Pratt Mm2keyassignment

Running head: MATH METHODS UNIT: SEQUENCES AND FUNCTIONS 1
Math Methods Unit: Sequences and Functions
Davis Pratt
Johns Hopkins School of Education

MATH METHODS UNIT: SEQUENCES AND FUNCTIONS 2
Unit Plan
Listed below is a five-day unit plan for a block schedule. The Unit Plan structure
displays the name of lesson, the content standard(s), the process standard, objective goals,
vocabulary, description of the formative assessment, and rationale for the unit structure.
Lesson One – Sequence and Series

Content Standard Process Standard Essential Question
Student will be expected to TEKS PRECAL. 1.D: The How does sequence, series,
represent arithmetic sequences student is expected to composite functions, inverse
and geometric sequences using communicate mathematical functions, and you relate?
recursive formulas. ideas, reasoning, and their
implications using multiple
TEKS PRECAL. 5.C Student representations,
will be expected to calculate the including symbols, diagrams,
nth and the nth partial sum of an graphs, and language as
arithmetic series in mathematical appropriate
and real-world problems.
Objective Vocabulary Assessment
SWBAT analyze and determine • Sequence Mastery will be determined by
whether a sequence of numbers • Term students solving questions that
is geometric or arithmetic. • Initial Term relate to determining whether a
• nth Term sequence is arithmetic or
SWBAT analyze and create • Arithmetic Sequence geometric. Then either isolated
from a geometric or arithmetic • Common Difference or branching from the sequence,
sequence the recursive and student will have to
• Geometric Sequence
explicit form. evaluate/find the nth partial sum
• Common Ratio
of an arithmetic series.
• Recursive Form
SWBAT analyze and evaluate
the nth partial sum of an • Explicit Form
arithmetic series. • Series
• Arithmetic Series
• Summation Notation
• Index
Rationale Review Unit: These topics sequence/series, composite functions, inverse functions, and
polynomial functions all relate under the Algebraic Habits of Mind, in other words each
topic relates to algebraic properties and numeric properties. These Algebraic Habits of
Mind include Doing and Undoing, Building Rules to Represent Functions, and
Abstracting from Computation. Thus, the connective tissue is algebraic habits and
numeric computation. The rationale for this sequence and series to be first comes into
three subjective points. 1. The other topics are more related to each other under the
umbrella of functions. 2. These conceptions have easier related real-world applications
that are relatively easier than functions when it comes to algebraic manipulation, thus a
gradual introduction to algebraic properties. 3. The Common Assessment which the class
is review for has less questions related to this TEKS.
Lesson Two – Inverse Function

TEKS PRE-CAL. 2.C: The TEKS PRECAL. 1.D: The How does sequence, series,
student is expected to represent a student is expected to composite functions, inverse
given function as a composition communicate mathematical functions, and you relate?
function of two or more ideas, reasoning, and their
functions implications using multiple
representations,
TEKS PRE-CAL. 2.B: The including symbols, diagrams,
student is expected to graphs, and language as
demonstrate that function appropriate
composition is not always
commutative

SWBAT derive the composite • Function Mastery will be determined by
function of two or more • Domain students solving questions that
functions. • Range relate to deriving the composite
• Composition function from given functions
SWBAT demonstrate that • Composite Function and determining if the function
function composition is not • Commutative is commutative.
always commutative by finding
• Input/output
both commutative compositions.
Rationale Review Unit: As stated above, this unit is related through the connective tissue of
Algebraic Habits of Mind. This specific lesson primarily focuses on Doing and Undoing.
As well, this lesson is a great introduction into functions, which will help with inverse
and polynomial functions. This lesson can tackle the fundamental concepts related to
functions that will be vital for the next few lessons. This lesson, also, continues the
numeric and algebraic manipulation from the previous lesson. However, this lesson
expands on their manipulation to include most function manipulation, including
substitution. Finally, the Common Assessment for this quarter has a few questions that
pertain to determining and derivation of composition functions from given functions.
Lesson Three – Inverse Functions

TEKS PRE-CAL. 2.E: The TEKS PRECAL. 1.D: The How does sequence, series,
student is expected to determine student is expected to composite functions, inverse
an inverse function, when it communicate mathematical functions, and you relate?
exists, for a given function over ideas, reasoning, and their
its domain or a subset of its implications using multiple
domain and represent the inverse representations,
using multiple representations. including symbols, diagrams,
graphs, and language as
TEKS PRE-CAL. 2.C: The appropriate
student is expected to represent a
given function as a composition
function of two or more
functions

SWBAT derive the inverse • Function Mastery will be determined by
function, including restricting • Inverse Function students solving questions that
the domain if necessary, from a • Subset relate to deriving the inverse
given function • Domain function from the given function
• Subset Domain or visa versa. This mastery of
SWBAT demonstrate that • Range deriving inverse functions
function composition of a given • Composition includes the analyzes of any
function and its inverse is restrictions necessary for the
• Composite Function
commutative. inverse to be a function, thus
• Commutative students must state whether the
• Input/output inverse function has a restricted
domain base on the given
original function.
Rationale Review Unit: As stated above, this unit is related through the connective tissue of
Algebraic Habits of Mind. This specific lesson primarily focuses on Doing and Undoing.
As well, this lesson is a great expansion for functions, which will help with connect
inverse functions and composite functions. This lesson can tackle the fundamental
concepts related to functions that will be vital for the next few lessons. This lesson, also,
continues the numeric and algebraic manipulation from the previous lesson. However,
this lesson expands on their manipulation to include most function manipulation, finding
inverse. This manipulation to find inverse has a conceptional connection to the algebra
that wholeheartedly connects to the Doing and Undoing Habit. Finally, the Common
Assessment for this quarter has a few questions that pertain to determining and derivation
of composition functions from given functions.
Lesson Four – Polynomial Functions Part I

TEKS PRECAL. 2.I Student TEKS PRECAL. 1.D: The How does sequence, series,
will be expected to determine student is expected to composite functions, inverse
and analyze the key features of communicate mathematical functions, and you relate?
exponential, logarithmic, ideas, reasoning, and their
rational, polynomial, power, implications using multiple
trigonometric inverse representations, including
trigonometric, and piecewise symbols, diagrams, graphs, and
defined functions, including step language as appropriate
functions such as domain, range,
symmetry, relative maximum,
relative minimum, zeros,
asymptotes, and intervals over Vocabulary Assessment
which the function is increasing • Function Mastery will be determined by
or decreasing. • Polynomial students solving questions that
• Binomial relate to deriving the composite
TEKS PRECAL. 2.J Student • Monomial function from given functions
will be expected to analyze and • Trinomial and determining if the function
describe end behavior of • Infinity is commutative.
functions, including exponential, • Roots/Solutions/Zeros
logarithmic, rational, • Multiplicity
polynomial, and power • End Behavior
functions, using infinity notation • Increasing
to communicate this • Decreasing
characteristic in mathematical • Extrema
and real-world problems. • Domain
• Range
Objective Rationale
SWBAT determine and analyze Review Unit: As stated above, this unit is related through the
key features (domain, range, connective tissue of Algebraic Habits of Mind. The habit Doing
roots, and multiplicity) of and Undoing is very important for this lesson. Students must
polynomial functions. understand how to take information from polynomial in algebraic
form and graph form to find key features and vice versa. These
SWBAT analyze and describe next few lessons ask students to connect their understanding of key
end behavior of polynomial features of polynomials and polynomials in Algebraic and graph
functions. form.
Lesson Five – Polynomial Functions Part II

TEKS PRECAL. 2.I Student TEKS PRECAL. 1.D: The How does sequence, series,
will be expected to determine student is expected to composite functions, inverse
and analyze the key features of communicate mathematical functions, and you relate?
exponential, logarithmic, ideas, reasoning, and their
rational, polynomial, power, implications using multiple
trigonometric inverse representations, including
trigonometric, and piecewise symbols, diagrams, graphs, and
defined functions, including step language as appropriate
functions such as domain, range,
symmetry, relative maximum,
relative minimum, zeros,
asymptotes, and intervals over Vocabulary Assessment
which the function is increasing • Function Mastery will be determined by
or decreasing. • Polynomial students solving questions that
• Binomial relate to deriving the composite
TEKS PRECAL. 2.J Student • Monomial function from given functions
will be expected to analyze and • Trinomial and determining if the function
describe end behavior of • Infinity is commutative.
functions, including exponential, • Roots/Solutions/Zeros
logarithmic, rational, • Multiplicity
polynomial, and power • End Behavior
functions, using infinity notation • Increasing
to communicate this • Decreasing
characteristic in mathematical • Extrema
and real-world problems. • Domain
• Range
Objective Rationale
SWBAT determine and analyze Review Unit: As stated above, this unit is related through the
key features (domain, range, connective tissue of Algebraic Habits of Mind. The habit Doing
roots, and multiplicity) of and Undoing is very important for this lesson. Students must
polynomial functions. understand how to take information from polynomial in algebraic
form and graph form to find key features and vice versa. These
SWBAT analyze and describe next few lessons ask students to connect their understanding of key
end behavior of polynomial features of polynomials and polynomials in Algebraic and graph
functions. form. This lesson is an extension to the previous lesson. However,
this lesson focuses on clarifying any polynomial questions, on the
history of algebra, and polynomial end behavior notation.
Lessons Plans
Lesson One – Sequence and Series
Grade Level Subject: Date:

10th – 12th Pre-Calculus April 2nd,
2018
Materials:
Classwork Assignment, Foldable Template, Chromebooks, Headphones, Markers, Articles
Lesson Component What will you do? / What will students do?
Standard(s) (C.1) TEKS PRECAL. 5.B Student will be expected to represent
• What standard(s) does arithmetic sequences and geometric sequences using recursive
this lesson address? formulas.
• How do you know the
students need this lesson?
TEKS PRECAL. 5.C Student will be expected to calculate the nth
• Unpack the standard(s) by
identifying the and the nth partial sum of an arithmetic series in mathematical and
strategy(ies) or skill(s) real-world problems.
TEKS PRECAL. 1.D: The student is expected to communicate

mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and
language as appropriate
Lesson Objective (C.1, A.3) SWBAT analyze and determine whether a sequence of numbers is
• Objectives must be geometric or arithmetic.
➢ specific-(clearly
defined learning)
➢ measureable-(assess
SWBAT analyze and create from a geometric or arithmetic
student achievement) sequence the recursive and explicit form.
➢ aligned with
standard(s) SWBAT analyze and evaluate the nth partial sum of an arithmetic
➢ rigorous (written with series.
verbs for
expectations of high
rigor)
➢ posted shared aloud
with students
Assessment (B.1, B.2,C.1, Mastery will be determined by students solving questions that
C.2) relate to determining whether a sequence is arithmetic or
• How will students geometric. Then either isolated or branching from the sequence,
demonstrate their mastery student will have to evaluate/find the nth partial sum of an
of the objective?
• What evidence will you
arithmetic series. The Exit Ticket will be called the ‘Finishing
collect to assess Line’.
understanding?
• Are assessments As well, the students will have a chance to fill out two papers that
differentiated for diverse asks students to reflect on their learning. The ‘Starting Line’ page
learners?
• How will the data inform asks students to write about their knowledge about sequence and
tomorrow’s lesson? series and questions that relate to the Exit Ticket ‘Finishing Line’
at the end. The finishing line will ask students to write about what
they have learned during the lesson. Included with students
reflecting on their learning, students will answer questions that
demonstrate their mastery of the lesson objectives.
1. A display of cans on a grocery shelf consists of 20 cans on the

bottom, 18 cans in the next row, and so on. The top row has 4
cans.
a. Fill the next three terms of this sequence above:
20, 18, 16, _____, ______, ______, …
b. Is this sequence geometric or arithmetic?
c. Construct the recursive form of the above sequence.
d. Construct the explicit form of the above sequence.
e. How many rows of cans are within the display?
f. Find the total number of cans in the display.
2. Consider the following sequence of communicating on the new

social media platform called MinuteSnap. Someone posts on
MinuteSnap a photo, after a minute the photo is erased from the
user’s feed. However, someone can repost the photo for additional
minute onto their feed. Victoria posts a photo on MinuteSnap, after
a minute the photo is erased from Victoria’s feed, but three
followers of Victoria have reposted the photo. Assuming the photo
is reposted three more times after every minute from someone’s
feed, answer the following questions.
a. Filling the missing numbers within the sequence.
1, 3, 9, 27, ____, ____, ____, ….
b. Is this sequence geometric or arithmetic?
c. Construct the recursive form of the above sequence.
d. Construct the explicit form of the above sequence.

e. How many minutes does it take for the photo to have

14,348,907 posts?
f. How many posts would the photo have on MinuteSnap

within 21 minutes?
g. In total, how many people have posted the photo after 9

𝑎1 (1−𝑟 𝑛 )
minutes. (Hint: 𝑆𝑛 = (1−𝑟)
.)
Connect and Engage (A.2, Given two options, which would you choice and why?
B.1, C.1)
• How will you gather Option 1: You are given 5,000 dollars at the start of the year and
background knowledge at the end of each month you get 10,000 dollars.
and make connections to
previous learning?
• How will you hook the Option 2: You start with $.01 at the beginning of the year, every
students? two weeks you do not spend it the amount doubles. After a year,
the money stops doubling.
Option 1 is arithmetic, and Option 2 is geometric. There is little

prompt for the students to focus. This Do Now/ Hook gives
students to give explanation for their reasoning. Some students
might want a large amount of money soon. Or some students
understand that even with the small starting amount the end result
from Option 2 leads to a bigger cash amount.
Teacher Modeling (A.1, A.2, Because this is a review unit, the structure of the lesson follows
B.1, B.2, C.1, C.3, D.1, D.2, the following structure:
D.3)
• A brief teacher directed 1. Notetaking/Vocabulary on the central topic (Sequence)
lesson aligned to the
objective.
➢ Model thinking using 2. Independent Practice after explicit instruction on specific
think-alouds. topics:
➢ Engage students
using turn and talk or a. Arithmetic Sequence Problems
other student
response checks to
monitor b. Geometric Sequence Problems
understanding.
➢ Utilize organizational 3. Notetaking/Vocabulary on the central topic (Series)
tools (anchor charts,
process charts, a. Arithmetic Series (Summation Notation)
graphic organizers)
when appropriate.
4. Group Collaboration on Classwork Problems.
5. Finishing Line (Exit Ticket)
Explicit Teacher Modeling will include the conceptional nature of

mathematical sequence. And the terminology around sequences,
such as terms, recursive form, and explicit form. And then after
students had a chance to take notes on the conceptional nature of
sequence and the vocabulary. I will go into explicit instructions
when tackling arithmetic and geometric sequences. I will give
them the generic forms for both the recursive and explicit forms.
After modeling a sequence for both arithmetic and geometric.
Students will have their independent practice with each. During
both of these times, I will go around and collect data on my
students and correct any large group misconceptions.
After sequences practice, series is next with similar structure.

Thus, after the students’ independent practice with series, they will
have collaborative time to finish the classwork assignment.
Questions:
1. Can a sequence be a list random numbers?
2. What is the main difference between geometric and
arithmetic sequences?
3. How do I find the common difference or common ratio?
4. What are the formula forms for both arithmetic sequences
and geometric sequences? How are they related? How do
they differ?
5. What is the difference between sequence and series?
6. Name the components of summation notation, what does
each component tell us?
Guided/Collaborative During the end of modeling and independent practice students will
Practice (A.2, B.1, B.2, C.1, come together to finish classwork assignment. They will work
C.2, C.3, D.1, D.2, D.3) with the desk mates that they seat next too.
• Identify guided practice
needed before releasing
students to practice on
their own Questions:
• Consider 1. What were you thinking when you solved this sequence?
➢ Cooperative 2. Did you table mates do to solve these sequences?
groupings 3. How could you find the total number if you did not know
➢ Conceptual the formula for the series?
difficulties that might
arise and how will
4. Construct a sequence for your table mates to solve?
you address them 5. What makes geometric and arithmetic sequence similar
➢ How students can and different?
initiate discussion
➢ How tasks are
differentiated
➢ How the tasks

advance students’
understanding and
learning
➢ Ways to check for
understanding or
need for further
support
Independent Practice (A.1, Independent Practice happens after each teacher modeling with
A.2, A.3, B.1, C.1, C.2, C.3) explicit directions. Students will have a question similar to the
• What opportunities will modeled problem. Students are to work independently and quietly
students have to use the during these 4-5 minutes. After each independent practice,
new skills/concepts in a
meaningful way? students will have 2 minutes to discuss with their group/table
• How will students
mates with their answer, solution, difficulties, or wonderings.
demonstrate their mastery
of the objective?
Closure (A.3, B.1, D.1, D.2, Students will close the lesson by reflecting on their learning and
D.3) demonstrate their mastery through two questions that assess
• Assessment of student mastery. The exit ticket is displayed above.
learning including student
reflection on what was
learned which may
include one or more of the
following:
➢ Connections to
previous learning
➢ A review of the
objective and if it
what achieved
➢ An exit slip or other
means of informal
assessment
➢ Student sharing and
peer feedback
➢ Celebration of
learning
Lesson Two – Composition Functions

10th-12th PreCal. April 04,
2018
Materials:
Calculators, Classwork sheets, Reflective Analysis Worksheet, Notebook
Standard(s) (C.1) TEKS PRE-CAL. 2.C: The student is expected to represent a
• What standard(s) does given function as a composition function of two or more functions
this lesson address?
• How do you know the TEKS PRE-CAL. 2.B: The student is expected to demonstrate
that function composition is not always commutative
identifying the
strategy(ies) or skill(s)
Lesson Objective (C.1, A.3) SWBAT derive the composite function of two or more functions.
• Objectives must be
➢ specific-(clearly SWBAT demonstrate that function composition is not always
defined learning)
commutative by finding both commutative compositions.
student achievement)
➢ aligned with
standard(s)
➢ rigorous (written with
verbs for
rigor)

with students
C.2) relate to deriving the composite function given two or more
• How will students functions and determine whether the composite function, given to
demonstrate their mastery functions, is commutative. The Exit Ticket will be called the
of the objective?
‘Finishing Line’.
collect to assess
understanding? As well, the students will have a chance to fill out two papers that
• Are assessments asks students to reflect on their learning. The ‘Starting Line’ page
differentiated for diverse asks students to write about their knowledge about sequence and
learners?
series and questions that relate to the Exit Ticket ‘Finishing Line’
• How will the data inform
tomorrow’s lesson? at the end. The finishing line will ask students to write about what
1. Given the composition function ℎ(𝑥) = 4𝑥 2 + 8𝑥 + 5

and 𝑓(𝑥) = 𝑥 + 1, find 𝑔(𝑥) if ℎ(𝑥) = 𝑔(𝑓(𝑥)).
3. Given 𝑓(𝑥) = 2𝑥 2 − 3 and 𝑔(𝑥) = 𝑥 + 2, find ℎ(𝑥) =

𝑔(𝑓(𝑥)) and 𝑘(𝑥) = 𝑓(𝑔(𝑥)).
4. Determine if ℎ(𝑥) and 𝑘(𝑥) are commutative?
Connect and Engage (A.2, Composite Self Diagram:

B.1, C.1)
• How will you gather
background knowledge
previous learning?
• How will you hook the
students?
A composite is a thing made up of several parts or elements. So,

imagine the several elements that compose you!
1. What knowledge do you know that you identify strongly
with? Pratt – Mathematics
2. What do you love with all your heart? Pratt – Mathematics
3. What do you contribute to the world? Pratt – Humor
4. What do you receive from the world? Pratt – Friends and
Family
5. What motivates you? Pratt – My students!
6. What supports you? Pratt – Friends and Family
Teacher Modeling (A.1, A.2, Because this is a review unit, the structure of the lesson follows
B.1, B.2, C.1, C.3, D.1, D.2, the following structure:
D.3)
• A brief teacher directed 1. Notetaking/Vocabulary on the central topic (Function)
objective.
2. Independent Practice after explicit instruction on specific
topics:
➢ Model thinking using

think-alouds. 3. Notetaking/Vocabulary on the central topic (Composite
➢ Engage students
using turn and talk or
Function)
other student
response checks to a. Composite Examples both from given functions
monitor and deriving a function to satisfy a predetermine
understanding. composite function.
➢ Utilize organizational
process charts, 4. Group Collaboration on Classwork Problems.
graphic organizers)
when appropriate. 5. Finishing Line (Exit Ticket)
Conceptional Instruction:
1. Remind students functions are mappings.
2. Visualizing functions as mappings of sets of numbers to
another set.
3. Visually show the relationship with composite functions
with the bubble mapping.
4. Connect the conceptual visual with a model example of
finding the compose of two functions.
Questions:
1. How could you visualize composite functions using the
bubble mapping representation of functions?
2. What can you conclude about the domain and range of the
component functions to the composite function?
3. Could you have a composite function that takes you back
to where you start?
4. Do composite functions need to be commutative?
5. Can you give me an example of a composite function that
is not commutative?
Guided/Collaborative After the teacher’s modeling and independent practice, students
Practice (A.2, B.1, B.2, C.1, will work through the classwork sheet.
C.2, C.3, D.1, D.2, D.3)
• Identify guided practice During the end of modeling and independent practice students will
needed before releasing come together to finish classwork assignment. They will work
their own with the desk mates that they seat next too.
• Consider
➢ Cooperative
groupings
➢ Conceptual
arise and how will
Questions:
you address them 1. How do you derive a composite function?
➢ How students can 2. Do your table mates think differently when deriving the
initiate discussion composite function?
➢ How tasks are 3. Could you have a composite function that takes you back
differentiated to where you start?
➢ How the tasks
advance students’
4. Is there anything you keep in mind when you derive a
understanding and composite function?
learning
understanding or
need for further
support
Independent Practice (A.1, Independent Practice is placed after each teacher model of both
A.2, A.3, B.1, C.1, C.2, C.3) inverse and composite functions.
• What opportunities will
students have to use the Independent Practice happens after each teacher modeling with
meaningful way? explicit directions. Students will have a question similar to the
modeled problem. Students are to work independently and quietly
demonstrate their mastery during these 4-5 minutes. After each independent practice,
of the objective? students will have 2 minutes to discuss with their group/table
mates with their answer, solution, difficulties, or wonderings
Closure (A.3, B.1, D.1, D.2, Students will fill out a reflective worksheet about their work
D.3) during class and their knowledge of the topics.
• Assessment of student
learning including student Students will close the lesson by reflecting on their learning and
learned which may demonstrate their mastery through two questions that assess
include one or more of the mastery. The exit ticket is displayed above.
following:
➢ Connections to
previous learning
➢ A review of the
objective and if it
what achieved
means of informal
assessment
peer feedback
➢ Celebration of
learning
Lesson Three – Inverse Functions

10th-12th PreCal. April 04,
2018
Materials:
Calculators, Classwork sheets, Reflective Analysis Worksheet, Notebook
Standard(s) (C.1) TEKS PRE-CAL. 2.E: The student is expected to determine an

• What standard(s) does inverse function, when it exists, for a given function over its
this lesson address? domain or a subset of its domain and represent the inverse using
• How do you know the multiple representations.
identifying the TEKS PRE-CAL. 2.C: The student is expected to represent a
strategy(ies) or skill(s) given function as a composition function of two or more functions

Lesson Objective (C.1, A.3) SWBAT derive the inverse function, including restricting the
• Objectives must be domain if necessary, from a given function
defined learning)
SWBAT demonstrate that function composition of a given
student achievement) function and its inverse is commutative.
➢ aligned with
standard(s)
verbs for
rigor)
with students
C.2) relate to deriving the inverse function from a given function. As
• How will students well student will demonstrate that the composition of a function
demonstrate their mastery and its inverse is commutative. The Exit Ticket will be called the
of the objective?
‘Finishing Line’.
collect to assess
understanding? As well, the students will have a chance to fill out two papers that
• Are assessments asks students to reflect on their learning. The ‘Starting Line’ page
differentiated for diverse asks students to write about their knowledge about sequence and
learners?
series and questions that relate to the Exit Ticket ‘Finishing Line’
tomorrow’s lesson? at the end. The finishing line will ask students to write about what
1. Given the function 𝑓(𝑥) = (𝑥 + 3)2 − 4, find the 𝑓 −1 (𝑥).
a. If necessary, restraint the domain of 𝑓 −1 (𝑥).
2. Given the function 𝑔(𝑥) = sin(5𝑥 + 3) − 5.

3. Prove that every composition function of a function and its

inverse is commutative.
Connect and Engage (A.2, Students will finish their ‘Starting Line’ page in their learning
B.1, C.1) reflection. After they finish their ‘Starting Line’, student will
• How will you gather write down the directions from their house to the school. There
background knowledge directions will include the streets and turns they need to make to
previous learning? get from their home to the school. After writing their directions,
• How will you hook the the students will be asked to describe the directions from the
students? school back to their home. After this activity, I will ask students
to, throughout the lesson, think how this connects with the lesson
about inverse functions.
*After thinking reflecting on this hook, I will change home with

any location that the student would like to describe. Under this
change, I lower the chance that students without a permanent or
stable home does not need to bring it up.
1.
Teacher Modeling (A.1, A.2, Conceptional Instruction:
B.1, B.2, C.1, C.3, D.1, D.2, 1. Remind students functions are mappings.
D.3) 2. Visualizing functions as mappings of sets of numbers to
• A brief teacher directed another set.
objective.
3. Visually show the relationship with functions and inverse
➢ Model thinking using functions within the bubble mapping visual.
think-alouds. 4. Connect the conceptual visual with a model example of
➢ Engage students finding the inverse of a given function.
using turn and talk or 5. Emphasizing the relationship of domain and range for the
other student
response checks to
function and its inverse.
monitor
understanding. Questions:
➢ Utilize organizational 1. Can you describe inverse functions using composite
tools (anchor charts, functions?
process charts, 2. How does the domain and range of the function and its
graphic organizers)
when appropriate. inverse relate?
3. Why do you think we switch the y and x?
4. Graphically, how does this look?
5. What happens when the range of the original functions and
the domain of the inverse does not match?
Guided/Collaborative After the teacher’s modeling and independent practice, students

Practice (A.2, B.1, B.2, C.1, will work through the classwork sheet.
C.2, C.3, D.1, D.2, D.3)
students to practice on During the end of modeling and independent practice students will
their own come together to finish classwork assignment. They will work
• Consider
➢ Cooperative
with the desk mates that they seat next too.
groupings
➢ Conceptual Questions:
difficulties that might 1. When deriving the inverse function, which functions do
arise and how will you have to be concerned about with the domain?
you address them
➢ How students can
2. What are the common trait among those functions?
initiate discussion 3. Can there be a function that is its own inverse function?
➢ How tasks are 4. How does the hook at the beginning of the class relate
differentiated to inverse functions?
➢ How the tasks 5. Can you think how inverse functions can be helpful in
advance students’
understanding and
the real-world?
learning
understanding or
need for further
support
Independent Practice (A.1, Independent Practice is placed after each teacher model of both
A.2, A.3, B.1, C.1, C.2, C.3) inverse and composite functions.
students have to use the Independent Practice happens after each teacher modeling with
meaningful way? explicit directions. Students will have a question similar to the
modeled problem. Students are to work independently and quietly
demonstrate their mastery during these 4-5 minutes. After each independent practice,
of the objective? students will have 2 minutes to discuss with their group/table
mates with their answer, solution, difficulties, or wonderings
following:
➢ Connections to
previous learning
➢ A review of the
objective and if it
what achieved
means of informal
assessment
peer feedback
➢ Celebration of
learning
Lesson Four – Polynomial Functions Part I

2018
Materials:
Standard(s) (C.1) TEKS PRECAL. 2.I Student will be expected to determine and
• What standard(s) does analyze the key features of exponential, logarithmic, rational,
this lesson address? polynomial, power, trigonometric inverse trigonometric, and
• How do you know the
piecewise defined functions, including step functions such as
domain, range, symmetry, relative maximum, relative minimum,
identifying the zeros, asymptotes, and intervals over which the function is
strategy(ies) or skill(s) increasing or decreasing.
TEKS PRECAL. 2.J Student will be expected to analyze and

describe end behavior of functions, including exponential,
logarithmic, rational, polynomial, and power functions, using
infinity notation to communicate this characteristic in
mathematical and real-world problems.
Lesson Objective (C.1, A.3) SWBAT determine and analyze key features (domain, range,
• Objectives must be roots, and multiplicity) of polynomial functions.
defined learning)
SWBAT analyze and describe end behavior of polynomial
student achievement) functions.
➢ aligned with
standard(s)
verbs for
rigor)
with students
Assessment (B.1, B.2,C.1, Students will turn in classwork assignment that they will fill
C.2) during their time at the stations.
demonstrate their mastery Student will complete an exit ticket pertaining to end behavior and
of the objective?
roots/multiplicity.
collect to assess
understanding?
• Are assessments
differentiated for diverse
learners?
tomorrow’s lesson?
Connect and Engage (A.2, Prediction: What do you think this picture is? How could it
B.1, C.1) connect to polynomials?
• How will you gather
background knowledge In one of the stations, students will read an article about the
previous learning? visualization of roots of polynomials. I will project those images
• How will you hook the linked with that article. (Also, I might include inspiring music
students? when projecting it.)
Teacher Modeling (A.1, A.2, I will display and explain the four different stations the students
B.1, B.2, C.1, C.3, D.1, D.2, will be working through.
D.3)
• A brief teacher directed Station 1: End Behavior of Polynomial Video
objective. • Students will watch Khan Academy Video on End
➢ Model thinking using Behavior.
think-alouds. • Students will fill out the classwork page related to the
➢ Engage students video
other student
response checks to Station 2: Roots and Multiplicity of Polynomial Lecture
monitor • Students will take notes while I explain roots and
understanding. multiplicity of polynomials.
➢ Utilize organizational • I will model some problems related to roots and
multiplicity. Students will take notes on those examples.
process charts,
graphic organizers) • Students will fill out the classwork page related to roots
when appropriate. and multiplicity of polynomial.
Station 3: Polynomial Article

• Students will read through this article independently.
• Students will work together to answer the questions on the
classwork page related to the article.
Station 4: Polynomial Vocab Foldable

• Students will read through an article about what is a

polynomial.
• Students will make a foldable on the bolded/highlighted
terms within the article.
Guided/Collaborative Students will work together when in stations to work through the
Practice (A.2, B.1, B.2, C.1, worksheet.
C.2, C.3, D.1, D.2, D.3)
their own
• Consider
➢ Cooperative
groupings
➢ Conceptual
arise and how will
you address them
initiate discussion
➢ How tasks are
differentiated
➢ How the tasks
advance students’
understanding and
learning
understanding or
need for further
support
Independent Practice (A.1, At some stations students will take notes, read, or answer
A.2, A.3, B.1, C.1, C.2, C.3) questions independently.
students have to use the
meaningful way?
of the objective?
following:
➢ Connections to
previous learning
➢ A review of the
objective and if it
what achieved
means of informal
assessment
peer feedback
➢ Celebration of
learning
Lesson Five – Polynomial Functions Part II

2018
Materials:
Standard(s) (C.1) TEKS PRECAL. 2.I Student will be expected to determine and
• What standard(s) does analyze the key features of exponential, logarithmic, rational,
this lesson address? polynomial, power, trigonometric inverse trigonometric, and
• How do you know the piecewise defined functions, including step functions such as
domain, range, symmetry, relative maximum, relative minimum,
identifying the zeros, asymptotes, and intervals over which the function is
strategy(ies) or skill(s) increasing or decreasing.
TEKS PRECAL. 2.J Student will be expected to analyze and

describe end behavior of functions, including exponential,
logarithmic, rational, polynomial, and power functions, using
infinity notation to communicate this characteristic in
mathematical and real-world problems.
Lesson Objective (C.1, A.3) SWBAT determine and analyze key features (domain, range,
• Objectives must be roots, and multiplicity) of polynomial functions.
defined learning)
SWBAT analyze and describe end behavior of polynomial
student achievement) functions.
➢ aligned with
standard(s)
verbs for
rigor)
with students
Assessment (B.1, B.2,C.1, Students will turn in classwork assignment that they will fill
C.2) during their time at the stations.

of the objective?
collect to assess
understanding?
• Are assessments
differentiated for diverse
learners?
tomorrow’s lesson?
Connect and Engage (A.2, Reflection Worksheet about what they remember about
B.1, C.1) polynomials. This will be used as a tool to close the lesson.
• How will you gather Reflection Worksheet Beginning Portion.
background knowledge
previous learning?
• How will you hook the
students?
Teacher Modeling (A.1, A.2, I will display and explain the four different stations the students
B.1, B.2, C.1, C.3, D.1, D.2, will be working through.
D.3)
• A brief teacher directed Station 1: Polynomial Article Discussion
objective. • Students will reread the article from last class
➢ Model thinking using • Students will generate and write questions that the group
think-alouds. will discuss, they will hand the questions over to me.
➢ Engage students • Students will answer two questions I have given them on
other student
their classwork sheet, and I will read and prepare the
response checks to decision around their questions.
monitor
understanding. Station 2: History of Algebra Article
➢ Utilize organizational • Students will read the article pertaining to the history of
polynomials.
process charts,
graphic organizers) • Students will answer questions on the classwork sheet
when appropriate.
Station 3: Polynomial Volume Problem
• Students will work together to solve a volume problem
• Students will fill out their classwork sheet with their work
of the problem
Station 4: Polynomial End Behavior Notation

• Students will use their knowledge of end behavior to
understand the end behavior notation.
Students will copy notes into their notebook and answer questions
on their classwork sheet
Questions:
Questions are on their classwork assignment. (Attached to the

bottom of the paper.)
Guided/Collaborative Students will work together when in stations to work through the
Practice (A.2, B.1, B.2, C.1, worksheet.
C.2, C.3, D.1, D.2, D.3)
their own
• Consider
➢ Cooperative
groupings
➢ Conceptual
arise and how will
you address them
initiate discussion
➢ How tasks are
differentiated
➢ How the tasks
advance students’
understanding and
learning
understanding or
need for further
support
Independent Practice (A.1, At some stations students will take notes, read, or answer
A.2, A.3, B.1, C.1, C.2, C.3) questions independently.
students have to use the
meaningful way?
of the objective?
Closure (A.3, B.1, D.1, D.2, Students will turn in their classwork sheet and fill out the
D.3) Reflection Worksheet Ending portion.
learning including student
learned which may
include one or more of the
following:
➢ Connections to
previous learning
➢ A review of the
objective and if it
what achieved

means of informal
assessment
peer feedback
➢ Celebration of
learning
Alignment with State and Local Standards
The unit plan and lesson plans have the lesson objectives listed under both
content/process standard and lesson objectives.
Measurable, Aligned Assessments
The unit plan and lesson plans display the level of connection to the learning targets and
standards.
Content Coherence & Accuracy
The unit plan and lesson plans display the level of content coherence and accuracy.
Culturally Relevant Pedagogy/Access for All Students
Clinical One and Two are attached to the bottom of this paper.
One of my students has a 504 that requires an accommodation for breaking down long-
term assignments/projects into smaller segments and note-taking assistance. Therefore, for each
lesson the classwork assignment was divided into different sections that target specific concepts.
This was implemented to whole classroom, not just for her. Giving smaller segments for
classroom assignments allowed my students to target learning targets and standards. This in turn
gave my students ownership of there learning, as well reteach mini-lessons were easily and
precisely spotted. Under this unit of review, students already had notes for each topic; therefore,
either students could add to their existing notes or generate new notes for each instruction.
Nevertheless, my 504 student was allowed assistance to any concerns about note-taking. She
never required assistance; however, many of the students required other resource for notes and
assistance during homework and studying. So, my host teacher and I implemented Schoology
for our students. We attached notes, videos, classwork assignments, and other resources for
them. And she allows had preferential seating. All these resources were available for my ELL
scholar. The last two lessons focused on reading and writing; however, the reading levels were
appropriate for her and majority of my students. If they were having difficulty students were
working collaboratively with each other to answer the questions. Therefore, their peers could
assist them with any difficulty and if the group had difficulty they could also ask questions to
me.
High Quality Tasks
Each lesson had a classwork assignment with questions that assessed the assessed
standards. Questions were modeled similarly to the questions that were assessed in previous
common assessment. The next Common Assessment is a cumulative assessment of previous
common assessments. The classwork assignments alignment to the previous assessed questions
was due to my host teacher’s insistence that the questions must be similar to the common
assessment questions. Nevertheless, the questions are at the level that shows mastery of the
standards. However, during the last two lessons the questions branched to be more open-ended.
Students could respond, in full sentence, to questions that asks them to describe in their own
words what it means to be a root of a polynomial. There was also a station that focused on
having a discussion about polynomials. As well, students had to demonstrate mastery through
exit tickets, for most classes. Classworks are attached to the bottom of the page.
Accurate Representation of Mathematical Content
Common misconceptions and errors are addressed in the lesson plans. Target questions
for student learning are addressed in the lesson plans.

Eliciting Student Thinking
Besides the classwork assignments display student understanding of solving, the lesson
plans address questions that elicit student thinking. And each collaborative practice pushes
students to share mathematical reasoning, process, and ideas.
Analysis of Learning/Teaching
Overall students’ knowledge increased based on their exit tickets, reflection sheets, and
classwork assignments. The lesson structure for the first three lessons were traditional for the
students. The I-do, You-do structure is comfortable for them; however, the structure for the
review lessons did not seem to be the most effective. Many of the students were either
completing the problems faster than expected or slower than expected. The expected time to
complete the problems were only helpful for a small portion of students, the other students were
on the extreme ends. Thus, for future lessons using this structure, different levels of problems
will be offered to the students. The levels will start with the necessary mastery of the material
but will progress in difficulty with the next two levels. However, the last two lessons were
stations which was different for the students but ultimately was helpful for students to work at
their own pace. The stations also introduced an emphasize on reading, writing, speaking, and
listening to peers over the isolationist nature of the I-do, We-do structure. This shift in learning
structure allowed students to take more ownership of their learning. Students watched videos at
their own pace, students read articles that focused on student discourse, and students lead group
discussions on specific topics. The reflection papers at the end of class displayed this shift in the
student ownership. Students’ knowledge and concerns were more diverse than before. Students
asked questions about the process to derive a polynomial from data points, about the modern
applications of polynomials, and about the connection polynomials have with other functions.
Shifting the notion of only one source of knowledge existing to the notion that knowledge is
everywhere and at arm reach gave students a sense of ownership with their learning.
Additionally, the reflection pages informed us what was needed to be re-taught with more
accuracy. Students, in the past, did not show work when struggling with a problem, but the
papers allowed students to convey their confusions and struggles without worrying about the
perception of getting the problem wrong. Also, spiraling previous unit questions within the
classwork resulted in higher increase during the practice common assessment test. Therefore,
next year I will include more spiraling of content within my students’ assignments.
References
Driscol, M.J. (1999). Fostering algebraic thinking: A guide for teachers, grades 6-10.
Portsmouth, NH: Heinemann.

Appendix A
This paper is broken into two summaries. First summary reflects on the entire class interest data,
while the second summary reflects on an ethnography of a student.
Summaries
Entire Class Data
The data was gathered through an online survey, the data will be included through an Excel
spreadsheet. The questions ranged from learning the students’ interest outside school to who
they love. Attached to the bottom of this paper will be word be word clouds generated through
the responses from students to each question. Nevertheless, each question will have a brief
overview within this section.
What or who do you love?
A large portion of the students included family and friends within their responses. The
knowledge of the students’ strong familial has always been suspected; however, now it has been
confirmed. Further usages of this knowledge can be within classroom activities which would
provide a larger student engagement. Students also felt a strong love towards themselves, which
indicates a strong internal view of oneself. There was a student that included their horse, Ginger,
within their response.
What do you do in your free time?
All the responses were unique but had similar tendencies. A common tendency within
their responses would include connecting or hanging out with friends or family. Eating and
watching Netflix were also included. Previous lessons have included Netflix and food within it.
Netflix shows were used to engage students within Venn Diagrams and probability. Besides the
common tendencies among the responses, unique activities included: watching Korean dramas,
drawing, watching anime, and homework.
What are your greatest talents? If I needed your help to do something, what would
it be?
The responses were all unique. This data places an emphasize on individuality that can
be placed within the lessons and activities. The implementation of custom/personalized math
projects centered around their talents will create large engagement within my students and
products unique results. As well, this data places the mindset of lesson planning towards a non-
deficit mindset. Students are viewed through their talents and strengths instead of their
weaknesses.
What language(s) does your family speak at home?
LANGUAGES SPOKE AT HOME

Spanish and
English, 2
Spanish, 5
English, 7
The table above displays visually the responses from the students. Understanding this
chart and its impact/influence on future lessons will contribute towards a more culturally
responsive pedagogy. Teacher, student, and parent relationships could be strength with a serious
reflection on this data.
What or who motivates you?
A large portion of the data indicated the mother as the person who motivates them. Close
friends and family came close; however, mom was the leading response. Further information
will need to be conducted, nevertheless this data can be used to incorporate a stronger connection
between the stakeholders of the students’ education.
Overall summary
The data was insightful and impactful towards future lesson plans. There is a strong
sense of oneself within the classroom. Students find enjoyment and motivation through friends
and family. And there is a plethora of talent ready to be incorporated.
Ethnography
The student within this ethnography will be referred by London. A little preface about London,
she is a senior in high school. Her typical day outside of school involves cleaning her
room/chores, having a snack as a reward, watching Netflix, and going to the gym. She enjoys
going to the gym with her friends. She responded that she did not find any places within her
neighborhood as interesting but described an abandon area that had great art work one could go
and see. She enjoys watching YouTube videos about the history European monarchy, she finds it
fascinating. She took on sports near her earlier within her high school career, but not her senior
year. She would have joined cross country and soccer, but it is too late. Typically, London does
not work after school, but goes home and relaxes. Halloween is an important holiday for her, she
loves to go out with friends. Thanksgiving and Christmas would be important, but she does not
like the cold weather. London loves fried rice and Mexican food; her family makes it all the
time. Whether at school or at work, she actively engages with people by talking to them. With
London, making friends means starting a conversation with them. London is very engaged with
social media; she loves Twitter, Instagram, and YouTube.

Appendix B
Davis Pratt Pre-Calculus
Student IEP 504 BIP Accommodations Modification

CT X • Oral Testing
• Note-taking Assistance
• Preferential Seating
• Re-teach Difficult Concepts
• Breaking down long-term assignments/projects into smaller
segments for Chyna
Student ESL LEP Home Years in Yearly Listening Speaking Reading Writing Comprehensive
Language US School Progress
AV X Yes Spanish 6 1 Advanced Advanced Advanced Advanced Advanced High
High High High High
Name: ______________________________________________ Date: ________________ Period: _________
Classwork 1 Precalculus
Given the function below, determine f 1  x  and its domain.

1. f  x   x  2
f  x    x  2  3
2
2.
If the function g  x   f  x   p has a zero at x=2, then the value of p is:
10
 1
3. Evaluate   2n  2 
n 1
Given an auditorium has 10 seats in the first row. There are 30 rows of seat and each row has two additional
seats.
4. Write the recursive form of this arithmetic sequence. Remember to define a1 and n.
5. Write and simplify the explicit form of this arithmetic sequence.
6. How many seats are there in the last row?
7. How many seats are there total in the auditorium?
8. Given f  x   x2  1 and g  x    
x  3 , find h  x   f  g  x   .
9. Given f  x   4 x  9 and g  x   2 x  7, find h  x   g  f  x   .
10. Which of the following is an infinite geometric series? (circle your answer choices)
    
c.   a1   n  1 d 
1
a.  b.  5n  1 d.  3( 2) n e.  (2 x 1
)
n 1 n n 1 n 1 n 1 n 1
11. Which of the following function is EVEN, ODD, or NEITHER.
x3  3x x 4  3x 2  5
a. f  x   5x 2  4 b. g  x   5x4  3x  7 c. h  x   d. k  x  
x5  2 x3 x3  2 x
_______________ _________________ _______________ ________________
12. Select the following sequences that are geometric? (circle your answer choices)
1 1 1 5 5 3 3 3
a. 1, , , ,... b. 10,5, , ,... c. 1, 4,16, 64,... d. 3, , , ,...
2 3 4 2 4 2 4 5
13. Mr. O'Hara deposits $120 at the end of each year into an account that pays 7% interest
annually. Find the approximate balance in his account after 10 years, using the formula below.
10
120 1.07 
n
n 0
14. Mr. Pratt deposits $200 at the end of each year into an account that pays 9% interest annually.
Find the approximate balance in his account after 20 years, using the formula below.
20
 200 1.09 
n
n 0
15. Find the sum of the infinite geometric series.

 n 1
 1

n 1
6   
 2
Classwork #2 Name: ____________________
1. Construct a graph for each function and answer the question. (Use your calculator)
a. Graph the function cos⁡(𝑥) and describe the domain and range?
b. Graph the function cos−1(𝑥) and describe the domain and range?
2. Construct a graph for each function and answer the question. (Use your calculator)
a. Graph the function sin⁡(𝑥) and describe the domain and range?
b. Graph the function sin−1 (𝑥) and describe the domain and range?
Classwork #2 Name: ____________________
3. Find the measure of the rotation angle between 0° and 360° that terminates in Quadrant IV and
has a 24° reference angle?
4. Find the measure of the rotation angle between 0° and 360° that terminates in Quadrant III and
5. Find the measure of the rotation angle between 0° and 360° that terminates in Quadrant I and
6. Find the measure of the rotation angle between 0° and 360° that terminates in Quadrant II and
Classwork #2 Name: ____________________
7. What is the measure of the reference angle for a rotational angle of:
a. 310°
b. 232°
c. 167°
d. 53°
8. List the reciprocals of sine, cosine, and tangent?
a. _________ is the reciprocal of sine.
b. _________ is the reciprocal of cosine.
c. _________ is the reciprocal of tangent.
9. Given cos(𝜃) = 5/7, find sec(𝜃).
10. Given sin(𝜃) = 3/10, find csc(𝜃).
11. Given tan(𝜃) = 17/8, find cot(𝜃).

Classwork 3 Name: ______________________
1. Find the values of y and z for the given triangles:

a.
10
38°
y
z
b.
49°
z
y
17
c.
z
72
97
y
65
d.
65
y
z
56
33
Classwork 3 Name: ______________________
2. According to the instructions on a new 16-foot ladder, the angle at the base of the ladder should
be 75° in order to make the ladder as stable as possible. How far out from the building should
the base of the ladder be placed to create a 75°.
3. You are standing 57 meters from the base of the building and tilting you head to create an angle
of elevation of 36°. While tilting your head, your eyes are 1.6 meter from the ground. What is
the height of the building you are staring at?
4. A dog chased a cat up a tree. The cat is 7 meters up the tree. If the dog is standing 3 meters
from the tree, what is the distance from the cat to the dog?
Classwork 3 Name: ______________________
5. A 15 -foot flag pole is mounted on top of a 30 -foot school building. A group of a students has
been assigned to calculate the angle of elevation to the top of the flagpole from a point 60 feet
from the base of the building. Calculate the angle of elevation for them.
6. A building 50 meters high casts a shadow 23 meters long. Find the measure of the angle of
elevation of the sun.
7. Cathy is flying a kite. The kite has an angle of depression of 47° and is flying on 15 meters of
string. If Cathy is holding the end of the string 1.2 meters off the ground how high above the
ground is the kite?
Classwork 4 (Polynomial) Name: ___________________ Date: ______ Period: ____
Station 1: End Behavior of Polynomial Video

Direction: Before starting the video, read the questions below. While watching the Khan
Academy Video Intro to end behavior of polynomials, you should be taking notes in your
notebook. After finishing the video and writing down your notes, answer the questions below.
1. What does it mean to look at the end behavior of a polynomial? (Write in complete
sentences.)
2. If you were given a polynomial function with the leading coefficient 𝑎 > 0 and the
leading term with a power/degree of 4, then describe in a picture and in complete
sentences the end behavior of the function. (Write in complete sentences.)
3. The end behavior of a polynomial function 𝑝(𝑥) is as you go further to the left the
function goes up and as you go further to the right the function goes down. Is the leading
term 𝑎 greater than zero or less than zero for 𝑝(𝑥)? Is the degree of the polynomial even
or odd? (Write in complete sentences)
4. If you have any questions, please write down your questions below.
Station 2: Roots and Multiplicity of Polynomial Lecture

Instruction: Students will take notes over the small instruction Mr. Pratt goes over for roots and
multiplicity. After the modeling instructions, students will complete some questions below.
1. Given the function 𝑓(𝑥) = (𝑥 − 3)2 (𝑥 + 2)3 , determine the following:

a. Roots/Solutions:
b. Multiplicities of each root:
2. Given the function 𝑓(𝑥) = 𝑥2 (𝑥 − 1)3 (𝑥 + 4), determine the following:

a. Roots/Solutions:
b. Multiplicities of each root:
3. Given the graph of a polynomial below, determine the roots and the roots possible
multiplicities.
Station 3: Polynomial Article

Instruction: Before reading the article, you should read the questions below. After reading the
article answer the questions below in complete sentence.
1. What do you think the author means when he describes polynomials as the meat and
potatoes of high-school algebra?
2. Describe in your own words the definition of prototypical, based on the text.
3. Based on the author’s description of single-variable polynomials, describe the degree of

the polynomial 𝑝(𝑥) = 4𝑥 5 − 2𝑥 3 + 8𝑥 2 − 𝑥 + 6.
4. Describe, in your own words, what it means to be a root of a polynomial.
5. Confirm the authors claim of the roots of the polynomial 𝑥 2 − 𝑥 − 2. (This means
mathematical show how the author found the roots.)
6. Describe, based on the author’s description, what an imaginary number is.

Station 4: Polynomial Vocab Foldable

Instructions: You are given an article about polynomials that you use to make a vocab foldable.
In your vocab foldable you must include your own definition and a picture/diagram about the
vocab word. The words you will include in your foldable will be: coefficients, leading
coefficient, term, leading term, exponent, degree, and polynomial. To earn your full points
for your foldable, you must get Mr. Ly or Mr. Pratt to sign this sheet when you have completed
your foldable.
Signature: ________________________
Station 1: Polynomial Article Discussion

Direction: Before reading the article, read the question below. You will have five minutes to
reread the article, after rereading the article generate a question. The question will be used
within a discussion about the article. During the decision, write down at least one idea that
interested you.
1. Within the article, Christensen’s and Derbyshire’s plot uses horizontal and vertical axis
that differ from the normal real number coordinate plane. Describe in your own words
the new coordinate plane Christensen and Derbyshire uses.
Notes during the discussion:

Station 2: History of Algebra Article

Instruction: Before reading the article on the history of algebra, read the questions below. While
reading the article annotate any important information. Write in complete sentences. Complete
sentences show complete thoughts.
1. Describe in your own words, the reason algebra was known in the Islamic world as the
“science of restoration and balancing”? (Write at least three sentences.)
2. What is significant about the usage of indeterminate to describe indeterminate equations.

(Write at least two sentences)
3. Algebra shifted from solving polynomial equations to understanding the structure of

mathematical systems which stem from base algebraic axioms, why do you think there
was a shift within the focus of Algebra? (Answer should use text evidence within their
response and should be at least four sentences.)
Station 3: Polynomial Volume Problem

Instruction: Work together to solve the volume problem below.
1. A box with no lid can be made by cutting out squares from each corner of a rectangular piece of
cardboard and folding up the sides. A particular piece of cardboard has a length of 20 cm and a
width of 16 cm. The side length of a corner is x.
a. Write a function that can be used to determine the volume of the box in terms of x.
b. Find the domain of the function.

Station 4: Polynomial End Behavior Notation

Instruction: Students will expand their understanding of end behavior of polynomials by
understanding infinite notion. Students will read the notes and answer the guided notes. I would
advice students to put the end behavior table within their notes. Students will turn in the turn in
worksheets at the station.

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Running head: MATH METHODS UNIT: SEQUENCES AND FUNCTIONS 1

Math Methods Unit: Sequences and Functions

Johns Hopkins School of Education

Math Methods Unit: Sequences and Functions

Lesson One – Sequence and Series

Lesson Two – Inverse Function

Objective Vocabulary Assessment

Lesson Three – Inverse Functions

Objective Vocabulary Assessment

Lesson Four – Polynomial Functions Part I

Lesson Five – Polynomial Functions Part II

Lesson One – Sequence and Series

Grade Level Subject: Date:

TEKS PRECAL. 1.D: The student is expected to communicate

1. A display of cans on a grocery shelf consists of 20 cans on the

b. Is this sequence geometric or arithmetic?

c. Construct the recursive form of the above sequence.

d. Construct the explicit form of the above sequence.

e. How many rows of cans are within the display?

f. Find the total number of cans in the display.

2. Consider the following sequence of communicating on the new

b. Is this sequence geometric or arithmetic?

c. Construct the recursive form of the above sequence.

d. Construct the explicit form of the above sequence.

e. How many minutes does it take for the photo to have

f. How many posts would the photo have on MinuteSnap

g. In total, how many people have posted the photo after 9

Option 1 is arithmetic, and Option 2 is geometric. There is little

5. Finishing Line (Exit Ticket)

Explicit Teacher Modeling will include the conceptional nature of

After sequences practice, series is next with similar structure.

➢ How the tasks

Lesson Two – Composition Functions

Grade Level Subject: Date:

➢ posted shared aloud

1. Given the composition function ℎ(𝑥) = 4𝑥 2 + 8𝑥 + 5

3. Given 𝑓(𝑥) = 2𝑥 2 − 3 and 𝑔(𝑥) = 𝑥 + 2, find ℎ(𝑥) =

4. Determine if ℎ(𝑥) and 𝑘(𝑥) are commutative?

Connect and Engage (A.2, Composite Self Diagram:

A composite is a thing made up of several parts or elements. So,

➢ Model thinking using

Lesson Three – Inverse Functions

Grade Level Subject: Date:

Standard(s) (C.1) TEKS PRE-CAL. 2.E: The student is expected to determine an

TEKS PRECAL. 1.D: The student is expected to communicate

1. Given the function 𝑓(𝑥) = (𝑥 + 3)2 − 4, find the 𝑓 −1 (𝑥).

a. If necessary, restraint the domain of 𝑓 −1 (𝑥).

2. Given the function 𝑔(𝑥) = sin(5𝑥 + 3) − 5.

3. Prove that every composition function of a function and its

*After thinking reflecting on this hook, I will change home with

Guided/Collaborative After the teacher’s modeling and independent practice, students

Lesson Four – Polynomial Functions Part I

Grade Level Subject: Date:

TEKS PRECAL. 2.J Student will be expected to analyze and

Station 3: Polynomial Article

Station 4: Polynomial Vocab Foldable

• Students will read through an article about what is a

Lesson Five – Polynomial Functions Part II

Grade Level Subject: Date:

TEKS PRECAL. 2.J Student will be expected to analyze and

• How will students

Station 4: Polynomial End Behavior Notation

Questions are on their classwork assignment. (Attached to the