Learning Experience Plan22

Subject: Mathematics Grade level: 9th

Length of LEP: 45 mins

Unit: Comparing Quadratic, Square Root, and Cube Root Functions Represented in Different Way

Topic: Graphing and Comparing

Content Standards:

1. A.CED.2 Create equation in two or more variable to represent relation between qualities; graphs
equations on coordinates axes with labels and scales.

2. F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or
as a table) over a specified interval. Estimate the rate of change from a graph.

3. F-IF.C.7b Analyze functions using different representations.

Literacy Standards:

1. L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.

2. W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension

Learning Experience Outcomes Learning Experience Assessments

Students will: Students will:
Compare two different quadratics, square root, or Gather notes from previous
cube root functions represented as graphs, tables or lessons, this lesson will only
equations. compare each example.
Contextualize and abstract various scenarios to Examples in PPT form and finish
complete comparative analysis. on their own.
Exit Slip
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
The students who are Students who are on the The students who are exceeding in
struggling will have to level where they are this lesson will be given the
review their notes from supposed to be will be able opportunity to make their own
previous section. They to compare and questions and present it to the class
will be given a sheet with contextualize various to receive extra credit and will be
pictures of graphs where scenarios, which the lesson rewarded.
it shows exactly what the itself is complex.
function is doing.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the

room to get them into the mindset of the concept to be learned)

Students will go over the parts of a graph shown to them. Describe

what is the vertex, y-intercept and x-intercept. What are key
features of the graph that will help us find a function related to it?

Anticipatory Set (focus question/s that will be used to get students

thinking about the days lesson)

We know how to graph regular equations as well as how to

translate and dilate graphs. Since we already know what
functions are we will explore graphing specific functions such
as quadratic, square root, and cube root, to perform horizontal
and vertical translations of two different graphs and relate them
to each other.

Our focus is towards our knowledge about quadratics and how

to efficiently sketch a graph and knowing how to contextualize
and abstract various scenarios to complete comparative analysis.
We also have to ask ourselves, how does the vertex form relate
to the regular standard form(based on previous lessons)? As well
as the effects of those form and its relation with the parent
function. What does it look like and where does it lie in the
graph?
Activating Prior Knowledge (what information will be shared
with/among students to connect to prior knowledge/experience)

Go over examples using the following concepts. But instead of

analyzing graphs, we will be comparing all the graphs from
previous lessons.

Concepts students need to know for this specific lesson are:

Completing the square, relate this to each graph given.

Graphing quadratic equations from vertex form and standard

form and relate several graphs.

Direct Instruction (input, modeling, check for understanding)

Start by creating two function and graphing the function. We

will then explain the functions and compare using key vocal
words. Then as a class, we can go over how to graph this
function. This will convey that it is important skill that they
should already know. I will briefly go over previous topic in
segments by using examples while introducing the new ideas of
parent functions.
Guided Practice (how students will demonstrate their grasp of
new learning)

Students will try to do their own examples. I will be giving them

a worksheet that will have numerous examples where they will
have to compare two graphs, determine the vertices, and
describe what is being done to the graphs and how they relate to
each other.

Independent Practice (what students will do to reinforce learning

of the lesson)

Students will work together to complete the work sheet given to

practice , how ever they will be required to independently work
on a summary of how to they did each step. Once they are done,
we will go over it as a class and each student will put their
answer on the board.
 Closure (action/statement by teacher designed to bring lesson
presentation to an appropriate close)

An exit slip will be given to them, that will summarize the lesson.
This will show their comprehension, and it will also be turned into
their HW if they do not finish in class.

References: (https://www.engageny.org/resource/algebra-i-module-4-topic-c-lesson-21,)