks if students need specific numbers worked out.
Teacher monitors the room and circulates to answer questions

Checking for Understanding/Formative Assessment of Each Students

Performance/Closure of Instruction
Students present correct work up at the board and explain their answers.
Students at the desk have a chance to compare and fix their work.

BEYOND

Independent Practice/Summative Assessment of Each Students Performance

Final Closure of Lesson: Closure question to reinforce instruction learned

Students finish up their test corrections and start worksheet on graphing and
writing equations.
Students turn in test corrections
Teacher does final closure on graphing to reinforce a standard that many students
messed up on the test.

June 2014