Mandie

=Mandie's Leadership Project Page=

[] [] [] [] [] [] [] [|http://www.dpi.state.nc.us/acre/standards/common-core-tools/#crmath] [] [] [] [] [] []
 * Resources**
 * Website that houses many recourses and updates for Common Core.
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**Revised Lesson Plan that includes the Common Core Standards - Mathematics**
**BEFORE** Warm Up – 1. f(x)=(x 2 -1) 1/2 Determine the intervals over which the function is increasing, decreasing, or constant. Is the function even, odd, neither? 2. g(x)=x 2 -6x Determine relative max and min. **DURING** Teacher will be ask questions and ask students to individually answer them. Then the students will be allowed to share with each other and brainstorm more answers. These questions are geared to get students thinking about parent graphs and to think about previous math classes they have taken.
 * 1.3 –**
 * Lesson Objectives:** Students will be able to use vertical and horizontal shifts along with reflections to sketch graphs.
 * Lesson Prerequisites:** Students will need knowledge of graphing.
 * Summary**: Students will work together to determine the shapes of parent graphs and how shift, reflections, dilations affect ear graph.
 * Materials:** projector, computer, GSP
 * Teacher Actions:** Teacher will post a warm up for students to complete when entering the room. The teacher will take attendance and practice student’s names while checking homework. Teacher will allot 5 minutes for questions about homework.
 * Students Actions:** Students will come in and start the warm up and have homework out on their desk. Students will ask questions about the homework if needed.
 * Teacher Actions:** The teacher will hand out the Parent Function Graphic Organizer for students. Teacher will ask students the following questions:
 * What are types of graphs we have seen in our math classes?
 * What is the basic form?
 * Have you heard of parent graphs?
 * What is a rational number?
 * What is Domain/ Range? Which variable are they related to?
 * How do we move them?
 * What happens if we add to the outside/ inside of the function?
 * How do fractions/ whole numbers effect graphs?

**AFTER** //Homework – pg. 3-69 odd multiples of 3 and 82-98 even// EXIT SLIP: State the Domain and Range. Graph the function using transformations. 1. f(x)=(x 2 -1) 2 +1 2. g(x)=(1/x)-3
 * Students Actions:** Students will brainstorm graph types and remember previous methods for solving graphs. The students will work together to determine the 6 parent graphs.
 * Teacher Actions:** The teacher will bring students back to the classroom and will discuss the activity and determine if students are clear on the functions. The teacher will ask the following questions:
 * What are our parent functions?
 * How do we do a horizontal shift?
 * How do we do a vertical shift?
 * How do we tell the difference between them?
 * How are we going to remember this?
 * What is reflecting a graph do? How do we reflect over the x- and y- axis?
 * How do we transform an absolute value equation?
 * What did the absolute value transformation look like
 * Are the absolute value graphs similar to anything else we’ve seen?
 * Was this helpful?
 * Can we generalize the shifts, reflections, and transformations?
 * How do we graph transformations?
 * What are the Domain/ Range for each graph?
 * Students Actions:** Students will come back to classroom with the worksheet completed and ready to discuss. The students will come up with ways to remember the different transformations of graphs and parent graphs.
 * Assessments:** The teacher will assess students using the in class discussion. The teacher will also give students two questions to turn in as an "exit slip." The teacher will also ask student to participate in "Fist to Five," where a fist is "I am clueless" and a 5 is "crystal clear."


 * Standards:**
 * F-LE.2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
 * F-IF.1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If //f// is a function and //x// is an element of its domain, then //f//(//x//) denotes the output of //f// corresponding to the input //x//. The graph of //f// is the graph of the equation //y// = //f//(//x//).
 * F-IF.2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

1.01 Transform relations in two dimensions; describe the results algebraically and geometrically. 2.01 Use functions (polynomial, power, rational, exponential, logarithmic, logistic, piecewise-defined, and greatest integer) to model and solve problems; justify results. Interpret the constants, coefficients, and bases in the context of the problem. 2.04 Use the composition and inverse of functions to model and solve problems.