CMS Lesson Plan Template
Week of:
Focused Standard/Element(s)
Teacher: Welch Course/Level: 8th Grade Math
Monday 3/2/15
Tuesday 3/3/15
MCC8F1: Understand that a function is a
MCC8F1: Understand that a function is a MCC8F1: Understand that a function is a
rule that assigns to each input exactly one rule that assigns to each input exactly one rule that assigns to each input exactly one
output. The graph of a function is the set output. The graph of a function is the set output. The graph of a function is a set of
of ordered pairs consisting of an input
of ordered pairs consisting of an input
ordered pairs consisting of an input and
the corresponding output. MCCGF2:
and the corresponding output.
and the corresponding output.
Compare properties of two functions
each represented in a different way
(algebraically, graphically,
numerically in tables, or by verbal
descriptions.
How do you determine if relations are
functions?
How do I determine the domain and
range of a graphed relation or function?
Essential Question(s)
Opening (5-10 min)
Work-Time Activities (40 min)
Wednesday 3/4/15
How do you determine the domain and
range of a graphed relation or function?
Use SmartBoard to demonstrate how
to demonstrate how to determine if a
relation is a function or not.
Students will play a quick game of
Whole group discussion about the
pictionary to open the lesson. Students results of the exit cards from yesterday
will work in pairs and one student will on domain and range of relations.
be given a graph and must describe it
to their partner and the partner must
draw it from the description.
Students will work with a partner and
will determine if a graph or table is a
function or not by using Identifying
Function Property task cards and will
be prepared to discuss and share
reasoning.
Students will engage in whole group
discussion about what kind of words
they were using to describe their
graphs to their partner. Students will
be guided through several graphs from
the game and will mark the graphs
domain and range with different
colored pencils.
Students will be grouped in 4-5 based
on the results of their exit cards from
yesterday. The students who "got it"
will be given some higher level
questions to practice; those who
"mostly go it" will be given some
basic practices questions and some
higher level questions, those who
"didn't get it" will be given more
examples and guided practice before
moving on.
Closure Activity (10 min)
Differentiation Strategies
Students will do a ticket out the door
explaining how to apply the vertical
line test to a graph to determine if it is
a function or not.
•
•
•
Chunking
Peer Tutoring
Think-pair-share
Students will be given an exit slip with
3 drawings on it and must state the
domain and range of each relation. I
will be able to determine quickly who
understands and who doesn't.
•
•
Partners
Think aloud
Students will use iPads to go to
Kahn Academy and use the
interactive site to determine
domain and range of relations.
khanacademy.org/.../domain_and
_range/...
• Online manipulatives
• Tiered instruction
• Groups
(targeting student growth)
Thursday 3/5/15
Focused Standard/Element(s)
Essential Question(s)
MCC8F1: Understand that a function is a
rule that assigns to each input exactly one
output. The graph of a function is W set
of ordered pairs consisting of an input
and the corresponding output. MCCGF2:
Compare properties of two functions
each represented in a different way
(algebraically, graphically,
numerically in tables, or by verbal
descriptions.
How do you determine whether a
function is a one to one relationship
and has a constant rate of change
(slope).
Friday 3/6/15
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.
How do you determine which
function has a greater rate of
change?
Additional Notes
Opening (5-10 min)
Work-Time Activities (40 min)
Use SMARTboard to demonstrate
how to determine if a relationship is
one-to-one and has a constant rate of
change (slope).
Watch YouTube video on how to
determine rate of change when
given a graph, table, mapping,
and from a verbal description.
Guided examples will be given.
Students will work with a partner with
a set of task cards to identify functions
from a graph and their corresponding
map. Match the graph with with its
map and determine if it's a one to one
function; if it has a constant rate of
change; and if it's linear determine it's
rate of change (slope).
Students will work with a partner
on determining the function with
the greater rate of change using a
sorting activity where they will be
given two different functions such
as, mappings, graphs, and
equations and must determine
which has the greater rate of
change.
Students will share their results with
the class
Ticket out the door: explain what
the rate of change represents in
an equation and on a graph.
Think aloud
Partners
Hands on activity
Partners
Hands on activity
Whole group discussion
Closure Activity (10 min)
Differentiation Strategies
(targeting student growth)