edTPA Lesson Plan

Name Ms. Lawrence & Ms. Saunders

Lesson #, Lesson Title Lesson Plan 2
Date and Day of the Week Wednesday, June 21, 2017
Grade Level and Class 9th (902)
Period and Length 48 minutes
Materials Needed Worksheet, PowerPoint, Notebooks, Pencils
Standards and Objectives
Standards:
F-IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements
that use function notation in terms of a context.

Learning Objectives: Students will be able to identify the domain and the range using function notation.

Central Focus: The central focus of this lesson is for students to effectively use function notation and also evaluate
function.

Academic Language Demands:

Function: A relation whereby each input value is mapped/related to one and only one output value. In other
words, for each input value, there is exactly one output value.
Linear Function: A function that has a constant rate of change, or slope
Mapping: The matching of an input value to an output value.
Nonlinear Function: A function with a degree of two or higher. For example, \f(x) = 3x2 1 is a nonlinear
function because the degree of the independent variable is 2.
Rate of Change: Of a function, the slope of the tangent to the graph of the function.
Relation: Ordered pairs that relate an input value and an output value
Slope: The measure of the steepness of a line. The slope of a line is calculated by finding the ratio in the change
of the y-values to the change in the x-values.

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

5 mins Launch (Motivation) Students were given this

question to activate prior
To begin our lesson, student will complete the Do Now:
knowledge and to see if
Does the following set of ordered pairs represent a function? students knew exactly what is a
Explain your answer. function.

(3, 4), (2, 8), (1, 0), (3, 5) The correct answer is no, its
not a function because for each
input; there should be only 1
output.

15 mins Instructional Procedure (Explore) In the prior lesson we talked about

functions, we established the idea
Content Portion between an input quantity and a
Completion and review of Do Now. corresponding output quantity.
Today we are adding on to that so
we are given the input and we will

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 Todays lesson will begin with the teacher introducing the topic as use the function to determine the
using function notation. Students will be given a definition of what is a corresponding output.
function notation.
Students were given the examples
Function Notation is the way a function is written. It shows the below so that they would have a
relationship between the input (x) and the output (y) of a function. better understanding of function
notation based on the definition.
F(x) is the same as y. The x inside of the parenthesis is the x value
that you are plugging in. F(x) is the resulting output.

For example:

At this point students will be given 1 minute to copy the definition and
the example given.

Teacher will pose a question to the students.

Given the function y = 2x + 3 how can we rewrite this using function

notation?

Expected Response: 1) f(y)= 2x+3

2) f(x)= 2x =3
Correct answer

Now we are going to take it one step further and we are going to
evaluate the functions when given an input value.

Example 1: f(x)= 2x+3, evaluate when x= 7.

Teacher will refer to the definition given and will use it to evaluate the
function.

f(7) = 2(7) + 3
= 14 + 3
= 17

Students will be given 30 seconds to copy. After which students will be

given 1 minute to try example 2. Evaluate F(x) = 3x 5 when x = 4.

Teacher will review Example 2 as a class.

6 mins Medial Assessment: [Assessment during Instructional Procedure] Since we have different sections,
students ability to complete the
Students will complete guided practice within their groups. This will independent practice depends on
consist of four questions. whether they can complete the
guided practice correctly. Teacher

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 Students will have 4 minutes to complete the problems. The class will will circulate and listen to group
then spend 2 minutes to review. conversations.

15 Structured Practice and Application We want students to display what

they learnt and working
After completing the guided practice and reviewing the questions as a independently will allows us as
class; students will be given a worksheet to complete. This will be teacher to better evaluate their
done silently and independently. work. Evaluating students work
Students will be given 10 minutes to complete the questions, after shows us where our students are
which we will discuss them. and if we need to reteach or to
move forward.

Generally, when students are

working on their assessments
(both medial and final), teacher
will be walking around and either
answering questions or listening
to their group discussions. It has
been observed that the students
are more likely to ask for my help
when the rest of the class is not
listening.

7 mins Closure Asking students to complete this

exit ticket will give the teacher a
Students will be asked to answer the following question. sense of where each student is and
how to plan for future lessons.

What was the most challenging part of todays class and why?

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