LESSON PLAN TEMPLATE
BVU Student’s Name:
Chris Nicholson
Please complete this lesson plan electronically. The boxes will expand as needed.
Desired Results: (10 points)
Students will be able to…
Understand what Calculus is and be able to relate the terms/symbols Derivative, Limit, Continuous, Tangent, and F’/dy/dx to each other
Develop an understanding of how calculus relates to the real world.
Relate past concepts such as slope to calculus.
Criteria to determine if the desired result has been met:
Students are able to solve calculus problems involving derivatives
Students will be able to define: What is a derivative and how it relates to the terms limits, continuous, tangent, and the symbols F’, dy/dx
Expected Class time: 48 minutes
Resources:
Students will be required to search the internet for answers so the internet/computers will be needed.
If the internet or computer is not available then the following texts will need to be made available:
Davidson, J. What is Calculus, Retrieved May 2012, http://www.sscc.edu/home/jdavidso/MathAdvising/AboutCalculus.html Jon Davidson
Rapid Tables (2011), http://www.rapidtables.com/math/symbols/Calculus_Symbols.htm
Text Book (Text book should be used as a reference. Helps students get an idea of what to search on, and allows students to relate info found on the web to the text)
Notes: Projector and computer, or whiteboard
A piece of paper to create the Frayer model vocab card. The vocab card can also be done word or some other program.
Index cards with a two-column chart. In one column each vocab word will be written. The other column will be used for signatures. Each student needs to hear a
presentation about a world they did not do and get the card signed by the student who did the presentation.
Students will be given a list of search terms. See attached sheet
Tim
e
Teacher Task (Include attachments if needed) (10 points)
Student Task (Include attachments if needed) (10 points)
0
Write objective on the board: Students will be working
individually to create a single vocabulary card for one of the
following words: Derivative, Limit, Continuous, and tangent.
Your cards must include the following symbols F’, dy/dx, lim
Read the board as they walk into class.
Differentiation (5 points)
Students with learning
disabilities will be given a
partially completed Frayer
model with blanks that need to
1
10
2
Demonstrate the creation of a Frayer model using a concept
familiar to the students. (See notes below)
Students will respond to the questions asked by the teacher
be filled out.
Explain to students they should research the terms on the
internet to form their vocabulary card, if internet is not
available then resources will be provided see above. When
you are finished with your vocab cards you will wait for
further instruction.
Listen to teacher’s instruction
Some students may be exempt
from presentation.
Teacher needs to verify that
ELL students understand the
material they are researching.
Teacher may need to spend
additional time explaining
words used in the definition of
their researched words they do
not understand.
Randomize which students will be working on which words.
Have students work individually to create their Frayer model
on the word given to them
20
Walk around the room observing and asking questions of
students. Teacher will hand out index cards (see above) to be
used later. Make sure to ask probing questions such as: “Why
did you choose that as a characteristic”, “can you think of
another non example?
Teacher will have students spread out around the room or
assign groups. Each student must find another student who
completed a different vocab word to listen to a presentation on
the word. The student then hands their index card over to the
presenter who signs the card proving that he/she listened to
the presentation.
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Once presentations are completed. Teacher will instruct
students to hand in their index card along with their vocab
sheet.
1
Students will bring out a computer and begin working on their
vocab card.
Raise hand for help, and answer teacher’s questions. Hold
onto index card and await further instruction.
Students will listen to a presentation on each word. Student
will give a presentation on his/her word.
Students hand in their vocab sheet and index card.
●
Complete this section after you taught the lesson.
Notes For Sub
Detailed Script
2
Ask students if anyone has ever made a Frayer model vocab card before. Tell students that a Frayer model vocab card is very simple to make. First, you write the
vocabulary word in the middle of the paper and draw a circle or square around it. Next, separate your paper into grids (see example below). The upper left grid should
have a definition. The Upper right should have characteristics. The bottom left should have examples, and the bottom right should have NON-examples. Tell
students you will work through an example so everyone gets an idea of how to create the vocabulary sheets. Choose the word success and right it in the middle of the
board. Ask students for a definition, if no one knows, then give them a minute to look it up on the internet. Work around the filling in characteristics, examples, and
non-examples. Below is an example, but your Frayer model does not have to be the same.
Image from: http://www.pc.maricopa.edu/ctlt/titleV/Math/General/RDGandMATH/RDGandMATH-FINAL4.html
3
Example of a completed Frayer model for the word derivative. This vocab sheet can serve as a guide for the other words since each is used below.
4
Template Frayer Model for Learning disabled. There is a special education teacher in the class who knows which students receive this template.
5
Definitions
Let f(x) be a function defined on an interval that contains
that,
if for every number
, except possibly at
there is some number
. Then we say
such that
I acquired this from http://tutorial.math.lamar.edu/Classes/CalcI/DefnOfLimit.aspx
The above is a very good definition.. In other words I am a fisherman and I want to catch a certain fish. I construct a net. No matter how small I make the net when I
cast it into the sea I will catch the fish I am looking for. For a function to have a limit it must be continuous on the interval you choose.
Derivative: Instantaneous rate of change
Continuous: A function is considered continuous on an interval if the left hand limit is equal to the right hand limit. In other words if you trace your finger across a
graph going right to left and left to right you will always approach the same number.
dy/dx: A notation which means a small change in y over a small change in x. This is used to represent a derivative.
Tangent: Intersects at exactly one point.
Search Terms
What is calculus
What is a derivative
What is a derivative calculus
6
What is a limit
What is a limit calculus
Symbols used in calculus
Quiz
What is a derivative. Give an example of when a derivative would be used?
What symbol or symbols are used for derivative?
Explain a non-continuous function and draw an example?
How are limits and derivatives related?
Grading Rubric
Comprehension
A
B
C
D
E
Questions are answered
completely and
concisely. Student
shows clear
understanding of the
question(s) and gives
examples
The questions are
answered but lack
sophistication. The
examples are not
complete.
The questions are
answered, but miss key
terms and examples.
The questions are not
answered completely, as
well as key terms. The
students thoughts are not
concise and are hard to
follow.
Student demonstrates no
understanding of the
material.
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