Travis High School

Daily Lesson Planning Template

Department:
Math / Course:
Algebra I / Date:
September 17 & 18, 2012
Unit Title:
Independent/Dependent & Domain & Range / Created By: Vocabulary: relation, range, domain, independent
Alejandra Estrada variable, dependent variable
TEKS/SEs/ELPS:
A.2B: identify mathematical domains and ranges and determine reasonable domain and range values
for given situations, both continuous and discrete RC2
A.2D: collect and organize data, make and interpret scatter plots(including recognizing positive,
negative, or no correlation for data approximating linear situations), and model, predict, and make
decisions and critical judgments in problem situations
A.5B: determine the domain and range for linear functions in given situations RC3
A.1A: describe independent and dependent quantities in functional relationships RC1
A.2C: interpret situations in terms of given graphs or create situations that fit given graphs RC2
Student Learning Objective:
Lesson Objectives: Students will be able to know the difference between discrete and continuous graphs,
the independent and dependent variables, and correlations associated with graphing functional
relationships and to identify the domain and range of a relationship.
Language Objectives: Students will be listening to music and making sketches of graphs and writing
functional language to describe relationships while working individually.
PreReq Knowledge:
  • Students should have been introduced to domain and range and have the ability to sketch relationships on graphs.

Time / Learning Strategy
(see strategies listed on next page) / Activity
(Include Teacher and Student Actions) / Questions / Resource(s)/Technology Used / Bloom’s/Costa Level / Grouping
10
mins / EOC Warm-Up
5 mins / The students will be engaged in the lesson with “business cards” issued by the teacher as they enter the
room. The students will be asked to imagine as if they are music producer looking for the perfect
functional relationship song. The students will also be engaged by referencing prior lessons involving
functional relationships and domain and range.
30mins / Whole Class Group Activity / • Teacher will make copies of the business card template called Music Producer Cards. Students
will fill in the cards to become “All-Star Music Producers”. (see engagement)
• Teacher will make a copy for each student of the Song Lesson Word Document (recording
Revised 6/1/12 Copyright 2012 Austin ISD
worksheet).
• Teacher will have the laptop connected (with sound) to the projector with the power point Song
Correlation Lesson with the slide show ready with the scenario slide (Slide 1) up on the screen.
(This can be found in the portfolio. The teacher will have to download the power point and all 9
song files on their desk top in one folder in order for the music to link. ** On the first slide the
song does not start for about 15 seconds giving the teacher time to go over the slide)
• Teacher will engage the students as they enter the class with the story of being a Music Producer
for the day. Announce that their goal and success as a music producer is to identify music lyrics
that have a “functional relationship”. Also, have on the whiteboard/chalkboard the outline of
Quadrant I ready to model the first selection of music (slide 3).
• Teacher will model the first song (Slide 3) “When I Get Older, I Will Be Stronger” by having the
class listen to the song, discuss the concepts of independent/dependent relationships,
discrete/continuous graphing, domain/range definitions and correlations apparent in this song.
Students will fill in the answers to their recording worksheet for this song and participate in a class
discussion where the teacher will be checking for understanding.
• Teacher will work through the remaining power point slides/songs and lead class discussions as to
how the students would answer the recording worksheet provided.
• Check for Understanding Activity: Teacher will pair up the students after the lesson and will tell
each pair to write down the vocabulary words (independent, dependent, discrete, continuous,
and correlation) on their piece of paper and describe these in their own words. / • How can you determine if a relationship is a
function?
• How are the domain and range of a function
related to the independent and dependent
variables?
• How does changing the independent variable
affect the dependent variable?
• How can different representations be used to
write a rule or expression for a function?
• What does a significant point on a graph
represent in the context of the problem?
25
mins / Practice / -Student will work on Domain and Range Practice Graph cards, In this activity students are given a real world situation where they have to match to a graph, identify if its discrete or continuous, find the domain & range and answer a real world questions.
20 mins / Exit slip / • Pair/Share: For the closure activity the teacher will have the students take out a piece of paper.
The students can tear the paper in half and share with their partner. Students will pair up and
write the lyrics of their own song that would model a relationship between two variables and ask
for pairs to share out with the class. Identify the functional relationships that the students
learned from the lesson for the new song lyrics.
Hw: / Relation and Functions Worksheet
Learning Strategies: / Modifications: / Teacher feedback/reflection on lesson plan
Card Sort
Choral Response
Cooperative Learning
Cornell Notes
Exit Slips
Four Corners
Gallery Walk
Groups
Independent Problem Solving
Independent Projects
Interactive Manipulatives
Journals
Lab Studio
Learning Logs or Walks
Line Ups
Philosophical Sticks/Random
Pictionary
Quick Writes
Role Play
Role Play
Scavenger Hunt
Skits
Socratic Seminar
Stations
Think Alouds
Think-Pair-Share
Warm up
White Board Check-ins / Use sentence stems for ELL students
Accommodations:
Model situations with tables for my ELL students,

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Rubric for Power Standards

GRADING SCALE: PERFORMANCE LEVEL DESCRIPTORS
Scale, Grade, Word / Grade Descriptions / Power Standard
4 / A / Mastery / The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
3 / B / Proficient / The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
2 / C / Basic / The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
1 / F / Below Basic / The student has a limited knowledge and understanding of the content and has achieved a below basic competency in the processes and skills.

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