Task 2 Functions Lesson Plan.docx - Direct Instruction Lesson Plan Template General Information Lesson Title What\u2019s My Rule Subject(s Functions

Task 2 Functions Lesson Plan.docx - Direct Instruction...

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Direct Instruction Lesson Plan Template General Information Lesson Title: What’s My Rule? Subject(s): Functions Grade/Level/Setting: 4th Prerequisite Skills/Prior Knowledge: Multiplication, Addition, Subtraction, Basic Operations and Multiples Standards and Objectives State/National Academic Standard(s): M.4.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. (e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.) Learning Objective(s): Using a function table, students will be able to identify the pattern of the function table with at least 75% accuracy. Materials Technology Function table template via iPad Markerboard Marker Vocabulary Cards Macbook ELMO Exit Ticket Pencil Paper Using the function table template that is on the iPad allows the students to be engaged and fully immersed in the lesson. This will also activate prior background knowledge on multiples and patterns that students have learned in an addition chart and/or multiplication chart.
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iPads nmachine.html Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): Justify: Students will be able to justify their answers of the function table based on the patterns they see in the function table. Vocabulary: Function machine, input, output, rule Discourse and/or Syntax: Discourse: Through the use of umber talks in the classroom, students will be able to utilize oral language in order to justify their reasoning on the pattern they identified in the function table. Planned Language Supports: The APL turn-and-talk strategy will be utilized in the classroom by having students discuss with a partner what they believe the definition of the mathematic term means. Then, the teacher will give a clear and define definition for each vocabulary word. After that, the teacher will clip the vocabulary words on the whiteboard to allow students to reference back to the terms during the lesson. The instructional strategy: Similarities and Differences will be used in the lesson to scaffold students learning. Students will have to cognitively and analytical identify patterns in the function table by identifying the similarities and differences they see in the table. This strategy allows for rigorous, critical thinking skills.
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