Formal Lesson Plan Format

Name: Grade: Date:

Background Information:

Briefly describe the students in this class including culture, disability, social-emotional needs,
socioeconomic status, English language learners, gifted, etc. Describe any accommodations you will
make?
There are 24 students in my 6th hour Algebra I class – 8 males and 16 females (including my host
teacher’s daughter). 6th hour is really social. Accommodations that I have made in this class really
have to do with the seating chart. None of the students in this class have IEPs or disabilities that I
am aware of. A few of the students are squirrely, and one of them will typically stand at the back
table to take notes. I have also moved some of the students who fall behind or get confused to the
front of the class.

Differentiated Instruction: How will you differentiate for different individuals or groups of students
in the class based on data/observations? Include plans for those who need to be challenged as well
as those who struggle with content.
This is an advanced 8th grade math class. Most of the students in this class are really strong math
students and thus, the curriculum has already been developed to accommodate them as a group of
high skilled math students. There are a few students who lag slightly, and when I can see that
happening, I will typically have the class do a few problems by themselves so that I can talk to those
students and try to catch them up really quick. If they continue to fall behind, I will sometimes have
them come after school or before school. I have also moved most of the students who tend to fall
behind to the front of the classroom so that it is easier for me to tell if they are falling behind, and it
is easier for those students to pay attention.

Classroom Management Techniques: Give examples of techniques you may use to ensure your
lesson will be successful.
- I will tell students to stop talking.
- I give the silent treatment sometimes
- I draw sticks to keep students engaged and make sure that they fully understand the content.

Cross-Curricular Connection: In what way does this lesson connect to another content area?
This lesson will relate to science – the students will have to analyze relationships and decide the best
way to record the data.

What would you like me to specifically observe during the lesson?

Instructional Components:
1
Common Core/State of Michigan Standards Lesson Objective: What will the students know
(include a brief explanation of what the standard and be able to do at the end of your lesson?
requires – think about how your lesson
objectives meet this standard)
F-IF.A.1 Understand that a function from one The students will learn how to represent
set (called the domain) to another set (called the relations and functions.
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)

MP.6 Precision

Assessment Approaches: How will you know students have learned the lesson objectives?
I will let them complete a couple of problems by themselves, and then draw sticks to get answers. By
drawing sticks, I am able to see if the students have learned in the lesson. More often than not, many
students will be confused about the same thing.

Materials/Resources/Technology/Supplies:
- Foldables
- Scissors
- Glue
- White sheet of hole punched paper
- Pencil
- Smart board

Academic Vocabulary: What terms will students need to know and use to be successful in this
lesson. Provide the term(s) and a student friendly definition.
(terms) (definitions)
Relation- A set of ordered pairs (x,y) where x is the input value and y is the output value.

Function- A type of relation in which there is only one output value for each input value.

Domain- All the possible inputs of a relation.

Range- All the possible outputs of a relation.

Anticipatory Set: How will you excite students Statement of Objective and Purpose of Lesson:
or connect with prior knowledge, create interest, What will you say to STUDENTS about what
set the “hook”? This should be brief, just enough they will learn and why it is important?
to get the students hooked into the lesson.
I will have the students complete a survey about “Today we are learning about functions and

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their birth month, and describe that this is only relations. This is important because functions
one of many things we can make lists about and and relations will be part of the rest of your
organize. mathematical experiences in high school and
other science classes.”

Provide a detailed description of the following steps (this is the main content/steps of your
lesson), include timing.
- Modeling (M) 1:24-1:29
- Get students in their seat
- Guided Practice - Students start working on warm-up. Partner pair-share.
(G) - Get out homework from previous night.
1:30-1:37
- Independent - Go over questions on the homework.
Practice (I) - Go over answers to the homework.
1:38-1:53 – Relations Foldable
- Pull out the “Relations” foldable.
- Go over vocabulary and 4 ways to write a relation on the front page.
- Box 1: I will then draw sticks “student 1,” “student 2,” through “student
8,” and ask their birth month so that we can use those points to help
fully understand “relations.”
- I will do about 2 of first ones for them. M
- Then, I will ask the students where my numbers should go within the
set for about 4. G
- Then, I will have the students fill in the last 2 by themselves. I
- Box 2: We will move to writing relations as a table.
- I will start to fill in the points that are listed in the set, I will do the first
two. M
- I will draw sticks for students to tell me how to do the next 4 .G
- Then the students will fill the last two in by themselves. I
- Box 3: We will move to mapping a relation.
- I will describe what “mapping” is. Then I will demonstrate to the
students what it looks like by mapping the first two points. M
- Then I will draw sticks for students to tell me how to do the next 4
points. G
- Then I will have the students map the last two on their own. I
- Box 4: We will move to graphing a relation. The students have done the
students have done graphing before, so I will draw a stick and see what
they remember about graphing before we start this section.
1:54-2:09 – Functions Foldable
- Pull out “Functions” foldable.
- Go over vocabulary and real life examples of functions.
- Box 1: Open the foldable and we will talk about the two ways to tell if a
relation is a function?
- I will tell them the two ways to tell if the relation is a function.
- Box 2: We will move to the vertical line test
- I will do the first graph. M
- I will draw sticks for the next two graphs. G
- They will do the last one by themselves.
- Box 3: We will go to “check the x values”

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- I will draw sticks for students to check the x-values and tell me if the
relation is a function. G
- I will have students create their own function. I
- Box 4: Domain and Range –we learned this yesterday so it should be
review.
- I will draw sticks for students to remind me what the domain and range
is. G
- I will write out the domain for example 1. M
- Students will do example 2 by themselves, then I will draw a stick to
put it on the board. I
2:09-2:15 – Start homework (if time)
* independent practice

Closure/Check for 2:15-2:20