Wilmington University
Pathwise Lesson Plan Format
Teacher/Student
Teacher
Grade:
Subject:
Date:
1. Briefly describe the students in this class.
The Class is comprised of 25 students 10 male and 15 female. It is an honors math Algebra 2 class
at the tenth grade level. All students display proficiency in mathematics from the preceding year, but
with varying learning styles. Both Visual and Auditory methods are necessary to accurately
communicate information.
2. What are your goals for the lesson? What do you want the students to learn?
The goals of today’s lesson plan are to teach the students how to solve hyperbolic equations and
derive the vertical and horizontal asymptotes from the functions given. Being that these students
have passed Algebra I, only a brief review of functions is required for this lesson plan.
3. Why are these goals suitable for this group of students?
Hyperbolic equations are a necessary portion of an Algebra course, as they are contained in the
framework of algebra. In order to advance to more difficult mathematics, hyperbolic equations must
be in the arsenal of the student’s mathematic mind. Students in this age group should have all the
algebraic skills required to solve these problems and only require the conditions in which to solve
them.
4. How do these goals support the district’s curriculum, state frameworks, and/or content
standards?
Standard 1 (9–12) – Numeric Reasoning: Students will develop Numeric Reasoning and an understanding of
Number and Operations by solving problems in
which there is a need to represent and model real numbers verbally, physically, and symbolically; to explain
the relationship between numbers; to determine
the relative magnitude of real numbers; to use operations with understanding; and to select appropriate
methods of calculations from among mental math,
paper-and-pencil, calculators, or computers.
Click here!
5. How do these goals relate to broader curriculum goals in the discipline as a whole or in other
disciplines?
These functions are some of the most advanced functions seen in an Algebra II course and those who
demonstrate proficiency in this field develop the foundations for advancement to calculus and
physics, which are the following science and mathematics in the grades 9-12.
6. How do you plan to engage students in the content? What will you do? What will the
students do? (Include time estimates).
Describe the steps or components of a lesson that are a part of this lesson. Possible steps
or components are listed below:
 Mindset or “Warm-Up” Activity
o Open with film segment from Apollo-13 about Gimbal numbers and the
importance of mathematics. (30 seconds for clip, 2 minutes for brief
discussion on significance.
 State objective or purpose of the lesson
o The students are going to be introduced to hyperbolic functions and
equations.
o These functions will advance the students’ understanding of functions and
provide foundations for future functions in physics and calculus.
 Provide Instructional Input
o Being that this is going to take place at the end of a functions chapter, little
“new” information will be provided, but an alternate method of solving the
functions will be. Step by step, the functions will be solved and described.
(10 minutes)
o Both a graphing calculator connected to an overhead graphing program and a
dry-erase board will be used in this class.
 Model
o Students will be able to identify hyperbolic equations and what makes them
unique from other functions. They will be able to graph their vertical and
horizontal asymptotes and describe why these imaginary lines are important.
 Check for understanding
o Simple drill and practice will show whether or not a student can solve these
problems, and I will collect the results. In the following class, more in-depth
methods such as in-class discussion on the functions, and student-based
problems and solutions will provide a more tangible look at the students’
progress.
o Once the students demonstrate the identification skills of A)hyperbolic
equations and their properties and B)identifying V and H asymptotes, more
instruction will be given on the subject in activities.
 Guided Practice
o In these activities, to facilitate higher thinking, the students will work in groups
on problems they have not yet seen, and together try to solve them logically.
The goal here is not to derive the correct answer, but to test logic and
reasoning skills to catalyze further growth of problem solving.
 Closure Activity
o Quick Q and A and discussion about how mathematics has affected their lives
in the past few days. Will take a few examples to get students in the mind set
from teacher.
7. What difficulties do students typically experience in this area, and how do you
plan to anticipate these difficulties?
Students typically have trouble visualizing the concepts and that is mitigated by the visuals
accompanying the discussion. Other than that, typical algebra mistakes will take place which
will be corrected and explained on a need-based basis.
8. What instructional materials or other resources, if any, will you use?
List all equipment and materials needed. Include:
 Text Book
 TI-83 computer program
 Overhead projector connected to computer
 TI-83 calculators for the students
 Handouts
9. How did you plan to assess student achievement of the goals? What procedures
will you use? (Attached any tests or performance tasks, with accompanying scoring
guides or rubrics.)
Tests and quizzes will be implemented and graded. Points will be deducted for mistakes, but only in
that one instance. If a student makes a mistake early, but completes the remainder of the problem
correctly, he or she will still receive partial credit. Homework will also be assigned, collected and
assessed to ascertain student progress.
10. How do you plan to use the results of the assessment?
The results will gauge future lesson plans on this and other subject matters of a similar type. It will
also show the teacher how the communication mediums were received by the students. This will
show whether or not adjustments to teaching methods should and can be made.