Simmons College Programs in Special Education

Graphing Data Lesson

Moderate Practicum Student: Erica Lee Date: November 18, 2013 Subject: lgebra ! Grade Level: "ig# Sc#ool $%&10' Number of Learners: ( Time of Lesson: Period ), 1*2+&2*1+PM Length of Lesson: ,0 minutes Curriculum Frame or!s: Common Core Grade Level: "ig# Sc#ool Subject: Mat#&-raditional Strand: lgebra ! Standard: !nterpreting .unctions, C/) Page: +8 Publication Date: 2012 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases, and using technology for more complicated cases. "# Purpose$%bjective$Function a/ s a result o0 t#is lesson, students 1ill be able to identi02 0ive basic t2pes o0 0unctions $linear, 3uadratic, s3uare root, absolute value, and e4ponential' in t1o 0ormats* 0unction notation and grap#icall2/ Students 1ill be able to s5etc# grap#s b2 #and t#at represent eac# o0 t#e 0ive 0unctions/ b/ -#e 0unction o0 t#is lesson is to lin5 students6 prior 5no1ledge o0 mat#ematical relations#ips 1it# mat#ematical 0unctions/ -#is lesson serves as t#e introduction o0 a unit o0 stud2 t#at e4plores 0unctions in greater dept#/ 777 &# Pre're(uisite s!ills$!no ledge a/ 1or5ing 5no1ledge o0 positive versus negative mat#ematical relations#ips, understanding o0 t#e a4es o0 a grap#, t#e abilit2 to count b2 standard intervals $2s, ,s, 10s, etc' and general bac5ground 5no1ledge o0 t#e real&li0e scenarios given/ b/ !n0ormal assessments, speci0icall2 previous activities utili8ing grap#s and tables #ave #ig#lig#ted speci0ic students 1#o struggle 1it# recording in0ormation in small spaces/ 9sing t#is in0ormation, ! designed t#is activit2 using a large&scale grap# in order to give students t#e space to 1rite and record data more accuratel2/ !n0ormal assessments o0 students6 number sense including 1or5s#eets and teac#er 1*1 3uestioning #ave revealed some 1ea5nesses in understanding numbers in evenl2 spaced intervals/ Students are provided 1it# multiplication tables bot# in t#eir noteboo5s and as a visual poster in order to aid t#em in creating scales 0or t#eir grap#s/ :ot# 0ormal assessments suc# as 3ui88es and in0ormal assessments suc# as class activities #ave given in0ormation on t#e var2ing processing speeds o0 t#e students and allo1s me to 5no1 1#en ! s#ould 1ait 0or a student to ans1er a 3uestion/

)# Schedule and Pacing *rrive, sit, ta5e out c#allenge problem, pencil+, min -arm'up, c#ec5 c#allenge problem 0or progress, as5 students 3uestions to assess t#eir understanding o0 assignment +". min

Graphing *ctivit/: Students are given a table 1it# values, a grap#ing c#ec5list, and a s#eet o0 colored stic5ers to be used as points on t#e grap#/ s a class, students must label t#e a4es, number t#e a4es using an appropriate scale 0or t#e data given, plot t#e points using t#e stic5ers, and s5etc# a general line 0or t#e mat#ematical relations#ip/ ;ne student comes to t#e board at a time/ +&. min Discussion: ll students discuss t#e grap#, naming t#e t2pe o0 mat#ematical relations#ip as 1ell as interpreting areas o0 var2ing steepness / +, min 0ome or!: Students ta5e out t#eir #ome1or5 assignment boo5s $or ot#er means o0 recording t#eir #ome1or5', record t#e assignment, pass out t#e #andout, plot t#e 0irst point+1 min -rap'up: Students complete tic5et to leave, plotting 3 points on a small scatter plot grap#/ +) min

2# 3aterials <arm&up s#eet, 1arm&up boo5s =rap#ing c#ec5list >ata table Stic5ers <#ite board, dr2 erase mar5ers "ome1or5 #andout -ic5et to leave grap# S#eet protectors laptop?pro@ector $optional' ,# 45P Goals$%bjectives$6enchmar!s Student will apply study skills strategies (organizing time, materials and information) in content classes. The classes will incorporate structured, collaborati e and independent exercises. This goal will be measured by regular classroom practice of study skills, as well as teacher generated assessments! "uarterly narrati e reports will pro ide monitoring of progress in addition to regular teacher obser ation and student work samples. o <#en given oral directions 0rom t#e instructor, student 1ill be able to listen to and complete t#e given assignment on ) out o0 10 occasions/ o <#en given t#e #ome1or5 assignment 0rom t#e instructor, student 1ill be able to 1rite do1n #is #ome1or5 assignment in t#e agenda boo5 on 3 out o0 , occasions/ -#ese ob@ectives in0orm t#e di00erent approac#es o0 instruction in t#e classroom/ .or e4ample, all students are e4pected to record t#eir #ome1or5 assignments in 1ritten or electronic 0ormat/ Students are given all instructions bot# in 1ritten and oral 0ormat/ Student will impro e in her ability to choose the correct operation, function or formula when sol ing problems. #rogress will be measured by teacher obser ations, informal tests and "uizzes, teacher narrati e reports and work samples. $n addition, student will demonstrate progress beyond her current le el of performance as outlined by the following ob%ecti es& o <#en given 1 to 2 verbal cues per problem b2 t#e instructor, student 1ill identi02 all errors 1it#in #er 1or5 and attempt to correct t#em accuratel2/ ('hen gi en ( to ) erbal cues per problem by the instructor, student will identify all errors

within her work and attempt to correct them accurately on all measured occasions.) o >uring structured e4ercises, 1#en provided 1it# a model problem, student 1ill accuratel2 appl2 t#e same steps to problems presented in t#e same 0ormat on ( out o0 , measured occasions/ <#en students #ave an error in t#eir 1or5, t#e2 are as5ed to revisit t#e problem and verbali8e 1#at t#e2 did 1rong/ -#e2 are t#en as5ed to correct t#e problem/ Students are given model problems be0ore completing class1or5 or #ome1or5 assignments, in t#is case students are given a model o0 grap#ing in order to complete t#e grap# activities and assignments bot# collaborativel2 and independentl2/ 7# Speciall/'Designed 4nstruction Content?Met#odolog2?Per0ormance Criteria o -#e content o0 t#e general curriculum 1ill be modi0ied t#roug# reducing t#e number o0 data points students 1ill need to plot on t#eir grap#s in bot# t#eir 1arm&up and #ome1or5 assignments/ o o -#e met#odolog2 o0 t#e general curriculum 1ill be modi0ied t#roug# a #ands&on group activit2 o0 plotting points on a large&scale grap#/ -#e per0ormance criteria 1ill be modi0ied b2 reducing t#e di00icult2 and number o0 3uestions on tests and 3ui88es as 1ell as brea5ing up more comple4 3uestions into simpler, isolated steps/

1# *ccommodations$*daptations Students 1ill be provided 1it# organi8ational strategies suc# as c#ec5lists 0or completing tas5s 1it# multiple steps, templates 0or organi8ing data, #ome1or5 assignment c#ec5s, and mid&1ee5 c#ec5&ins 0or long&term $1 1ee5A' assignments/ Students 1ill be given grap#s t#at are larger in scale t#an standard grap# paper/ Students 1ill be provided 1it# teac#er modeling o0 p#2sicall2 tracing a grap# to plot a point/ Students 1ill be given cues to move t#roug# multi&step processes suc# as creating data grap#s/ Students 1ill be given cues 1#en transitioning to a ne1 activit2/

8# Possible Problems and Solutions Students #ave di00icult2 starting t#e 1arm&up/ Student is given cue to loo5 at t#e c#ec5list at t#e top o0 t#e page/

Students #ave di00icult2 5no1ing #o1 to number t#e a4is appropriatel2/ -eac#er p#2sicall2 points to a4is o0 t#e grap# and as5 students 1#at variable is being represented/ Students are as5ed 1#at 1ould #appen i0 t#e a4is 1as numbered b2 ones $i/e/ 1,2,3///'/ <#2 1ould?1ouldn6t t#at 1or5 0or t#is dataB Student is as5ed 1#et#er t#e grap# s#ould be numbered b2 2s, ,s, 10s,

etc/ and 1#2/ Students sa2 t#e2 don6t 5no1 #o1 to grap# t#e data/ Student is given cue to loo5 at >a2 ;ne and as5s t#em 0or t#e total mone2 spent on >a2 ;ne/ -eac#er t#en cues student to grap#/ !0 student is still con0used, teac#er p#2sicall2 points and traces da2 1 and t#e appropriate amount/

Student #as di00icult2 transitioning bet1een steps o0 t#e grap#ing process/ Students are given a c#ec5list/ Student is given cue to loo5 at c#ec5list 0or ne4t step/

Student #as di00icult2 reading t#e directions given on t#e c#ec5list/ -eac#er reads t#e entire c#ec5list be0ore starting t#e activit2/ C#ec5list is accompanied b2 s2mbols or pictures to #elp activate students6 memor2/ -eac#er reads individual steps to student as needed

9# Lesson Closure a/ -#e lesson 1ill be broug#t to a close b2 as5ing students to complete a small scatter plot using 3 data points/ Students 1ill need to do t#is accuratel2 in order to leave/ !0 grap# is inaccurate, student 1ill be given cues to correct speci0ic points/ ".# *ssessment a/ !n0ormal assessment* $1'Students 1ill be able to grap# data points given a table in class activities and in #ome1or5 assignments/ $2' Students 1ill be able to identi02 scatter plots as #aving a positive, negative, or no relations#ip t#roug# class discussion and 1*1 teac#er 3uestioning/ b/ ! anticipate t#at students 1ill complete t#e #ome1or5 1it# %0C accurac2 and 1ill be able to discuss #o1 to appl2 t#ese grap#ing s5ills in order to represent t#eir road trip data grap#icall2 0or t#eir pro@ect/ c/ Students 1ill demonstrate t#at t#e2 can independentl2 plot points t#roug# t#e #ome1or5 assignment, and 1ill 1or5 collaborativel2 to plot t#e points o0 t#eir pro@ect data/ ""# 5:tension of the Lesson a/ .uture lessons 1ill use t#e s5ills o0 grap#ing data in order to create grap#s 0or t#e Doad -rip pro@ect/ !n 0uture units o0 stud2, Students 1ill relate t#e plotting o0 data points o0 t1o 3uantitative variables to plotting standard coordinates on a coordinate plane as 1ell as creating appro4imate linear 0unctions to describe mat#ematical relations#ips o0 data/