Graphical Representations of Derivatives Lesson Plan

Lesson Planning Template
Lesson Title: Graphical Representations of Derivatives Grade: 11/12
Learning Target: As a result of this lesson, students will be able to:

 Make the connection between the written function and its graphical representation
 Understand how the graph of a derivative is constructed by taking tangents of the original
function and plotting them
 Match the graph of a function with the graph of its derivative
Grade Level Guide: Content Standards

Content Curriculum Focal Points College Board AP Calculus Interdisciplinary Connections (if
(ie: NCTM, IRA,…) Standards applicable)
Mathematical Practices for AP EK 2.1A5: Students will
Calculus (MPAC) incorporated know that the derivative can
into this lesson are: be represented graphically,
numerically, analytically,
 Develop conjectures and verbally.
based on exploration with
technology. EK 2.2A1: Students will
know that first and second
 Connect concepts to their derivatives of a function can
visual representations provide information about
with and without the function and its graph
technology. including intervals of
increase or decrease, local
 Identify how (relative) and global
mathematical (absolute) extrema, intervals
characteristics of of upward or downward
functions are related in concavity, and points of
different representations. inflection.
 Connect notation to
different representations
(graphical, numerical,
analytical, and verbal).
 Critically interpret and

accurately report
information provided by
technology.
Academic Language: Students must be familiar with the following terminology in order to gain a good
understanding of the concepts in this lesson:
Derivative, first derivative, second derivative, slope, rate of change, cubic function, quadratic
function, linear function, cubic function
Students’ Needs: In order to meet the learning expectations of this lesson students must already have an
understanding of what a derivative is and how to find derivatives of basic polynomial functions using
the power-down rule. Students must also have a general understanding of the graphs of linear, quadratic,
and cubic functions. To bring this information back to the forefront of students’ minds, they will
complete a few warm up problems which ask them to characterize functions based on their power and to
derive a few functions. The following modifications will also be made to meet the needs of any diverse
students.
English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)
English Language Learners Students with special needs
will be given a handout will be given a pre-made
with key terms. notes sheet with
explanations and examples
of methods of
differentiation. An aide will
also be available to these
students.
Materials: Chrome cart
Language Function:
Identify the order of a derivative based on the order of the original polynomial function
Graph the derivative of a function
Compare/Contrast the graph of a function and the graph of its derivative
Predict the graph of a function based on the graph of its derivative and vice versa
Lesson Plan
Before: To activate students’ prior knowledge, they will complete the following warm-up problems:
1) Identify the following functions or graphs as linear, quadratic, or cubic

a) y = (x – 4)2 – 1
b)
c) y – 2x = 9
2) Find the first and second derivatives of the following functions
a) g(x) = 1/2x2 + 10
b) f(x) = 7x3 – x2 + 5x – 1
During: To complete the Desmos activity, students will be working in pods of three to four. Students
will be allowed and encouraged to collaborate with one another; however, every student is expected to
go through the entire activity on his/her individual Chromebook. The code for the activity will be
written on the font board. Students will be given the majority of the period to work. While students
are working, I will be monitoring student progress and providing support when necessary. I will
especially be paying attention to any common misconceptions that come up, and if there are some, I
will address them while the students are still working to avoid any further confusion that might hinder
students’ understanding of the rest of the activity.
After: Upon completion of the activity, we will have a class discussion on the connection between
the graph of a function and the graph of its derivative. Special effort will be made to discuss how one
can determine one graph from the other and why we are able to make such predictions/how we can
justify those predictions. From this point, I will introduce the next unit on curve sketching in which
students will be required to construct graphs of original functions from scratch based on
characteristics of the derivative graph.
Assessment: I will be monitoring student progress throughout the lesson as I walk around the room and
by utilizing the teacher screen in Desmos. The card sort slide at the very end of the Desmos activity will
be used to assess student understanding.
Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
1. Formative Through their Students who are Completion of the Desmos Activity
Assessment: responses, especially having a difficult
Observation and the open-ended ones, time making the
Formal Discussion students will be able connections
to demonstrate their between the
knowledge. graphs of the
functions and
their derivatives
will receive help
from their peers
and/or myself so
they may get to
the necessary
level of
understanding.
2. Summative Completion of the Students who are Getting four of the five card matchings
Assessment: Card slide having a difficult correct will display sufficient
Sort slide in time with the card understanding.
Desmos Activity sort will be given
more time and the
option to get extra
help.
Resources:
Finding Derivatives Graphically YouTube video:
https://www.youtube.com/watch?v=yB9uSsACh84
Link to the Desmos activity:

https://student.desmos.com/?prepopulateCode=cqzd6k

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Lesson Planning Template

Lesson Title: Graphical Representations of Derivatives Grade: 11/12

Learning Target: As a result of this lesson, students will be able to:

Grade Level Guide: Content Standards

 Critically interpret and

English Language Learners Special Needs (can be a

Materials: Chrome cart

1) Identify the following functions or graphs as linear, quadratic, or cubic

Type of Description of Modifications to Evaluation Criteria- How good is

Link to the Desmos activity:

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