Teacher Work Sample

Haylee Wheeler
A0222459
Mathematics and Statistics Composite Education
15 October 2019

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Table of Contents

Learning Context………………………………………………………………………………....3

Focus Students…………………………………………….……………………………………...7

Lesson Plan 1: Identifying Functions……………………………..……….……………….....…10

Lesson Plan 2: Function Notation…………………..…………………….……………………...17

Lesson Plan 3: Domain and Range………………..…………....……….……………………….24

Lesson Plan 4: Slopes…………………………....………...…………………………………….31

Lesson Plan 5: Graphing in Slope-Intercept Form………………………………………………39

Reflection of Lesson Plan 1: Identifying Function………………………………………………45

Reflection of Lesson Plan 2: Function Notation…………………………………………………51

Reflection of Lesson Plan 3: Domain and Range………………………………………………..57

Reflection of Lesson Plan 4: Slopes……………………………………………………………..59

Reflection of Lesson Plan 5: Slope-Intercept Form……………………………………………...63

Final Reflection…………………………………………………………………………………..66

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Learning Context
School district: Cache County School District

Name of school: Green Canyon High School

Title 1 school? No

Demographics of school:

According to the 2018-2019 demographic report Green Canyon High School has a total

of 1343 students, where 48.8% of those students are female and 51.2% of them are male. In

regard to ethnicity, .4% are American Indian, .7% are black, 1% are Asian, 9% are Hispanic, .5%

are Pacific Islanders, 1.4% are multiple races, and then 87% are white. The percentage of

economically disadvantaged students at Green Canyon High School was 22%. There were 32

English Learners and 100 Students with a disability.

Description of school climate [who attends, leadership style, parent/community

involvement, school-wide discipline plan (if any), physical environment, academic

environment]

Green Canyon High School is in its third year of being open. There is the principal and

then two vice principals. When I met with the principal and vice principals they explained that

they are working to create a school environment based on their school initiative, PACK. PACK

stands for Purpose, Attitude, Connections, and Knowledge. They use PACK as a way for

students to know what they hope for them to gain from their experience at Green Canyon but

also as a guide for how to discipline the students. When students are acting out, they like to ask

the student what part of PACK they are not following and then work with the student on how

they can improve in that area.

caught up in their classes. Many teachers will contact the parents of their students the first week

of school to learn more about their students. Parents are encouraged to go to the parent/teacher

conferences.

Grade level: 9th grade

Choose one class period and describe the learning environment: [attendance, classroom

management plan, seating arrangement, level of student engagement in learning, level of

safety for learning]

The class period I am choosing is my Math I Remedial class. There are consistently at

least 3 students absent every day. Students have assigned seats and are in rows of 8 with an aisle

in the middle. The classroom management plan is that students are expected to stay focused and

be respectful during the lesson and while they have time to work on their assignment. At the end

of class students must put their calculators away. During lessons students are listening and

writing notes but there is little participation, which could be because it is their first class of the

day. Students are encouraged to ask questions and to ask for help anytime they need it.

Throughout the lesson we will often check in to see who is understanding and who needs

additional explanation. There is no tolerance for belittling or bullying of any student.

Subject matter of lessons: Math I, Chapter 3, Graphing Linear Equations

Total number of students in the class period you have chosen: 27

Students with special needs and short explanation of the needs (do not use real

names):

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 With IEPs: LB needs close proximity to the teacher, study area to reduce distractions,

and extended time for assignments and tests. AJ needs a planner, extended

time, proofreader, and a calculator. MW needs extra time for tests and

assignments, an alternate location to read tests, preferential seating, and

minimal distractions.

Students who receive speech/language services: There are no students in this class who

receive speech/language services.

English language learners: GA and LR are currently receiving ELL services. AJ and JS

were previously receiving ELL services.

Gifted and talented: There are no students in this class who are gifted and

talented.

Other (e.g., 504 plans--please specify): There are no students who need any other types

of accommodations.

Students’ prior knowledge for these lessons:

Students have been working with solving equations and inequalities up till this chapter,

they just haven’t classified them. They also have seen a coordinate plane before and how to plot

points onto it, so they should be familiar with that when they have to start graphing linear

equations.

Students’ background and interest for these lessons:

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 Many of these students have failed a math class in the past so they have very little

confidence in their ability to do mathematics. Because of this, a main goal we have in this class

is to help boost these students' confidence in their ability to do mathematics. These students also

do best with very structured lessons that explain every little detail they will need to know to

complete the problem. They also appreciate when they are given time in class to work on their

assignment so they can check their work along the way and ask questions they have as they come

up.

How did your knowledge of these students and assessment of their prior knowledge inform

your lesson planning?

I knew with these students that my lessons had to all be direct instruction so they would

have to stay focused and have that structure they need. I also broke up my lessons into more days

than they would usually be in other classes to not give these students too much in one day. Doing

this would also help achieve our goal of building their confidence in mathematics. By teaching

the class at a slower pace, the students have more time to comprehend what they need to learn

and to succeed in their schoolwork rather than become overwhelmed and give up. When the

students see that they can understand mathematics and succeed in it, then their confidence will

rise.

Focus Students
Description of student 1

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 I will refer to this first student as GW, who is the student that needs less support

in the classroom.

Prior learning

This student has seen everything from Math 7 and Math 8 and it is clear that they still

have a good understanding of the material. I do not feel that I need to review material they

should have learned in past grades that they need for the current material for this student. It is

clear that this student is often bored in class.

Academic ability

Has a 3.5 GPA and is currently receiving an A in the class. They got a proficient score on

their 7th grade Math SAGE exam.They are currently getting an A in all their classes except one.

This student is one of the students in this class that has not failed a math class before so he has

more confidence in mathematics than most of the other students in the class.

Personal background

This student has lots of friends in the class but still gets their work done. His parents are

married and he seems to have a healthy, good home life. He is here almost everyday and has

never been tardy.

Other relevant characteristics

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 This student participates a lot during lessons and often will answer questions when other

students do not know the answer (or just don’t want to answer).

Influence of all of these characteristics on your teaching

This student is often the first student to finish their assignment for the day and will have

extra time in class. I will try to encourage this student when they are finished to help their peers

around them who are struggling. I don’t worry too much during the lessons if this student is

understanding what is being taught.

Description of student 2
I will refer to the second student as MW, who is the student that needs more support in the
classroom.
Prior learning

This student has seen all the math they need to in order to succeed in Math I but has not

done well in math classes in the past. Because of this it is hard to know how much review they

need of topics they were supposed to have learned in other grades, so I will often review material

they need to know from past grades to be successful in class that day (this is for most students).

Academic ability

MW currently has a GPA of 2.86 and is currently getting a B in class. They are also

currently failing another class. This student is in this class because they have failed a math class.

Personal background

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 MW is one of the students who as an IEP, theirs is for extra time on tests and

assignments, preferential seating, and to have minimal distractions. This student also has lots of

friends in class but this is a distraction to them and often doesn’t finish their assignments in class.

Other relevant characteristics

This student will often act like they finished the assignment but when I get to grading it

they will have only done half of it and will write all over it that they are confused. They do not

ask for help even though they are confused and by the time we see they are confused the class is

already over.

Influence of all of these characteristics on your teaching

I will make sure to check in on this student a lot since they are often confused but aren’t

willing to ask for help. I will also make sure that I am checking their assignments before they

leave class to see if they actually finished them and then ask them to finish if they didn’t.

Lesson Plan 1: Identifying Functions

Subject and grade Level: Secondary Math 1, Grade 9

Approximate time: 40 minutes

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 Rationale for methods

This lesson will be taught through explicit teaching, a method I learned in Math 4400, my

methods class. Through explicit teaching the students will have that structure they need as well

as have more support and guidance. The students will receive clear instructions on each new

topic they need to learn and able to receive quick feedback on how they are doing. The lessons

have also been split up to cover more days than the amount of days the textbook we follow

recommends so the students can have a solid understanding of each new topic before we teach

them something new.

Content standards

Standard F.IF.1

Understanding 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)

Standard A.REI.10

Understand that the graph of an equation in two variables is the set of all its

solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Academic language/vocabulary objectives

1. The language skill- Students will be able to distinguish between a function and non

function using different representations of relations. Students will be able to classify

whether a relation is linear or nonlinear from only the graph and then from the equation.

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 2. The discipline-specific vocabulary that students will need to know are function, x-

coordinate, y-coordinate, mapping, linear, nonlinear, equation, exponent, absolute value,

and variable.

Required materials, resources, and technology

List, attach/embed, and justify all materials and resources needed to teach this lesson,

including technology resources. Describe them here and justify their use.

● The guided notes/assignment so students can follow along and write down what

they need to know for this topic.

● A smart board presentation so I can have the guided notes projecting on the smart

board so the students know what notes they are expected to write.

● Technology tools: A Smart Board makes it so that I can have the same guided

notes sheet as the students so they can see what notes they need to write. I can

then easily answer any questions students have on any of the problems.

Lesson objectives

● Students will determine whether relations are functions (Standard F.IF.1).

● Identify the independent and dependent variables of functions (Standard F.IF.1).

● Determine whether a relation is a function by looking at the graph (Standard F.IF.1).

● Determine whether a graph is linear or nonlinear (Standard A.REI.10).

● Distinguish between linear and nonlinear equations (Standard A.REI.10).

Instructional Procedures

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 First, I will pass out the Identifying Functions Notes and Assignment to each of the

students. On the top of the sheet I will have the students write what a function is. I will write that

“a function is a relation where there is only one output (y) for every input (x)”.

I will then go through how there are different ways to represent a function which can be

seen on the Notes/Assignment. I will work through how to write each representation with the

same function. When we get to the graph, I will then talk about the vertical line test. I will write

above the graph what the vertical line test is, “using a vertical line, slide it across the graph, if the

line only touches one point at a time it is a function”. We will then discuss how the first problem

is a function because there is only one y for every x in every representation.

The students will then have a couple minutes to try filling in the different representations

for the second problem. Once I see that most students have filled in at least 2 representations, I

will show the students how to fill in each representation. We will then discuss if this is a function

or not and will come to the conclusion that it is not a function.

We will then move onto the back where they have to identify if the graph is a function

and if it is linear or nonlinear. This is where we will discuss what a linear and nonlinear equation

looks like as a function. The students will note that a linear function is one straight line and is not

wavy. I will then work through problems 1-4 with the students.

After doing problems 1-4, the students will then have 10 minutes to work through the

front and first section on the back on their own before we do the last section. I will be walking

around to answer any questions. Once most students are done, I will answer 2 problems of their

choosing.

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 I will then go over the last section which is identifying if an equation is linear or

nonlinear. The students will not know what a linear equation looks like so I will give them an

example of a linear equation in slope-intercept form and in standard form. I will also write

“Linear has no exponents, absolute values, or dividing by variables” so they have examples of

what is not in a linear equation. We will then work through the first three and then the students

will have the rest of class to work through the rest of the problems. The students will turn in the

assignment at the end of class or when they finish.

Adaptations/accommodations

During the individual work times I will check in with MW, LB, and AB to make sure

they are understanding and are able to follow along. I will correct any misunderstandings with

them and answer any questions they have. The students who are quicker to understand I will

encourage to help their peers around them.

Assessment

Throughout the lesson when students are given individual time to work, I will be walking

around and can see if a student is understanding or not. I will also look through each student’s

assignment once it is turned in to see what each student is understanding or not understanding.

Each objective can be seen on the notes/assignment, so I will be able to see if each student met

the objectives. This will be a formative assessment of where the students are at. They will then

be tested on their understanding on a unit test for a summative assessment.

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 Lesson Plan 2: Function Notation

Subject and grade Level: Secondary Math 1, Grade 9

Approximate time: 30 minutes

Rationale for methods

The teaching method I will use in this lesson will be explicit teaching. For this specific

lesson, students will never have heard of or seen function notation before so I will need to

explicitly tell them what function notation is and why it’s useful. In Math 4400, my methods

course, we call this kind of lesson a simple knowledge lesson, where the material is something

that has to be explicitly taught. Function notation is a notation that was created to represent a

function so it is not discoverable, so it has to be directly taught. Explicit teaching also means I

can teach the material so they are learning it in an order that is introducing the easier skills before

the harder skills. There is also some algorithmic skill required to evaluate the functions, so I will

show them step by step how to do that.

Content standards

Standard F.IF.1

Understanding 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)

Standard F.IF.2
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 Use function notation, evaluate functions for inputs in their domains, and interpret

statements that use function notation in terms of a context.

Academic language/vocabulary objectives

1. The language skill- Students will evaluate a function given function notation to then

solve for a variable. They will interpret equations that use function notation to understand

that the equation is a function.

2. The discipline-specific vocabulary students must know are function, function notation,

and replacing.

Required materials, resources, and technology

● Function Notation Notes which will allow the students to focus on what they are learning

because most of the notes will be on the paper, there will just be blanks they need to fill

in.

● Function Notation Assignment so that I will be able to assess their learning from that

day's lesson.

● Function Notation Bingo Sheets to motivate the students to work on their assignment and

give them some variety.

● Tootsie Rolls to give the students when they get a Bingo, this will motivate them to work

on their assignment.

● Smart Board Presentation with the notes snipped to it so I can show the students what

they need to fill in for each blank and do the examples with them.

Lesson objectives

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 ● Students will understand that function notation is a way to denote a function (Standard

F.IF.1).

● Solve for y when given f(x) where x is a number and solve for x when given that f(x) is

equal to a number (Standard F.IF.2).

Instructional Procedures

The students will first receive the Function Notation Notes which I will lead them

through. I will talk about how we learned about functions yesterday and now need a way to

indicate when something is a function, which is done with function notation. On the notes sheet I

will fill in the blank where it says “Function Notation is a way to write a ________” with

function. I will then talk about what function notation looks like and how it is pronounced. I will

fill in the next blank with “f of x”. I will then go on to explain that if an equation is equal to the

function notation then we know that equation is a function.

I will then move on to the Evaluating Functions section. I’ll tell the students that there are

two ways we can evaluate a function. The first one is when we are given the “f of a number”

which means we replace x with a number. After explaining this method, I will do the two

examples with them. I will then move on to the next method where if x is replaced with a number

we then replace x with that number and then solve for y. The other way is if f(x) is equal to a

number. In this case we set the function equal to the number and solve for x. I will then do the

two example problems with them.

The notes will then be completed and I will pass out the assignment and bingo sheet. I

will explain that the bingo sheet is all the possible answers they can get on the assignment. So, if

they get an answer that is not on the bingo sheet then they’ll know they got the wrong answer.

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Everytime a student gets bingo they will get a Tootsie Roll. The students will have the rest of the

class to work on this assignment. Throughout this time I will go to the front of the board a couple

times and do some problems with them so they can know if they are doing it right.

Accomodations

During individual work time I will check in with MW, LB, and AB to see how they are

feeling on the new material. I will work them individually to answer any questions or

misunderstandings. With these students I’m most worried that they will not know the difference

between replacing x with a number and setting the function equal to a number. When checking in

on them, if this is the case, I will take extra time to clarify the differences to them. I will also do

some problems on the board with the class so that all students can see if they are doing the

assignment correctly.

Assessment

The assignment on its own will help me see if the students have met each objective. Thus,

the students will be required to turn this assignment in and have it graded so they can see where

they are at with their understanding as well. This will be the formative assessment. The

summative assessment will be a test that will include function notation in some of the problems.

There was no pre-assessment for these objectives because we knew they had never seen function

notation is past math classes.

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 Lesson Plan 3: Domain and Range

Subject and grade Level: Secondary Math 1, 9th grade

Approximate time: 40 minutes

Rationale for methods

This lesson will begin with some explicit teaching but then allow students to do some

inquiry based learning, methods I learned in Math 4400. Because of the kind of students in this

class I felt that they would need a refresher on domain and range before they did an activity on

their own, so they could actually know what to do in the activity. Although they should have

seen domain and range before I wasn’t sure how much they would remember and decided it

would be good to review it. Then with an inquiry based matching activity the students would be

able to work on their own to match domain and ranges to graphs to solidify their understanding

of domain and range with unusual examples that they would have to reason with on their own.

Content standards

Standard F.IF.1

Understanding 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)

Standard A.REI.10

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 Understand that the graph of an equation in two variables is the set of all its

solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Academic language/vocabulary objectives

1. The language skill- Students will analyze different graphs to find all the x-values and

y-values on the graph. They will then interpret these x-values and y-values as the domain

and range of the function.

2. The discipline-specific vocabulary students must know are horizontal, vertical, x-axis,

y-axis, domain and range.

Required materials, resources, and technology

● Domain and Range Notes that the students can use to follow along with during the lesson.

● Domain and Range Matching Activity which will be their assignment for the day to get

practice finding the domain and range.

● Smart Board Presentation that has the notes on it so I can lead the students in the notes.

Lesson objectives

● Students will interpret a graph by finding the domain and range (Standard F.IF.2 and

Standard A.REI.10).

Instructional Procedures

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 To start class, I will pass out the notes. I will then begin the notes and give the students

the definition for domain and range. I will also have them note that when finding the domain you

look left to right and when finding the range you look from the bottom to the top. When working

through the first example problem with them I will remind the students of the x-axis and the y-

axis. When finding the domain you will look at the x-axis to find the x-values and the y-axis to

find the y-values.

I will then work through the other five examples problems, giving the students a minute

before each problem to think about what they think the domain and range of the graph is. The

notes are more of a review of domain and range rather than a whole new concept because they

have been taught this in past years. Because of this, I will not spend much time on the notes but

rather leave most of the time for the students to work on the matching activity.

The students will be split into groups of 3 or 4 and be given the matching activity along

with scissors cut out the pieces. There are a couple graphs on the matching activity that I expect

the students to struggle with and will keep an eye out for when a group is struggling so I can go

help them. When groups complete the activity they will raise their hand and I will check their

answers. Once students are finished and have all the correct matches they can do homework for

another class, listen to music, read a book, etc. as long as they are not distracting students who

are in groups that aren’t done with the activity yet.

Adaptations/accommodations

I will be flexible to students who have shown interest in working on their own in the past.

These students will be allowed to work individually if they want. Since most of the time is
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dedicated to an activity that’s with a group I didn’t plan for any other accommodations for

students with IEP’s.. I will mainly be watching for students not contributing in their group and

encourage them to help out.

Assessment

I will be able to see how students are doing with domain and range when I check their

answers once they have the activity completed. Students will get full points once they have

finished and have all the correct answers. This will be the formative assessment. There will then

be domain and range questions on the test that will be the summative assessment.

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 Lesson Plan 4: Slopes

Subject and grade Level: Secondary Math I, 9th grade

Approximate time: 30 minutes

Rationale for methods

In my Math 4400, the method class, we were taught a teaching method called

Algorithmic Skill. This lesson will be focused on algorithmic skill because I will teach the

students the formula for finding slope and then will need to know how to apply that formula for

solving slope. This kind of lesson is meant to be repetitive as to give students lots of

opportunities to practice a new skill. Thus, my notes and assignment will have lots of problems

that will require they do the algorithmic skill multiple times which should help them master the

skill (especially since this is a review from the year before).

Content standards

Standard F.IF.6

Calculate and interpret the average rate of change of a function (presented symbolically

or as a table) over a specified interval. Estimate the rate of change from a graph. ★

Standard F.IF.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple

cases and using technology for more complicated cases.★

a. Graph linear functions and show intercepts.

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 Academic language/vocabulary objectives

1. The language skill- Students will interpret the slope as the steepness of a straight line

on a graph. They will interpret that steepness as the rise over run to quantify the slope.

Lastly, they will use a formula to find the slope when given two points.

2. The discipline-specific vocabulary students must know are rise, run, steepness, and

slope.

Required materials, resources, and technology

● Slope Notes to review how to find slope depending on if you’re giving a graph or two

points.

● Slope Assignment so students can practice on their own how to find the slope.

● Smart Board Presentation that has the Slope Notes so I can lead them in the notes.

Lesson objectives

● Students can solve for the slope when given a graph (Standard F.IF.6).

● Students can solve for the slope when given two points (Standard F.IF.6).

Instructional Procedures

I will begin by passing out the notes and letting the students know we will be talking

about slope today. I will have the students tell me everything they remember about slope from

past math classes. Once students have shared what they remember I will remind them of the

definition of slope and the formula (if they haven’t already shared them already). For the

definition I’ll fill in the blank where it says “Slope is the __________ of a straight line” with

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“steepness”. I’ll then remind the students that we use the variable “m” for slope and that slope is

rise over run and then write the formal formula.

After reminding the students of slope, I will show them how to find the slope when given

a graph. When given a graph, the formal definition isn’t needed and they just have to use rise

over run. I will demonstrate to them how to do that. There is an example on the notes for when

the slope is undefined and 0, I will show them how we know it is undefined or 0. An undefined

slope is a vertical line and since it has no run then we will be dividing by zero which is

undefined. If the slope is 0, then it is a horizontal line which has no rise so we will be dividing 0

by something which is always equal to zero.

I will then review how to find the slope when given two points. When given two points,

the actual formula is needed to solve. I will emphasize that matching subscripts must be in the

same coordinate, they cannot mix two different subscripts in the same coordinate. That is the

biggest mistake I expect to see from them.

Once I finish the rest of the example problems I will pass out the assignment which the

students will have the rest of the class to finish. I will walk around to make sure students are

working and answer any questions students may have while working.

Adaptations/accommodations

Most of the students with IEP’s need extra time on assignments, but there will already be

a lot of time given for this assignment so I’m not too worried about the amount of time they

need. If they do need extra time I will allow them to have it. I will have students stay in their

same seats so MW and LB who need limited distractions will have less distractions.

Assessment
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 I will initially measure the student’s understanding of slope by how they do on their slope

assignment which will be due and graded, this will be a formative assessment. Slope will be a

fundamental part of most of the lessons in this chapter going forward, so I will be able to

measure their understanding in future lessons as well. They will then be tested on their

understanding of slope in their Chapter 3 test which will be a summative assessment.

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 Lesson Plan 5: Graphing in Slope-Intercept Form

Subject and grade Level: Secondary Math I, 9th Grade

Approximate time: 25 minutes

Rationale for methods

This lesson will also be taught as an algebraic skill lesson (as learned in Math 4200).

Students will follow the same steps for every problem and just need to master following those

steps in order to graph a linear equation. I will explicitly teach those steps to them so they know

the exact steps to follow rather than if I had them figure out the steps on their own, there might

be some discrepancies.

Content standards

Standard F.IF.7

Graph functions expressed symbolically and show key features of the graph, by hand in

simple cases and using technology for more complicated cases.★

a. Graph linear functions and show intercepts.

Academic language/vocabulary objectives

1. The language skill- Students will analyze slope-intercept form to find patterns and

strategies to graph a linear equation given slope-intercept form. They will then use those

strategies to graph linear equations.

2. The discipline-specific vocabulary students must know are y-intercept, slope, linear

equation, and slope-intercept form.

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 Required materials, resources, and technology

● Slope-Intercept Form Notes and Assignment

● Rulers for drawing lines

● Smart Board Presentation so I can lead the students in the notes and demonstrate how to

graph.

Lesson objectives

● Students can identify the slope and y-intercept given slope-intercept form (Standard

F.IF.7).

● Students can graph a linear equation in slope-intercept form (Standard F.IF.7).

Instructional Procedures

First, I will have the students pull out their assignment from the day before. I will have

them grade their own paper as I say what the correct answers are. They will then pass in their

paper. We will then start the notes for the day (which is also their assignment)

I will ask the students what they remember about the equation for a linear function.

Hopefully someone will remember it is y = mx + b. They will write that equation on the top of

their paper along with the name Slope-Intercept Form. I will explain it is called slope intercept

form because we can see what the slope and the y-intercept is from the equation.

I will then remind them what a y-intercept is. It is where the line crosses the y-axis.

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 Now that they remember what slope-intercept form is, I will show them how they can

graph the linear equation given the slope-intercept form. Starting with the first problem, I will

give them the following steps:

1. Find the y-intercept and graph it.

2. Starting at the y-intercept, use the slope (rise over run) to find another point.

3. Draw a line through those points.

I will demonstrate those steps using the first problem. I will then do 3-5 more of the

problems with them depending on how they are doing.

The rest of the time will be for them to finish the assignment. I will be walking around

making sure they are all staying focused and answer any questions they may have. With around

10 minutes left in class I will start at the end of the assignment and do as many problems as I can

in that time with them.

Adaptations/accommodations

My students with IEP’s that require extra time on assignments will not be expected to

turn this assignment in when everyone else does. If they need extra time to finish, they can take

more time. During individual work time that day, I will have students stay in their assigned seats

so LB and MW who need minimal distractions will have less distractions and can stay focused.

Assessment

The students will be turning in the assignment for me to grade which will allow me to see

how each student is understanding the material. This will be a formative assessment of their
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understanding of Slope-Intercept Form. They will also see slope-intercept form on their test for

Chapter 3 which will be a Summative Assessment of their understanding.

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Reflection of Lesson Plan 1: Identifying Functions
Analyze Student Learning

Focus Student 1: GW

This student did really well with this lesson. They participated during the lesson and I

could clearly see this student was understanding the material. They got all of the problems

correct on their assignment and was able to finish their assignment in class. A copy of their

assignment is attached.

Focus Student 2: MW

As seen on their assignment for this day, this student did not understand the lesson and

failed to complete the whole assignment. I had checked in with this student a couple times and

they acted like they knew what they were doing. They also wrote all over the paper that they

were confused but never let us know they were confused. They turned in the paper as if they had

finished giving me no indication that they needed help. I will be more diligent in the future to ask

them to show me how they do a problem because even if they tell me they understand I can see if

they really do. I will also make sure to check in with the student more often because when I

check in they might think they are understanding but after some time passes they might realize

they are confused.

Analyze Teaching Effectiveness

planned was I spent more time on the vertical line test than expected. In the future I would plan

notes that focused more on the vertical line test because it is an important tool for students to be

able to identify functions. Students were also finishing the problems faster than I expected so I

won’t leave as much time in between the first and second section of the notes and even add a

separate assignment for this day.

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Reflection of Lesson Plan 2: Function Notation
Analyze Student Learning

Focus Student 1: GW

This was a lesson that this student struggled to understand. I usually do not have to help

this student with the assignments after the lesson but this student needed me to work with them

individually for a bit to clarify how to do the assignment. On their assignment, it can be seen that

they did not show any work. This would usually be an indication to me of cheating but because

this student has shown in the past that they are pretty far ahead of their peers, I just think they did

all the work in their head and wrote only the answers.

Focus Student 2: MW

During the lesson, this student seemed a lot more engaged than usual. I realized why after

they let me know that their sister told them that if they don’t understand this lesson then they will

be confused in math class for the rest of high school. So, she was trying really hard to understand

this lesson because of her sister’s advice. This time she actually asked questions and let me know

when she wasn’t confused. The only thing was that I forgot was to check their paper when they

claimed they were finished and didn’t see till after class that they had only done the front of the

assignment and not the back. There is also different writing on the paper where my mentor

teacher helped her with knowing how to set up the problems.

Analyze Teaching Effectiveness

quick. During the time they had to work on the assignment, I quickly learned that this was not

easy material for the students and should have spent more time clarifying when they will do each

method I taught them. I have two classes of Math I, so when I taught it again later in the day I

actually had the students flip to the back and had them write more notes clarifying when to know

when they should do each method. In the future, I would make the notes more specific and add

more example problems to do with the students. I also usually ask the students for thumbs up or

thumbs down on how they feel about the material throughout the lesson and I forgot to do that

during this one. Had I done that I would have known before passing out the assignment that the

students were not understanding when to do each method.

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Reflection of Lesson Plan 3: Domain and Range
Analyze Student Learning

Focus Student 1: GW

This student was more quiet today during the lesson and while doing the matching

activity. Their group was one of the first groups to finish the activity and had all the matches

correct on their first try. There is no sample to show for the student’s work for this day since it

was a matching activity that they threw away once they were finished.

Focus Student 2: MW

MW seemed to understand the material taught this day, they were engaged with their

group and was also one of the first groups to finish. Their group asked me for help a couple times

with some of the graphs and I had to correct some of their matches but it seemed (based off the

activity) that MW was understanding the material from this day.

Analyze Teaching Effectiveness

The majority of the class was dedicated to the matching activity which wound up being

too much time. In the future, I would add a small assignment to go along with this lesson so that

I could collect better data about how each individual student is doing. It is always hard to know

how each student is doing when they are completing something as a group. I do think that the

group activity was good for the students because it allowed the students who were understanding

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to explain to their peers who weren’t how to do it which improves their learning and the students

who weren’t understanding were able to hear different perspectives of how students understand

the material.

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Reflection of Lesson Plan 4: Slopes
Analyze Student Learning

Focus Student 1: GW

During the lesson it was clear that this student remembered how to find slope. They

participated throughout the lesson and knew the answers to questions that were supposed to be

the “difficult” ones which were the 0 and undefined slopes. They finished their assignment very

quickly and as can be seen on their assignment, they got all of the problems correct.

Focus Student 2: MW

This student was absent on this day.

Analyze Teacher Effectiveness

The students will need to understand slope for when we start graphing and solving linear

equations. I wanted to make sure they had a solid understanding of it so I dedicated a whole day

to it, but that might have been too much time. We finished the notes in 15 minutes and most

students finished their assignment in 15 minutes and then have 35 minutes of class left with

nothing to do. Most students seemed to remember slope from last year but there were students

that had forgotten how to do this so I am glad we focused time on slope but could have not

dedicated a whole day. In my second period of this class, I wound up making it a work day as

well. Once students were finished with their assignments I would give them any missing or late

work they had. In the future I would either prepare for the day we review slope to also be a work

day or to add on another concept that is a review for them.

Focus Student 1: GW

This student was one of the students that remembered the equation y=mx + b and what

each letter in the equation was. Because of this, they caught on how to graph linear equations

very quickly and was able to finish their assignment quickly. It can be seen on their assignment

that they were successful with this lesson because they got a 100% on the assignment.

Focus Student 2: MW

This student came in and let us know they had a debate competition that day. This wound

up being a huge distraction for the student and they worked on their debate speech instead of

taking notes or working on their assignment. I asked them multiple times to focus on their

assignment throughout class time but still wouldn’t. When it was due the next Monday they did

not turn in their assignment.

Analyze Teacher Effectiveness

The lesson this day went as I anticipated it to but the students finished the assignment a

lot quicker than I expected they would and had lots of free time. Based off how this lesson and

the lesson the day before went, I would combine these two lessons in the future since the

students had lots of extra time both days.

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Final Reflection
Looking at how my focus students did in this unit, adjustments I would make would be to

add some more difficult problems to my assignments that count as bonus. GW consistently

finished their assignments with time to spare and would be capable of answering those harder

questions. By making them bonus questions and not required, students like MW who often

doesn’t finish their assignments would not have to stress out about finishing them. But if they did

finish their assignment with time to spare, then they would have the option to attempt those

harder questions.

To also help students like MW (who often won’t even follow along with notes) have

more opportunities to succeed I will make lessons that allow me to move around the classroom

more throughout the lesson. I often found myself stuck at the front of the room writing on the

smart board and couldn’t see if everyone was focusing and writing notes. By either getting some

sort of hand held device that projects to the smart board or letting students be my scribe, I can

then move around more throughout the lesson and keep students focused.

Overall, I think the lessons went mostly how I planned for them to go. My biggest

problem was the lessons finishing quicker than I expected and the students finishing their

assignments quicker than I expected. I had initially planned the lessons more spaced out because

it is hard to know with these students how much they can handle at a time. However, I think by

this point we have gone slow enough that the students have gained more confidence in their

ability to do math so we can push them a little more. On the test over this material the students

got a mean of 89 which is really good. GW got a 97 on the test, and how he did can be seen

below and MW was absent on test day, so I still don’t know how she did overall with this unit.

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Based on the class data I have so far though, the students did really well with this material which

is further evidence that I can teach this unit a little faster in the future. Thus, in the future I would

combine some of the days in this unit.

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