Glynn Middle School
LFS Weekly Lesson Plan
Teacher:
Thomas/Little
Subject:
Dates:
Accelerated Coordinate
Algebra/Analytic Geometry A
10-27-14 10-31-14
Unit To
Unit #3: Linear and Exp
Standard(s):
MCC9.F.IF.2. Use function notation, evaluate functions for inputs in their domains and interpret statements that use function notation in terms of a co
MCC9.F.BF.1b. Combine standard function types using arithmetic operations.
MCC9.F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of integers.
MCC9.F.BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate be
Prior to teaching:
Monday
Essential Question
MCC9.F.BF.1b
How do I use
operations to combine
functions and how do I
find inverses of
functions?
Tuesday
Wednesday
Thursday
MCC9.F.BF.1b
MCC9.F.IF.3
MCC9.F.IF.3
How do I use operations
to combine functions and
how do I find inverses of
functions?
How d
How do I show that a
How do I show that a sequence
explici
sequence is a function? How is a function? How do I write an
do I write an arithmetic
arithmetic sequence given a list sequenc
sequence given a list of
of terms?
terms?
Activating/Acceleration:
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey, Big Four)
Vocabulary Overview:
Function
Function notation
Think-Pair-Share
Steps Used to complete
independent practice
Vocabulary Overview:
Vocabulary Overview:
Vocabula
Sequence
Term
Sequence
Term
Sequence
Term
Glynn Middle School
LFS Weekly Lesson Plan
Function values
Composition
Inverse Functions
explicit rule
explicit rule
recursive rule
recursive rule
arithmetic sequence common arithmetic sequence common
difference
difference
finite sequence
finite sequence
infinite sequence.
infinite sequence.
Cognitive Teaching Strategies: include time for distributed practice or summarizing
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Review composition
notes from Friday
Complete Inverse
Example from CORE
Workbook Example #5
pg. 167
Write a “Reflection” of
how inverses work
Complete Ex #6 pg. 168
Independent Practice:
Pg. 169-170
Go over Independent
practice procedures and
answers…pgs. 169-170
Examples of
Linear Function Models and
how they are created from
given information: Ex. #2
and #3 in CORE Workbook
*Guided Note taking
Additional Practice:
Pg. 169-170 (5-14) ALL
Problem Solving:
Pg. 172
*Application of learning
Diagrams/Graphs, Comprehen
Go over pgs. 169 and 170
CORE Workbook
Go over Independent Practice
from CORE Workbook Pg. 193
TIMS Examples from the
PowerPoint Resource
Extended Thinking Practice:
Pg. 194
Explore #5 Pg. 190:
Students complete the
problem to show
understanding
More Extended Thinking Practice
(Problem Solving)
Pgs. 195-196
Guided Practice:
Pgs. 192-193 ALL
*Students will work together in
partners
Independent Practice:
Pg. 195 (1-10)
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
explicit ru
recursive
arithmeti
difference
finite seq
infinite se
TTW give
a graphic
formula fo
have stud
Carnegie
the both t
formulas
terms.
Glynn Middle School
LFS Weekly Lesson Plan
Stand up/Sit Down
Questioning used as
ticket out the door
Learning Log: Write a
summary of the composition
and inverses of functions
Ticket out the door:
Ticket out the door:
Write a summary of the
lesson and its key
components
Write and explain how to
determine if a sequence is
arithmetic and NOT a pattern.
TOTD: st
sequence
both expl
sequence
(using the
55th terms
Write an example of an
arithmetic sequence and a nonexample.
Extending/Refining Activity: This is for all students. After they acquire, then take them up a notch with thinking skills/writing prompts.
(Some ideas: Cause/Effect, Compare/Contrast, Write, Classify, Analyze, Evaluate, Inductive, Deductive)
Extended thinking is
being used by finding
inverses of functons
Problem Solving will be
used as an application of
learning
Explore Problem #5
*see above
Challenge and Extend pg. 194196 CORE Workbook
Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response
CORE Workbook:
W/b pgs. 171-172
Core Workbook:
W/b pg. 193-196
Pgs. 169-170
Pg. 192,193,195
Student te
Differentiation:
Guided note taking
Guided note taking
peer teaching (if used), peer teaching to review
partner work
h/w.
Guided note taking
Use Formula notes which
peer teaching to review h/w. highlighted what each variable
represents
Graphic