TASK G: INSTRUCTIONAL UNIT COVER PAGE
Name______Donna
Course__SED
Puryear____________________________________
505________________
Date___March
16, 2011_________
1.Unit Title. State unit title, grade level, instructor.
Interpreting Functions
High School Gr. 9 – 11
Pre-Algebra and Algebra I
Donna Puryear
2. Kentucky Core Content and Program of Studies to be Addressed. Identify the significant
Program of Studies and Core Content that will be the focus of instruction for your unit. Use the
combined curriculum document as a resource; it is located on the KDE website
http://www.eductation.ky.gov/
The Kentucky Core Academic Standards
Interpreting Functions
F-IF
Understand the Concept of a function and use function notation.
1. Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If “f” is a function and x is an element of
its domain, then f(x) denotes the output of “f” corresponding to the input of x. The graph of “f” is the
graph of the equation y = f(x).
2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use
function notation in terms of context.
Reasoning with Equations and Inequalities
A-REI
Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted
in the coordinate plane, often forming a curve (which could be a line).
Combined Curriculum Document
Big Idea: Algebraic Thinking
High school students extend analysis and use of functions and focus on linear, quadratic, absolute value
and exponential functions. They explore parametric changes on graphs of functions. They use rules and
properties to simplify algebraic expressions. They combine simple rational expressions and simple
polynomial expressions. They factor polynomial expressions and quadratics of the form 1x2+bx+c.
MA-HS-5.1.5
Students will:
• determine if a relation is a function;
• determine the domain and range of a function (linear and quadratic);
• determine the slope and intercepts of a linear function;
• determine the maximum, minimum, and intercepts (roots/zeros) of a quadratic function and
• evaluate a function written in function notation for a specified rational number. DOK 2
3. Essential Question Focus – Identify 3 to 5 essential questions you plan to develop in this unit.
What is a function?
How can a function be represented on a coordinate plane?
How can the information from a function be used to understand data?
How can the domain and the range of a function be used to anticipate patterns in number systems?
5. Statement of Objectives for Unit. Develop two or three objectives that will be the focus of your
instruction in this unit. Write these as performance statements using behavioral terms.
Students will state the domain and range of a system of numbers with 80% accuracy.
Students will determine whether the system of numbers is a function with 80% accuracy.
Students will graph linear functions with 80% accuracy.
6. Critical Resources. On a separate page, in APA format, identify resources that support the material
presented in the unit. List a minimum of five print and five electronic sources.
Bender, W.J. (2005). Differentiating Math Instruction: Strategies that work for K-8
Thousand Oaks, CA: Corwin Press.
classrooms.
http://tonydunford.com/Pascals-Triangle.aspx Retrieved on March 15, 2011.
http://www.coolmath.com/algebra/15-functions/05-domain-range-01. htm Retrieved on March 15, 2011
http://www.crctlessons.com/math-vocabulary.html Retrieved on April 13, 2011.
http://www.freemathhelp.com/domain-range.html Retrieved on March 15, 2011
http://www.mathsisfun.com/pascals-triangle.html Retrieved on March 15, 2011.
http://www.mathwarehouse.com/algebra/relation/math-worksheets/Relation-function-inmath_Worksheet.pdf Retrieved on March 15, 2011.
http://www.mingl.org/matematika/artefacts/pascalstriangle.htm Retrieved on March 15, 2011.
http://www.wyckoffschools.org/eisenhower/teachers/holzapfela/coord_plane_1_num.jpeg Retrieved on
April 9, 2011.
Stenmark, J.K., Thompson, V. & Cossey, R. (1986) Family Math. Berkeley, CA: Lawrence Hall of
Science.
Stone, R. (2007). Best Practices for teaching mathematics: What award-winningclassroom teachers do.
Thousand Oaks, CA: Corwin Press.
Test and Worksheet Generators for Math Teachers. (2011). Kuta Software LLC. Retrieved March 9,
2011, from http://www.kutasoftware.com/
The Math Projects Journal. (2011) Retrieved March 9, 2011, from www.mathprojects.com
Tucker, B.F., Singleton, A.H., & Weaver, T.L. (2006). Teaching mathematics to all children: Designing
and adapting instruction to meet the needs of diverse
learners. (2nd ed.). Upper Saddle River,
NJ: Pearson.
Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behavior problems. (7th
ed. ). Upper Saddle River, NJ: Pearson.
Campbellsville University School of Education
Name ________Donna Puryear_____ Course Number __SED 505_______
A1. Teaching and Learning Context
# Students enrolled
Grade level(s) in class
Ages in class (list all that apply)
11 Students
High School Gr 9 - 11
15 and 16
School and district factors: Write a brief narrative summarizing major school/district factors. Public school
information should include School Improvement Plan (SIP), School Report Card, and relevant data about achievement
gap groups. Non-public schools should include similar data.
Crossroads Treatment Center
Hardin County School District
The students come to our facility from all over the state. Their placement at Crossroads is court
ordered residential treatment. Students at Crossroads Treatment Center are tested every 3 months
during their stay which is generally from a few months to 2 years. I have indicated whether the
score was a gain or a loss in parentheses. The gain or loss is from the previous test date which
was 90 days prior to this test date. This information serves as the report card for our school.
The following is the data collected from the last testing date of each student:











Student 1: 09-09-10 Reading 11.6 (+4.5) and Math 12.8 (+3.7)
Student 2: 12-08-10 Reading 12.8 (+1.2) and Math 12.2 (-.6)
Student 3: 01-27-22 Reading 9.2 (+.6) and Math 12.8 (+4.2)
Student4: 02-2-11 Reading 5.9 (-.7) and Math 5.4 (+.8)
Student 5: 02-02-11 Reading 11.6 (+3.7) and Math 8.2 (+2.6)
Student 6: 02-09-11 Reading 11.2 (-1.6) and Math 12.8 (+.6)
Student 7: 02-16-11 Reading 10.2 (+2.6) and Math 5.6 (+1.2)
Student 8: 02-16-11 Reading 6.9 (+.8) and Math 8.2 (+3.1)
Student 9: 10-12-10 Reading 8.2 (+3.8) and Math 5.4 (+1.0)
Student 10: Initial Test Only: 01-04-11 Reading 11.6 and Math 12.8
Student 11: Initial Test Only 02-03-11 Reading 12.8 and Math 12.8
Resources: Describe the resources (equipment, technology, and supplies) available to you for this class.


Resources available include typical classroom materials such as scissors, glue, paint,
markers, paper, art supplies, etc.
Enough computers for each student to have access to a desktop or a laptop computer




ELMO overhead projector
Smart-board
Math visual aids and manipulatives
Geometry tools
Assistance: Place an X beside the phrase that best describes the types of help available to you.
x
instructional assistant(s) ___parent volunteers
x
resource teachers
x
classroom teacher
___peer (student) tutors
x other (please specify)
Other includes at least one staff member from the residential facility in the classroom at all times.
Student Differences: Indicate the # of students in each category below and briefly describe the needs of students in the
categories noted:
_____ESL/ELL
_____Title I
8 # with IEPs
_____Gifted
_____# with 504 modifications
_____Other
Description of needs:
Eligibility for special education services include: 3 students with EBD, 2 students with
SLD in reading only, 3 students with SLD in reading and math. All students with SLD in math
can use calculators to complete assignments and frequently have their assignment modified
(shortened). One student with SLD in math and reading has fine motor difficulty that requires
him to use special lined paper. He also needs his work on a handout when there are many
problems that would require a lot of writing. The students with EBD have specific behavior
modification plans in place that allow them to receive a warning for the behaviors that present as
problems behaviors in the classroom. Examples of problem behaviors for students: off task
behavior, constant need for redirection, frequent expression of dissatisfaction over assignment
details, and expression of frustration or anger over their work or other student interactions.
Students are allowed the option of leaving class if behavior begins to escalate.
Diversity: Describe any linguistic, cultural and/or achievement/developmental level differences that create
instructional concerns in your class.
There are no linguistic differences. Ten students are white and one student is mixed race. The
primary diversity the classroom is related to achievement in academics. This diversity is
described above. The students within this class have ability levels that range from grade 5.4 to
12.8.
Achievement: Indicate below the # of students for each pattern of achievement.
5 Below grade level
3 At grade level
1 Above grade level
Conditions: Describe other classroom conditions (if any), including student demographics, that have implications for
teaching and what might be observed in the classroom.
One implication for instruction is the nature of the environment in a residential facility. They are
not allowed to be involved in group assignments. All classwork is done either as independent
practice or as one whole group with the teacher involved in direct instruction. The teacher also
needs to be mindful that problem behavior escalates very quickly in this environment. Several
students are on medication and all medication is administered by the staff at the residential
facility. A member of the staff at the facility is generally in the classroom or nearby to administer
support if student behavior interrupts or interferes with learning in an excessive way.
Implications for instruction: Describe two or three ways that you will use the factors identified above in your
planning and instruction.
The achievement level differences require that some assignments have modified versions, and all
students have the option of additional instruction after school hours for extra practice that will
accompany the unit. Additional worksheets and supplemental activities will be provided for
students who struggle. Additional and frequent feedback and re-teaching is necessary for diverse
learners to be motivated to complete work.
Rational for Teaching Interpreting Functions
Interpreting functions is vital to The Big Idea: Algebraic Thinking. The Combined Curriculum
Document (page 21 – 22) states:
High school students extend analysis and use of functions and focus on linear, quadratic,
absolute value and exponential functions. They explore parametric changes on graphs of
functions. They use rules and properties to simplify algebraic expressions. They combine
simple rational expressions and simple polynomial expressions. They factor polynomial
expressions and quadratics of the form 1x2+bx+c.
Essential skills as listed on the document include:
• determine if a relation is a function;
• determine the domain and range of a function (linear and quadratic);
• determine the slope and intercepts of a linear function;
• determine the maximum, minimum, and intercepts (roots/zeros) of a quadratic function and
• evaluate a function written in function notation for a specified rational number.
In the New Kentucky Core Content Document (page 476) the understanding of function remains
an important element in higher level thinking in math. The document states that students will:
Interpreting Functions
1. Understand that a function from one set (called the domain) to another set
(called the range) assigns to each element of the domain exactly one element of the range.
If “f” is a function and x is an element of its domain, then f(x) denotes the output of “f”
corresponding to the input of x. The graph of “f” is the graph of the equation y = f(x).
2. Use function notation, evaluate functions for inputs in their domains, and
interpret statements that use function notation in terms of context.
F-IF
Reasoning with Equations and Inequalities
A-REI
Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is the set of all its
solutions plotted in the coordinate plane, often forming a curve (which could be a
line).
This unit will lay a foundation for understanding of basic operations involving functions
as outlined in both curriculum documents It will include the essential skill of graphing linear
equations which will lead to more complex graphing problems that can be used to illustrate real
world problems in mathematics.
Resources:
http://www.education.ky.gov/kde/instructional+resources/curriculum+documents+and+resources/
teaching+tools/combined+curriculum+documents/
http://www.education.ky.gov/users/otl/POS/KentuckyCommonCore_MATHEMATICS.pdf
CAMPBELLSVILLE UNIVERSITY SCHOOL OF EDUCATION
TASK H: THE UNIT ASSESSMENT PLAN
Name _____Donna Puryear____________________
Course Number SED505
The assessment plan format is based on the Kentucky Teacher Internship teacher
performance assessment model. You will provide information about your assessment plan
including pre-and post-assessments and the alignment of objectives, assessments, and
instruction. The format has been modified for application to teacher preparation. The plan
supports Kentucky Teacher Standard V, Assess and Communicate Learning Results. Review
carefully the Directions for Completing the Assessment Plan.
1. Pre-Assessment Strategies
Objective Addressed
DOK Level
Objective 1: Student will be
able to state the domain and
range of a set of ordered pairs.
DOK 2
Objective 2: Student will be
able to determine if a set of
ordered pairs represent a
function
Objective 3: Student will be
able to graph a linear equation
by solving the equation for
domain and range.
DOK 2
Objective 1: Student will be
able to state the domain and
range of a set of ordered pairs.
Objective 2: Student will be
able to determine if a set of
ordered pairs represent a
function
Objective 1 and 2
Objective 3: Student will be
able to graph a linear equation
by solving the equation for
Pencil & Paper activity in
which the student marks the
domain and range of a set of
ordered pairs
Pencil & Paper activity in
which the student marks a set
of ordered pairs as being a
function or not.
Pencil & Paper activity in
which the student graphs a
linear equation by plotting
values for the domain and
range.
DOK 3
2. Formative Assessment Strategies
Objective Addressed
Description of PreAssessment Strategies
DOK Level
Description of Formative
Assessment Strategies
DOK 2
Guided practice on paper from
sets of ordered pairs on the
Smart-board
DOK 2
Guided practice on paper from
sets of ordered pairs on the
Smart-board
Teacher made exit slip over
the activity
Students will take turns
graphing equations on the
Smart board
DOK 2
DOK 3
domain and range.
Objective 3
Objective 3
DOK 3
DOK 3
Objective 1 -3
DOK 2 and 3
Objective 1-3
DOK 2 and 3
3. Summative/Post-Assessment Plan
Objective Addressed
4.
Objective 1: Student will be
able to state the domain and
range of a set of ordered pairs.
DOK 2
Objective 2: Student will be
able to determine if a set of
ordered pairs represent a
function
Objective 3: Student will be
able to graph a linear equation
by solving the equation for
domain and range.
DOK 2
Objective 3
DOK 3
DOK Level
DOK 3
Exit Slip Activity
Teacher assessment during
guided practice
Exit slip at the end of lesson
Website Activity for SelfAssessment
Description of
Summative/Post-Assessment
Pencil & Paper activity in
which the student marks the
domain and range of a set of
ordered pairs
Pencil & Paper activity in
which the student marks a set
of ordered pairs as being a
function or not.
Pencil & Paper activity in
which the student graph a
linear equation by plotting
values for the domain and
range.
Pencil & Paper activity in
which the student creates the
linear equation from a word
problem and then graph it by
plotting values for the domain
and range.
Role of Student Self-Assessment in this Unit:

Students will check their work when other students/teacher demonstrate how
to graph equations. Students will make corrections and analyze work for
errors in the process of graphing linear equations by plotting values for the
domain and range.
5. Plan to monitor student progress:



3 exit-slip activities will be created that can be used to monitor student
progress.
Independent practice
Individual student demonstrations of graphing equations on the board.
6. Assessment Accommodations or Adaptations:


7.
Students with SLD in math will be allowed to work their math problems with the
use of a calculator
Students with SLD in math will only be given a shortened version of the test that
only has 3 graphing problems.
Plans to Incorporate Technology within Assessment:

Visit the website and complete a fill in the blank worksheet to enhance and expand
understanding of a function:
http://www.coolmath.com/algebra/15-functions/05-domain-range-05.htm
 The Smart-board and ELMO will be used for formative assessment in the
classroom on graphing equations.
 Students will demonstrate graphing on smart-board.
 Students will participate in an interactive power-point presentation during class.
This document represents the pre-assessment activity Name (2 pts)
_____________
Do you remember this math?
20 points total
I can state the domain and range of a function! (5 points)

Put an x on the value that represents the domain of a function (.5 points each):
(7, 9)

(0, 7)
(0, 4)
(4, 9)
(2, 0)
Put an x on the value that represents the range of a function (.5 points each):
(7, 9)
(0, 7)
(0, 4)
(4, 9)
(2, 0)
I can recognize when a set of ordered pairs represent a function!(3 pts)

Do the following represent a function? (write yes or no! 1 point each)
______Set one:
(7, 9)
(7, 10)
(7, 0)
______Set two:
(3, 1)
(6, 4)
(0, 2)
______Set three:
(5, 4)
(2, 4)
(0, 4)
I can graph an equation!
Can you graph this linear equation x + 3 = y ?
Correct ordered pairs (2 points each pair =
8 points)
Correct graph (2 points)
x
y
This will be the summative assessment for this unit:
Functions Test – 100 points
Name: ___________________5 pts.
Section A. State the domain and range of a Function. (1 point each
answer) 10 pts.

Put an x on the value that represents the domain of a function:
(2, 0)

(0, 4)
(1, 4)
(0, 0)
(7, 2)
Put an x on the value that represents the range of a function:
( 7, 9)
(0,7)
(0, 4)
(4, 9)
(x, y)
Section B. State when a set of ordered pairs represents a
function. (5 points each) 25 pts.
 Do the following represent a function? (write yes or no in the
blank 5 points each)
______Set one:
(3, 9)
(3, 10)
(3, 0)
______Set two:
(3, 1)
(6, 4)
(0, 2)
______Set three:
(5, 4)
(2, 4)
(0, 4)
______Set four:
(x, y)
(x, -y)
(x, 0)
______Set five:
(2, 4)
(4, 8)
(3, 6)
Section C. Graphing (6 points each table 9 points each graph)
60 pts.
Create 3 sets of ordered pairs and then
graph the equation: x =  y
x
y
Create 3 sets of ordered pairs and then
graph the equation: y = 2x
x
y
Create 3 sets of ordered pairs and then
graph the equation: y = x + 2
x
y
James is thinking of two positive whole numbers. The sum of the
whole numbers is 10. Graph 3 possible whole number combinations that will
satisfy the sum of two numbers is 10.
x
y
One natural number is 3 times another natural number. The sum of the two
numbers is less than 25. Create an equation and graph 3 possible solutions
x
y
CAMPBELLSVILLE UNIVERSITY SCHOOL OF EDUCATION
TASK I: DESIGNING INSTRUCTIONAL STRATEGIES AND ACTIVITIES
Name Donna Puryear
Course Number SED505
Task I: Pre-Assessment Analysis
Describe the patterns of student performance you found relative to each objective. Attach
tables, graphs or charts of student performance that allowed you to identify the patterns of
student performance noted.
Objective 1: Students will state the domain and range of a system of numbers with 80%
accuracy.
Three students met the goals for this objective.
Two students had 50% accuracy for this objective.
Six students had 0% accuracy for this objective.
Objective 2: Students will determine whether a system of numbers is a function with 80%
accuracy.
Three students have met the goals for this objective.
One student had 66.6% accuracy.
Two students had 33.3% accuracy.
Five students had 0% accuracy.
Objective 3: Students will graph linear functions with 100% accuracy.
Part One: Complete a table of coordinates to solve for an equation.
Four students have met the goals for this objective.
One student had 66.6 % accuracy.
One student had 33.3% accuracy.
Five students had 0% accuracy.
Part Two: Use the table of coordinates to graph the linear solution for the equation.
Three students have met the goals for this objective
Eight students have not met the goals for this objective.
Patterns in student performance:
Students who could not meet objective 1 or 2 had no success with objective 3.
There was more success than I anticipated with Part 1 of Objective 3 possibly because of
the substantial instructional time spent on solving equations. Students were able
to transfer that knowledge to a new Big Idea.
The students who completed the lesson goals with 100% accuracy all work above grade
level.
The three students with specific learning disabilities related to math completed the preassessment with 0% accuracy on all three objectives.
Describe how you used the analysis of your pre-assessment data in your design of
instruction.
The results of my pre-assessment indicate direct instruction in all the objectives will
benefit most of my students. Modeling the lesson will be essential to student understanding.
The use of technology, especially ELMO and the Smart-board will allow students to see the
process during the guided practice. Eight of the students had 0% accuracy on graphing the
equation. Direction instruction in creating a table and graphing the linear equation is essential
for not only success in this unit, but other lessons that build on this skill in future units within the
Big Idea.
How did your awareness of achievement gap groups within your students influence your
planning and instruction?
Providing activities that are challenging to students that already have a good
understanding of this unit is essential to meeting the individual needs of students. Students who
have already met unit goals will be provided with supplemental activities that challenge them at
their level while still delivering opportunities to address learning in the Big Idea of this unit.
Creating different levels of problems will be part of my planning and instruction. I will
plan independent practice worksheets with problems at varying levels. Diverse learners will be
given additional prompts and cues for setting up their table.
In planning this lesson it is important to incorporate the major principles of effective
educational tools. Conspicuous strategies will include full and clear explanation of the process
involved. Mediated Scaffolding will include the support of providing a partial table for the
graphing problems in the initial lessons and removing that support in the fourth lesson. The
lessons will include judicious review that occurs each day over previous knowledge in a variety
of ways.
Task I: Unit Organizer
Lesson #
Objective(s)
Addressed
Instructional
Strategy/Activity
Needed
Adaptations
Assessment(s)
Lesson 1
Objective 1:
Students will
state the
domain and
range of a
system of
numbers with
80% accuracy
Direct
Instruction:
Lecture and
modeling.
Student
worksheet.
DOK 1
Classroom
Management:
Proximity and
positive
feedback
Formative:
Thumbs
up/down
Objective 2:
Students will
determine
whether a
system of
numbers is a
function with
80% accuracy.
Direct
Instruction:
Give examples
of a function.
Use website on
functions to
support
instruction.
Continue
classroom
management.
Formative:
Circulate as
students work.
Provide
assistance
during
independent
practice.
Self: Students
will check
work and
explain or
analyze any
errors.
Continue
classroom
management.
Formative:
Thumbs
up/Down.
Provide
additional
guided
practice as
needed for
Circulate and
watch
independent
practice.
Guided and
independent
Practice:
Students will
evaluate
whether a
system of
numbers is a
function.
Students will
create
examples of
functions.
DOK 2
Lesson 2
Objective 3:
Students will
graph linear
equations with
80% accuracy.
Direct
instruction:
Model
examples.
Mediated
Scaffolding:
provide the
values for “x”
in the activities diverse
for graphing
learners.
equations
More
challenging
problems for
some students.
Lesson 3
Objective 3:
Students will
graph linear
equations with
80% accuracy
Direct
instruction:
Model
examples.
Mediated
Scaffolding:
provide the
values for “x”
in the activities
for graphing
equations
Lesson 4
Objective 3:
Students will
graph linear
equations with
80 %
accuracy.
Direction
Instruction:
Model examples.
Use website on
graphing as
review.
Guided and
Independent
Practice:
Students will
create a graph
with no values
given. DOK2
Students will
create an
equation and
graph DOK 3
Classroom
management.
Provide brief
prompts for
diverse
learners.
Self: Students
explain how
they did their
graphs.
Formative:
Exit slip at the
end of the
lesson.
More
challenging
problems for
some students.
Classroom
management.
Provide
prompts only
as students
need
additional
support.
Provide a
thorough
review of all
concepts for
diverse
learners.
Formative:
Circulate
among
students and
observe work.
Exit slip at the
end of the
lesson.
Self: Students
check work
and analyze
their errors.
Lesson 5
All objectives
Direct
Instruction:
Model all
concepts.
Provide
Summative
Assessment.
Classroom
management.
Summative:
Provide the
students with
Provide
the
additional time assessment.
for diverse
learners.
Provide PreAssessment for
the next Unit.
Use of Technology for Instruction:
Describe how you will use technology to enhance instruction and how students will use technology
to enhance/facilitate their learning.
Graphing will be demonstrated using ELMO and the Smart-board. The Smart-board will be used to
model and provide the students opportunities to model graphing problems.
A Power Point on graphing will be created and used as part of the instruction.
Websites will be shown on the Smart-board for review and support of classroom activities. At this time
my students are not allowed to work independently on the computers, so I will include some website
activities as part of my instruction.
Pre-Assessment Data
Students are
listed in the same
order as they
were identified
on the Task A1
Document.
Objective 1
Objective 2
Objective 3
Objective 3
Students will
state the domain
and range of a
system of
numbers with
80% accuracy.
Students will
determine
whether the
system of
numbers is a
function with
80% accuracy.
Students will
graph linear
functions with
80% accuracy.
Students will
graph linear
functions with
80% accuracy.
Domain and
range +10
Determine a
function +3
Graphing table
+3
Graph on a
coordinate plane
+1
Student 1
+10: 100%
+2: 66.6%
+3: 100%
+1: 100%
Student 2
+0: 0%
+2: 66.6%
+3:100%
+1: 100%
Student 3
+10: 100%
+0: 0%
+3: 100%
+0: 0%
*Student 4
+0: 0%
+0: 0%
+0: 0%
+0: 0%
Student 5
+5: 50%
+0: 0%
+0: 0%
+0: 0%
Student 6
+0: 0%
+3: 100%
+2: 66.6%
+0: 0%
*Student 7
+0: 0%
+0: 0%
+0: 0%
+0: 0%
Student 8
+0: 0%
+1: 33.3%
+0: 0%
+0: 0%
*Student 9
+0: 0%
+0: 0%
+0: 0%
+0: 0%
Student 10
+5: 50%
+1: 33.3%
+2: 66.6%
+0: 0%
Student 11
+10: 100%
+3: 100%
+3: 100%
+1: 100%
*Indicates diverse learners with SLD in math.
Indicates students who have mastered the unit and will be provided supportive curriculum to
enhance their learning experience.
A.2 Lesson Plan Format
Modified from the K-TIP Teacher Performance Assessment Program, Task A-2
Name: Donna Puryear Date: April 4, 2011
# of Students: 11
Subject: Math
# of IEP Students: 8
Course Number: SED505
# of G/T Students 0 # of ESL/ELL Students: 0
Age/Grade Level: 9- 11 Lesson Length: One 45 minutes lesson
Unit Title: Interpreting Functions
Lesson Number and Title: Lesson One: Domain, Range and Function
Context
 Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic.
 Describe the students’ prior knowledge or the focus of the previous lesson.
 Describe generally any critical student characteristics or attributes that will affect student learning.
This lesson will introduce the terminology domain, range and function. This knowledge is essential for
continuing within this unit and future units on more complex activities with coordinates in the coordinate
plane. Students have prior knowledge of solving equations and plotting points. These two skills are
essential to this week’s lesson. Students who have shown a “weak” mastery of these skills will need
supports during this lesson.
Objectives
State what students will demonstrate as a result of this lesson. Objectives must be student-centered and
observable/measurable.
1. Students will state the domain and range of a system of numbers with 80% accuracy.
2. Students will determine whether the system of numbers is a function with 80% accuracy.
Connections
Connect your goals and objectives to appropriate Kentucky Core Content, Program of Studies, and
National Standards. Use no more than two or three connections, and if not obvious, explain how each
objective is related to the Core Content, Program of Studies, and National Standards.
The Kentucky Core Academic Standards
Interpreting Functions
F-IF
Understand the Concept of a function and use function notation.
1. Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If “f” is a function and x is an element of its
domain, then f(x) denotes the output of “f” corresponding to the input of x. The graph of “f” is the graph
of the equation y = f(x).
2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use
function notation in terms of context.
Reasoning with Equations and Inequalities
A-REI
Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
Combined Curriculum Document
Big Idea: Algebraic Thinking
High school students extend analysis and use of functions and focus on linear, quadratic, absolute value
and exponential functions. They explore parametric changes on graphs of functions. They use rules and
properties to simplify algebraic expressions. They combine simple rational expressions and simple
polynomial expressions. They factor polynomial expressions and quadratics of the form 1x2+bx+c.
MA-HS-5.1.5
Students will:
• determine if a relation is a function;
• determine the domain and range of a function (linear and quadratic);
DOK 2
Asses Assessment Plan
Using the tabular format below, describe how each lesson objective will be assessed formatively to determine student
progress. Describe any summative assessment to be used if it is a part of this lesson. Include copies of assessment
instruments and rubrics (if applicable to the lesson plan).
Objective/Assessment Plan Organizer
Objective Number
Type of
Description of
Depth of
Knowledge
Adaptations
and/or
Objective 1: Student
will be able to state the
domain and range of a
set of ordered pairs
with 80% accuracy.
Objective 2:
Assessment
Assessment
Level
Formative
Observations
during
Independent
practice
DOK 2
Self
Analyze guided
practice errors
Formative
Exit Slip
Formative
Circulate during
Independent
practice
Students will determine
whether a system of
numbers is a function
with 80% accuracy.
Self
Analyze guided
practice errors.
Formative
Exit Slip
Accommodations
1. Provide extra
time if needed.
2. Classroom
management
procedures for
students with IEP’s
for EBD
1. Provide extra
time if needed.
DOK 2
2. Classroom
management
procedures for
students with IEP’s
for EBD.
Resources, media and technology


List the specific materials and equipment needed for the lesson. Attach copies of printed materials to
be used with the students.
If appropriate, list technology resources for the lesson including hardware, software, and Internet
URLs, and be sure to cite the sources used to develop this lesson.





Smart-board
ELMO
Graph paper and rulers
http://www.purplemath.com/modules/fcns2.htm
http://www.purplemath.com/modules/fcns.htm
Procedures
Describe the strategies and activities you will use to involve students and accomplish your objectives
including how you will trigger prior knowledge and how you will adapt strategies to meet individual
student needs and the diversity in your classroom.
Beginning Review: Teacher will create a display on the smart-board that illustrates the following: an
ordered pair, origin, x-axis, and y-axis. Teacher will ask the following questions: Where is the ordered
pair on the graph? What are its coordinates? Where is the origin, Where is the x-axis? Where is the yaxis?
Anticipatory Set: Students will pass out cards with numbers on them. When the teacher calls out “7, 4”
the two students with those numbers come to the class. Teacher will explain that the first one to come up
is the domain and the second one is the range. The teacher will call out sets of two numbers until all
students have come to the front of the class.
Concept Development: The teacher will model several pairs of numbers and explain the first one is always
the domain and the second range. (A good way to remember is d comes before r in the alphabet.)
Introduce the concept of function.
Use the website: http://www.purplemath.com/modules/fcns.htm to illustrate the concept of function.
Provide students with examples of number sets that do and do not illustrate functions. Teacher would
explain the vertical line test, and go over examples on the smart board from the website.
Guided Practice: Write examples on the white board of a set of the domain and range similar to the
exercises that are still displayed on the smart-board. Students will determine whether each set of numbers
of a function. Teacher would then take away the prompt of examples on the smart board and circulate
among the class while 5 different problems were displayed on the smart-board (3 of the problems would
be sets of numbers and 2 of the problems would be graphs. Students would d write 1 – 5 on their paper,
and write either “function,” or “not a function.” After all students complete the work the students would
check their work and analyze their errors.
Independent Practice: Teacher would give students a worksheet of 10 problems to complete in class. The
first 5 problems with be regarding domain and range, the second 5 problems will be determining whether a
system of numbers is a function. Teacher will circulate among the class and answer questions as needed.
If students are making errors then teacher will reteach using some of the problems as examples. Students
will exchange papers and check others work.
Ending Review: Teacher will write a set of 3 ordered pairs that represent a function. Teacher will ask,
“What are the domains in each set of ordered pairs?” What are the ranges in each set of ordered pairs?”
“Are these ordered pairs a function?” and “How do you know?” Student will have a quick exit slip
activity. Teacher will write a set of ordered pairs and ask students to write the domain on the paper and
circle it. Write the range on a paper and put a box on it. Teacher will write a set of three ordered pairs and
ask students to write either “function” or not a “function on their paper.”
A.2 Lesson Plan Format
Modified from the K-TIP Teacher Performance Assessment Program, Task A-2
Name: Donna Puryear Date: April 4, 2011
# of Students: 11
Subject: Math
# of IEP Students: 8
Course Number: SED505
# of G/T Students 0 # of ESL/ELL Students: 0
Age/Grade Level: 9- 11 Lesson Length: One 45 minutes lesson
Unit Title: Interpreting Functions
Lesson Number and Title: Lesson Two: Graphing a Line given an equation and the “x” coordinate.
Context
 Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic.
 Describe the students’ prior knowledge or the focus of the previous lesson.
 Describe generally any critical student characteristics or attributes that will affect student learning.
This lesson follows the lesson on domain, range and function. Students will use that knowledge to solve
an equation and graph the linear function. Students will also use prior knowledge of solving equations
which is an essential algebra skill. Several of the students have struggled with this. One student with
SLD in math will need additional guided practice. This lesson is an essential building block for lessons in
Reasoning with Equations and Inequalities.
Objectives
State what students will demonstrate as a result of this lesson. Objectives must be student-centered and
observable/measurable.
3. Students will graph linear functions with 80% accuracy.
Connections
Connect your goals and objectives to appropriate Kentucky Core Content, Program of Studies, and
National Standards. Use no more than two or three connections, and if not obvious, explain how each
objective is related to the Core Content, Program of Studies, and National Standards.
The Kentucky Core Academic Standards
Interpreting Functions
F-IF
Understand the Concept of a function and use function notation.
1. Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If “f” is a function and x is an element of its
domain, then f(x) denotes the output of “f” corresponding to the input of x. The graph of “f” is the graph
of the equation y = f(x).
2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use
function notation in terms of context.
Reasoning with Equations and Inequalities
A-REI
Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
Combined Curriculum Document
Big Idea: Algebraic Thinking
High school students extend analysis and use of functions and focus on linear, quadratic, absolute value
and exponential functions. They explore parametric changes on graphs of functions. They use rules and
properties to simplify algebraic expressions. They combine simple rational expressions and simple
polynomial expressions. They factor polynomial expressions and quadratics of the form 1x2+bx+c.
MA-HS-5.1.5
Students will:
• determine if a relation is a function;
• determine the domain and range of a function (linear and quadratic);
DOK 2
Asses Assessment Plan
Using the tabular format below, describe how each lesson objective will be assessed formatively to determine student
progress. Describe any summative assessment to be used if it is a part of this lesson. Include copies of assessment
instruments and rubrics (if applicable to the lesson plan).
Objective/Assessment Plan Organizer
Objective Number
Type of
Assessment
Description of
Assessment
Depth of
Knowledge
Level
Adaptations
and/or
Accommodations
Objective 1: Student
will be able to state the
domain and range of a
set of ordered pairs
with 80% accuracy.
Summative
Quiz
DOK 2
1. Provide extra
time if needed.
2. Classroom
management
procedures for
students with IEP’s
for EBD.
Objective 2:
Students will
determine whether a
system of numbers is a
function with 80%
accuracy.
Objective 3
Formative
Circulate and
check individual
graphs.
Students will graph
linear functions with
80% accuracy.
Formative
Independent
Practice
DOK 2
1. Provide extra
time if needed.
2. Classroom
management
procedures for
students with IEP’s
for EBD.
Resources, media and technology


List the specific materials and equipment needed for the lesson. Attach copies of printed materials to
be used with the students.
If appropriate, list technology resources for the lesson including hardware, software, and Internet
URLs, and be sure to cite the sources used to develop this lesson.
Computer, Smart-board, and Elmo
Graph paper and rulers
Website: http://freemathhelp.com/linear-equations.html
Procedures
Describe the strategies and activities you will use to involve students and accomplish your objectives
including how you will trigger prior knowledge and how you will adapt strategies to meet individual
student needs and the diversity in your classroom.
Beginning Review: The beginning review will include question from yesterday’s lesson. After the
beginning review provide the students with a short quiz over yesterday’s lesson.
Teacher will ask, “What does the term domain mean?” What is range?” Teacher will provide an example
on the board of domain and range which represent a function and examples that do not. Teacher will ask
for each set of numbers. “Does this represent a function?” “Why or Why not?” Students will offer
answers.
Anticipatory Set: Have the students stand up and represent the coordinate plane with their bodies by
putting their arms straight out from their sides. Ask, “What is the x-axis?” (arms) What is the y-axis?
(body) Go to a student and hold a yardstick so that it crosses their arms and torso. Explain that points can
represent answers to equations, and those points can make a line. This line is the graph of the equations.
Today students we are going to plot points in an organized way. The points will present a function.
Concept Development: Present the students with the website page from: http://freemathhelp.com/linearequations.html Teachers says, “Now we will try graphing some on our own.” Teacher will switch Smartboard to ELMO and model creating a table, providing the values for “x” and then solving for the unknown
values, and plotting the points.
Guided Practice: Teacher will provide students graph paper and rulers. Teacher will write the steps on the
white board and then model the process on the Smart-board using ELMO. Teacher will start with simple
equations like x = y, x = y + 3, and y = 2x.
Independent Practice: Students will be given the table that is partially filled in for a fourth graph that they
will complete and then graph on their own. Teacher will circulate during this time for formative
assessment.
Ending Review: Go back to the website: http://freemathhelp.com/linear-equations.html Review using
graphics on this site. Write an equation and a partially filled out table for x and y on the board. Have
students write the equation, fill out the table, and graph the line at the end of class.
A.2 Lesson Plan Format
Modified from the K-TIP Teacher Performance Assessment Program, Task A-2
Name: Donna Puryear Date: April 4, 2011
# of Students: 11
Subject: Math
# of IEP Students: 8
Course Number: SED505
# of G/T Students 0 # of ESL/ELL Students: 0
Age/Grade Level: 9- 11 Lesson Length: One 45 minutes lesson
Unit Title: Interpreting Functions
Lesson Number and Title: Lesson Three: Graphing a line given an equation without a partial table.
Context
 Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic.
 Describe the students’ prior knowledge or the focus of the previous lesson.
 Describe generally any critical student characteristics or attributes that will affect student learning.
This lesson will build on yesterday’s lesson of graphing equations. Today the students will not be
provided the value for “x or y” to start with. They will be deciding which values will satisfy the
equation without any prompts. This lesson will also build on previous skills that require students to
solve equations using more than one operation. The students that struggle with this assignment will
be provided with additional guided practice if needed.
Objectives
State what students will demonstrate as a result of this lesson. Objectives must be student-centered and
observable/measurable.
Students will graph linear functions with 80% accuracy.
Connections
Connect your goals and objectives to appropriate Kentucky Core Content, Program of Studies, and
National Standards. Use no more than two or three connections, and if not obvious, explain how each
objective is related to the Core Content, Program of Studies, and National Standards.
The Kentucky Core Academic Standards
Interpreting Functions
F-IF
1. Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If “f” is a function and x is an element of
its domain, then f(x) denotes the output of “f” corresponding to the input of x. The graph of “f” is the
graph of the equation y = f(x).
Reasoning with Equations and Inequalities
A-REI
Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
Combined Curriculum Document
Big Idea: Algebraic Thinking
High school students extend analysis and use of functions and focus on linear, quadratic, absolute value
and exponential functions. They explore parametric changes on graphs of functions. They use rules and
properties to simplify algebraic expressions. They combine simple rational expressions and simple
polynomial expressions. They factor polynomial expressions and quadratics of the form 1x2+bx+c.
Asses Assessment Plan
Using the tabular format below, describe how each lesson objective will be assessed formatively to determine
student progress. Describe any summative assessment to be used if it is a part of this lesson. Include copies of
assessment instruments and rubrics (if applicable to the lesson plan).
Objective/Assessment Plan Organizer
Objective Number
Type of
Assessment
Description of
Assessment
Objective 3: Student
will be able to graph a
linear equation by
solving the equation
for domain and range.
Formative
Independent
Practice on
graphing an
equation
Depth of
Knowledge
Level
Adaptations and/or
Accommodations
1. Provide extra
time if needed.
DOK 2
2. Classroom
management
procedures for
students with IEP’s
for EBD.
Self
Ending Review
Formative
Exit Slip
Resources, media and technology


List the specific materials and equipment needed for the lesson. Attach copies of printed materials to
be used with the students.
If appropriate, list technology resources for the lesson including hardware, software, and Internet
URLs, and be sure to cite the sources used to develop this lesson.
Computer, Smart-board, ELMO
Graph paper and rulers
Use website: http://www.crctlessons.com/math-vocabulary.html
Procedures
Describe the strategies and activities you will use to involve students and accomplish your objectives
including how you will trigger prior knowledge and how you will adapt strategies to meet individual
student needs and the diversity in your classroom.
Beginning Review: The website: http://www.crctlessons.com/math-vocabulary.html provides
terminology for all the math concepts that have been discussed this week. Use this website to review,
function, and linear equation.
Anticipatory Set: Put a first quadrant graph on Smart-board using ELMO, and provide a simple problem
for plotting points that show the relationship between cookies and calories per cookie. Have each student
create a graph on their own graph paper. Explain to students that we are going to solve equations and
graph the lines. Provide a cookie for each student who participates in the lesson today. Provide
opportunities for all students to get a cookie by helping with a graph or answering a question.
Concept Development: Teacher will model using ELMO and Smart-board. Teacher will explicitly model
and say these three steps: “Step 1: I found three coordinates that were solutions for the equation. 2. I
plotted the points. 3. I used a straightedge to draw the line.” Teacher will find values for another
equation and explain strategy for finding coordinates without any prompts each.
Guided Practice: Provide the students with graph paper and rulers. Teacher will model the steps of one
problem similar to those worked yesterday. Remind the student of the steps in the concept development.
Today the values for “x” will not be provided. Model strategies for whether to find x or y first for the
students. Students will complete the graph at their seat while the teacher models.
Independent Practice: Write an equation on the board and allow the student’s to work independently
during class. Circulate and check student’s progress and understanding. Keep adding equations to the
board as long as time permits. Provide DOK 3 problems that require a student to come up with their own
equation that fits the description on the board. For example, “Write an equation that cross the y axis at
the point (0, 4). Have students complete an exit slip for a formative assessment of the lesson by just
providing them with an equation and allowing them to complete the table and graph on their own.
Ending Review: Allow one of the students to display their graph from the independent practice using the
ELMO, and explain the steps they went through. While student is explaining, teacher can write on the
smart-board: Step 1: I found three coordinates that were solutions for the equation. 2. I plotted the
points. 3. I used a straightedge to draw the line. Allow students to check their own work and analyze for
errors. Review with the students if needed. Ask the following question, “How did you know how to
select the value for “x.” Have students explain how they selected “x.”
A.2 Lesson Plan Format
Modified from the K-TIP Teacher Performance Assessment Program, Task A-2
Name: Donna Puryear Date: April 4, 2011
# of Students: 11
Subject: Math
# of IEP Students: 8
Course Number: SED505
# of G/T Students 0 # of ESL/ELL Students: 0
Age/Grade Level: 9- 11 Lesson Length: One 45 minutes lesson
Unit Title: Interpreting Functions
Lesson Number and Title: Lesson Four: Graphing an equation from a word problem
Context
 Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic.
 Describe the students’ prior knowledge or the focus of the previous lesson.
 Describe generally any critical student characteristics or attributes that will affect student learning.
Students have background knowledge of solving equations when given a partially filled in table, and when
creating their own table. Today students will create an equation from a word problem. This is a critical
step in application of skills. The lessons that follow will continue to build on this skill of applying the
principles of graphing to interpreting and displaying data.
Objectives
State what students will demonstrate as a result of this lesson. Objectives must be student-centered and
observable/measurable.
Students will graph linear functions with 80% accuracy.
Connections
Connect your goals and objectives to appropriate Kentucky Core Content, Program of Studies, and
National Standards. Use no more than two or three connections, and if not obvious, explain how each
objective is related to the Core Content, Program of Studies, and National Standards.
The Kentucky Core Academic Standards
Interpreting Functions
F-IF
1. Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If “f” is a function and x is an element of its
domain, then f(x) denotes the output of “f” corresponding to the input of x. The graph of “f” is the graph
of the equation y = f(x).
Reasoning with Equations and Inequalities
A-REI
Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
Combined Curriculum Document
Big Idea: Algebraic Thinking
High school students extend analysis and use of functions and focus on linear, quadratic, absolute value
and exponential functions. They explore parametric changes on graphs of functions. They use rules and
properties to simplify algebraic expressions. They combine simple rational expressions and simple
polynomial expressions. They factor polynomial expressions and quadratics of the form 1x2+bx+c.
Asses Assessment Plan
Using the tabular format below, describe how each lesson objective will be assessed formatively to determine student
progress. Describe any summative assessment to be used if it is a part of this lesson. Include copies of assessment
instruments and rubrics (if applicable to the lesson plan).
Objective/Assessment Plan Organizer
Objective Number
Type of
Assessment
Description of
Assessment
Objective 3: Student
will be able to graph a
linear equation by
solving the equation
Formative
Independent
practice graphing
an equation
Depth of
Knowledge
Level
Adaptations and/or
Accommodations
DOK 2
1. Provide extra
time if needed.
2. Classroom
for domain and range.
Self
Students will
analyze their
errors on the
independent
practice during the
final review
management
procedures for
students with IEP’s
for EBD.
Resources, media and technology


List the specific materials and equipment needed for the lesson. Attach copies of printed materials to
be used with the students.
If appropriate, list technology resources for the lesson including hardware, software, and Internet
URLs, and be sure to cite the sources used to develop this lesson.
Computer, Smart-board, and ELMO
Graph paper and rulers.
Procedures
Describe the strategies and activities you will use to involve students and accomplish your objectives including how
you will trigger prior knowledge and how you will adapt strategies to meet individual student needs and the diversity
in your classroom.
Beginning Review: Teacher will review terms related to the lesson: domain, range, and function. Teacher
will ask, “What is a word problem?” Also review what a whole number is since this terminology is used
in the concept development.
Anticipatory Set: Teacher will divide a word problem into sections and pass out the sections to students in
the class. Teacher will ask, “Who has the section that goes first?” Hint: Look for the one that starts with
a capital letter. “Who has the section that goes last?” Hint: Look for the one that ends in a period. Have
the students stand in front of the class and work at putting their sections together to make a word problem
that makes sense. Read the word problem to the class.
Concept Development: Todays lesson will be a little different. “Today I am going to write word problems
on the board first. We will use the information in the word problems to write an equation. Let’s start with
the one we put together in the practice set.” Teacher will model underlining the key words in the word
problem. Such as: The sum of two numbers is 7. Both numbers are positive whole numbers. The teacher
would ask students for words they think are important making sure that the students understand that “sum”
indicates addition. We are using addition with two numbers. Those numbers will be represented by “x”
and “y”. What is the sum? Students will indicate 7, and teacher will ask for all the possible combinations
of positive whole numbers that equal 7. Teacher will model putting the information in ordered pairs and
graphing.
Guided Practice: Post problems on the Smart-board and have students graph at their seat. Allow one or
two students to go to the smart-board and graph while the teacher talks them through the problem.
Independent Practice: Students will work independently to complete a worksheet of two problems.
Teacher will circulate among the students and assess for understanding. As students who have mastered
this subject work quickly through the independent practice turn their attention to the enrichment activity on
the board: “Create your own word problem that can be illustrated on the coordinate plane.” (DOK 3)
Allow students to demonstrate their problem using ELMO to the class.
Ending Review: Teacher will have the students display their work on the Smart-board using ELMO.
They will explain their strategies and analyze any errors that occurred. Teacher will ask, “Who else made
this mistake?” or “Who had a different strategy for selecting their points?”
A.2 Lesson Plan Format
Modified from the K-TIP Teacher Performance Assessment Program, Task A-2
Name: Donna Puryear Date: April 4, 2011
# of Students: 11
Subject: Math
# of IEP Students: 8
Course Number: SED505
# of G/T Students 0 # of ESL/ELL Students: 0
Age/Grade Level: 9- 11 Lesson Length: One 45 minutes lesson
Unit Title: Interpreting Functions
Lesson Number and Title: Lesson Five: Assessment Day
Context
 Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic.
 Describe the students’ prior knowledge or the focus of the previous lesson.
 Describe generally any critical student characteristics or attributes that will affect student learning.
This lesson will provide the summative assessment for this week. The performance of this lesson will
provide the basis for the following week’s lesson. This lesson will be followed with lessons on finding
the intercepts and slope of an equation..
Objectives
State what students will demonstrate as a result of this lesson. Objectives must be student-centered and
observable/measurable.
Students will state the domain and range of a system of numbers with 80% accuracy.
Students will determine whether the system of numbers is a function with 80% accuracy.
Students will graph linear functions with 80% accuracy.
Connections
Connect your goals and objectives to appropriate Kentucky Core Content, Program of Studies, and
National Standards. Use no more than two or three connections, and if not obvious, explain how each
objective is related to the Core Content, Program of Studies, and National Standards.
The Kentucky Core Academic Standards
Interpreting Functions
F-IF
Understand the Concept of a function and use function notation.
1. Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If “f” is a function and x is an element of its
domain, then f(x) denotes the output of “f” corresponding to the input of x. The graph of “f” is the graph
of the equation y = f(x).
2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use
function notation in terms of context.
Reasoning with Equations and Inequalities
A-REI
Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
Combined Curriculum Document
Big Idea: Algebraic Thinking
High school students extend analysis and use of functions and focus on linear, quadratic, absolute value
and exponential functions. They explore parametric changes on graphs of functions. They use rules and
properties to simplify algebraic expressions. They combine simple rational expressions and simple
polynomial expressions. They factor polynomial expressions and quadratics of the form 1x2+bx+c.
MA-HS-5.1.5
Students will:
• determine if a relation is a function;
• determine the domain and range of a function (linear and quadratic);
DOK 2
Asses Assessment Plan
Using the tabular format below, describe how each lesson objective will be assessed formatively to determine student
progress. Describe any summative assessment to be used if it is a part of this lesson. Include copies of assessment
instruments and rubrics (if applicable to the lesson plan).
Objective/Assessment Plan Organizer
Objective Number
Type of
Assessment
Description of
Assessment
Depth of
Knowledge
Level
Adaptations and/or
Accommodations
Objective 1:
Summative
Student will be able to
state the domain and
range of a set of
ordered pairs.
Objective 3:
Students will graph
linear functions with
80% accuracy.
DOK 2
1. Provide extra
time if needed.
2. Classroom
management
procedures for
students with IEP’s
for EBD.
Objective 2:
Students will determine
whether a system of
numbers is a function
with 80% accuracy.
The Post Test will
be given on all 3
objectives today.
The Post Test will
be given on all 3
objectives today.
1. Provide extra
time if needed.
DOK 2
2. Classroom
management
procedures for
students with IEP’s
for EBD.
Summative
Summative
The Post Test will
be given on all 3
objectives today.
DOK 2
1. Provide extra
time if needed.
2. Classroom
management
procedures for
students with IEP’s
for EBD.
Resources, media and technology


List the specific materials and equipment needed for the lesson. Attach copies of printed
materials to be used with the students.
If appropriate, list technology resources for the lesson including hardware, software, and
Internet URLs, and be sure to cite the sources used to develop this lesson.
Computer, Smart-board, and ELMO
Graph paper and rulers.
Procedures
Describe the strategies and activities you will use to involve students and accomplish your
objectives including how you will trigger prior knowledge and how you will adapt strategies to
meet individual student needs and the diversity in your classroom.
Beginning Review: Beginning Review will be a review of all concepts. Teacher will ask, “What
do we mean by domain, range, and function?” “How do you graph a linear equation?”
Anticipatory Set: Teacher will display 22 golden coins. Students that follow the testing rules:
quiet, eyes on your paper, and stay in your seat will earn a coin. All students who make an A/B
on the test will earn a second coin. Coins will be turned in for predetermined prizes that include:
lunch with the teacher, free-time on the computer (unless they are on baseline privileges with
computer), 15 minute walk outside with the aid, or a prize from the gold box (lead pencils, lead,
markers, crayons, pencil boxes, etc.).
Concept Development: Teacher says, “Today we will be taking an assessment on what we have
learned this week. Let’s go over some of the more difficult problems.” Teacher will use this time
to reteach concepts that some of the students have been struggling to complete this week. Display
a coordinate plane on the Smart-board. Talk through the steps of graphing an equation: Select
an x or y coordinate. Solve for the unknown. Create a table. Graph the points and create a line.
Explain that when a problem doesn’t give the equation you have to create the equation from the
information given.
Guided Practice: After explaining have several students take turns plotting points in front of the
class to create linear graphs. Give correction as needed.
Independent Practice: Independent practice will be the Post-Assessment. Have aid assist grading
papers, so that the students get immediate feedback and reinforcement.
Ending Review: As an ending review work one of the assessment problems on the board, and
have the students explain the steps. Pass out gold coins and rewards.
ADDENDUM TO TASK A-2
IMPORTANT: THE FOLLOWING CHART IS TO BE COMPLETED ONLY IF THIS
LESSON IS TAUGHT IN A CLASSROOM AND PRE-POST-ASSESSMENTS ARE
CONDUCTED.
Pre-Assessment Analysis
Describe the patterns of student performance you found relative to each objective. Attach tables,
graphs or charts of student performance that allowed you to identify the patterns of student
performance noted.
My post assessment data is at the end of this document. All students made measureable gains on the
assessment except those students who were at mastery level at the beginning of the unit.
Objective 1: All of the students mastered objective #1 (Students will state the domain and range of a
system of numbers with 80% accuracy.) with 100% accuracy.
Objective 2: All students except one mastered objective #2 (Students will determine whether the system
of numbers is a function with 80% accuracy. Eight students master this goal with 100% accuracy. Two
mastered this goal at 80% accuracy, and 1 made measurable gains, but only had 66.6% accuracy.
Objective 3: Objective Three (Students will graph linear functions with 80% accuracy.) was measured at 3
different task levels. Level One was creating a graphing table the consisted of three sets of domain and
range. This level was mastered at 100% by eight of the students, and at 88.8% by two of the students.
One student did not master this objective, but his performance went from 0% to 66.6% on this task. The
second task was to create a graph from the set of points. Seven students were at 100%, and 4 were at
66.6% mastery for this level which was still a significant gain for of 66.6% for these students. The third
task related to objective 3 was more complex. If students showed mastery on the first two tasks of
Objective 3 then they have mastered this objective.
Describe how you used the analysis of your pre-assessment data in your design of instruction.
When analyzing my pre-assessment data I realized that several of my students were at mastery level on
all the objectives. I added the additional task to Objective Three to enrich the lesson and provide more
challenging activities for some of the students. I also made sure that I had a great deal of explicit
instruction within my lessons for those students who have very low levels of understanding regarding this
concept at the beginning of the unit.
How did your awareness of achievement gap groups within your students influence your planning
and instruction?
I provided extra time for some of the struggling learners, and I provided a tutoring session after school
the day before the assessment. I also provided several different problems on the board, and had the
students who were more advanced solve multi-step equations for their graphs.
Worksheet on Lesson One – 20 points
Domain, Range, and Function
Circle the domain & Underline the range in the problems below(6 pts):
(7, 9)
(0, 7)
(4, 9)
Fill in the blank.(4 points)
The “x” coordinate is the ______________________________.
The “y” coordinate is the ______________________________.
State whether the following sets of numbers or graphs are functions. Write Yes or
NO (10 points):
______Set one:
(7, 9)
(7, 10)
(7, 0)
______Set two:
(3, 1)
(6, 4)
(0, 2)
______Set three: (5, 4)
(2, 4)
(0, 4)
__________
_________
This quiz is a portion of the pre-assessment.
Math Quiz
20 points total
I can state the domain and range of a function! (5 points)

Put an x on the value that represents the domain of a function (.5 points each):
(7, 9)

(0, 7)
(0, 4)
(4, 9)
(2, 0)
Put an x on the value that represents the range of a function (.5 points each):
(7, 9)
(0, 7)
(0, 4)
(4, 9)
(2, 0)
I can recognize when a set of ordered pairs represent a function!(3 pts)

Do the following represent a function? (write yes or no! 1 point each)
______Set one:
(7, 9)
(7, 10)
(7, 0)
______Set two:
(3, 1)
(6, 4)
(0, 2)
______Set three:
(5, 4)
(2, 4)
(0, 4)
This is the graph I use with Elmo on the Smartboard
Day 3 Activities: Anticipatory Set Activity
Each cookie contains 100 calories. Graph the relationship between cookies (x-axis) and calories
(y-axis.)
Exit Slip Activity
Graph the following equation by creating a
table of coordinates for:
x = 2y
**I used this same exit slip activity several
times, but would change the equation from
simple to more complex.
Day Four Independent Practice:
The sum of two whole numbers is 8. Write the equation and graph 3 possible
whole number combinations that will satisfy this equation.
x
y
One natural number is 2 times another natural number. The sum of the two
numbers is less than 20. Create an equation and graph 3 possible solutions
x
y
Post-Assessment Data
Students are
listed in the
same order as
they were
identified on
the Task A1
Document.
Objective 1
Objective 2
Objective 3
Objective 3
Objective 3
Students will
state the
domain and
range of a
system of
numbers with
80% accuracy.
Students will
determine
whether the
system of
numbers is a
function with
80% accuracy.
Students will
graph linear
functions with
80% accuracy.
Students will
graph linear
functions with
80% accuracy.
Students will
graph linear
functions
with 80%
accuracy.
Domain and
range +10
Determine a
function +5
Graphing table
+9
Graph on a
coordinate
plane +3
Create graph
from word
problem
table + 2
graph + 2
Student 1
+10: 100%
+5: 100%
+9: 100%
+3: 100%
+2/+2:100 %
Student 2
+10: 100%
+5: 100%
+9: 100%
+3: 100%
+2/+2:100 %
Student 3
+10: 100%
+5: 100%
+9: 100%
+3: 100%
+2/+2:100 %
*Student 4
+10: 100%
+4: 80%
+6: 66.6%
+2: 66.6%
+0/+0: 0%
Student 5
+10:100%
+5: 100%
+9: 100%
+3:100%
+1/+1: 50%
Student 6
+10:100%
+5: 100%
+9: 100%
+3:100%
+1/+1: 50%
*Student 7
+10: 100%
+3: 66.6%
+8: 88.8%
+2: 66.6%
+1/+1: 50%
Student 8
+10:100%
+5: 100%
+9: 100%
+2:66.6%
+1/+1: 50%
*Student 9
+10: 100%
+4: 80%
+8: 88.8%
+2: 66.6%
+1/+1: 50%
Student 10
+10:100%
+5: 100%
+9: 100%
+3:100%
+0/+0: 0%
Student 11
+10: 100%
+5: 100%
+9: 100%
+3: 100%
+2/+2:100 %
*Indicates diverse learners with SLD in math.
Semantic Web for Math Unit on Domain Range and Function
Comparing data in
coordinate plane
Word Problems
Vocabulary
Study Patterns
in Nature
Science
Language Arts
Math Unit
Social Studies
Domain, Range, and
Function
Humanities
Study patterns in
Art
History of math:
Who developed it?
History of math:
When was it first
used?
Create a rap or
mnemonic device to
remember terms
CAMPBELLSVILLE UNIVERSITY SCHOOL OF EDUCATION
TASK J-2: COMMUNICATION AND FOLLOW-UP
Name Donna Puryear
Course Number SED505
The Communication and Follow-up task is based on the Kentucky Teacher Internship
Program teacher performance assessment model. It has been modified for application to
teacher preparation. Task J2 is used to document the feedback provided to students,
parents/caregivers, and colleagues regarding classroom expectations, student progress,
and ways they can become involved in learning. Several methods of providing feedback
should be provided.
1. Describe several ways you introduced the unit and provided feedback throughout
the unit you taught. What information did you provide to the groups* listed below
prior to your instruction, during your instruction, and after the instruction? How
did you communicate that information?
Information Provided and Methods Used
Group
Prior to
Instruction
During Instruction
After Instruction
Students
Each week I post
the Big Idea that we
are working on. On
Friday I update the
Big Idea and give a
brief introduction
when the Big Idea
changes. I stress
that the new topic is
going to be fun, and
highlight some of
the new concepts.
Positive feedback
during guided
practice and
independent
practice. Coach
the students that
they can have
success.
Encourage if they
do not “get it” the
first time by
reminding them that
we will continue this
topic for several
days.
Positive comments
on the quiz.
Provide after school
support for students
who struggled.
Parents/Caregivers
The role of
“caregiver” is
provided by the
One staff joined our
class during one of
the lessons.
I was able to report
that all the students
had made
residential staff at
our facility. I did
not communicate
prior to this unit, but
I frequently invite
them to join our
math class so that
they can help the
students with
homework. They
are all comfortable
enough to come to
me with questions.
Colleagues
I share with my
assistant the types
of lessons I have
planned each week
and how she can
assist me in
grading papers or
helping students.
measurable
progress during this
math unit.
My assistant’s
primary
responsibility during
my class is to
monitor behavior
issues.
She shared with me
how she observed
students working,
and how much
assistance some of
them needed to
complete the tasks.
We discussed
strategies such as
moving student’s
seats and providing
teacher proximity to
assist students.
2. Reflect on the information you communicated with students, parents/caregivers,
and colleagues and the methods you used. To what extent did the methods used
involve one-way communication that required no response or two-way
communication that required or elicited responses and/or involvement?
Most of my conversations regarding this unit were primarily verbal. I asked during each
lessons before we began the independent practice, “Who feels confident going on?” and
“Who would like to see one more example on the board?”
I also provided several written communications during this unit. I wrote notes on
students’ papers to provide positive feedback, or to assist in analyzing errors. I also
provided a written communication to staff at the end of each day regarding behavior
issues that surfaced during the class. At the end of the week, I posted the grades for
each student for the weekly report that we pass along to staff. Their success in school
contributes to their success in the treatment program at the facility.
3. Looking to the future, how could you modify the information provided and the
methods used to increase each group’s involvement in the learning process?
I would like to have more communication with my students. I would like to meet individually
with 3 or 4 students a week for about 10 minutes each to talk about their progress in math.
Any interests or questions they have. I would also like to contribute to their after school
quiet hour study sessions. I would like to use my lunch break more productively with the
other classroom teacher to discuss some of the items that were listed on my semantic
mapping in other content areas. We do some of this, but we can definitely incorporate more
connectional learning activities.
** I did teach this lesson to my students. I selected it because it was on my pacing guide for
March.