Lesson Plan Samples

I am currently in development of a 6 week instructional plan to teach struggling students the basics of Algebra. Here is a link to that curriculum. (Note that once this is finished that will be provided as a pdf document here, but it is in current development). This includes a variety of lesson plans, instructional outlines, and assessments that I have created/gathered together.

Here is another example of a lesson plan that I created:

Secondary Math 1 - 9th Grade

In-class Instructional Time: 45 minute lesson

Group size: Students should be placed into groups of 4.

SWBAT demonstrate understanding of functions by representing functions in words, functional notation, in tables and in graphs.

Background: Students are likely familiar with functions, but we seek to develop a deeper understanding for future mathematics.

Materials: Students will need the handout with the four levels and writing utensils.

Math Standards Met:

M.P.4. Students will model with mathematics.

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.

Instructional Procedure:

Begin class with a review of what defines a function. Ask students to give a few examples and nonexamples of functions. Spend around 5 minutes with this review.

Ask students what ways we can represent functions. Students will likely be familiar with functions and different representations, write up these on the board. If students don’t recognize that functions can be represented by words, notation, tables, or graphs, spend some time explaining how these representations work.

Begin passing out the task below. Students will be placed into groups of 4, and asked to pass off each checkpoint question with the teacher. Students will then begin working on the task, and instructed to represent the function given in each level in the 4 ways given.

When passing off checkpoints, choose a random student in the group and ask them to explain their answer and solution process. This is a formative assessment, allowing the teacher to understand how well students are understanding during the lesson.

Wrap Up:

If students are having trouble with any specific function, ask a group who wasn’t having trouble come and show their work. Allow for a variety of questions and wonderings, but make sure that the conversation is positive and growth minded.

Let students know that they will be learning more about linear functions tomorrow.

Level 1 Check point question: Using the words input and output, can you identify the point (0, 3) in all the representations?	Level 1 Check point question: Using the words input and output, can you identify the point (0, 3) in all the representations?
Level 2 Mrs. Davis just joined Instagram! She starts with 1 friend. Each day, Mrs. Davis gets 5 more friends. Check point questions: Can there be negative outputs? Why or why not? Interpret the meaning of d(6) = 31 in context.	Level 2 Mrs. Davis just joined Instagram! She starts with 1 friend. Each day, Mrs. Davis gets 5 more friends. Check point questions: Can there be negative outputs? Why or why not? Interpret the meaning of d(6) = 31 in context.
Level 3 (—2, 4), (—1, 1), (0, 0), (1, 1), (2, 4), (3, 9) Check point question: Can this function ever have a negative output? (hint: look at the graph, where do you find negative outputs?)	Level 3 (—2, 4), (—1, 1), (0, 0), (1, 1), (2, 4), (3, 9) Check point question: Can this function ever have a negative output? (hint: look at the graph, where do you find negative outputs?)
Level 4 Check point question: Using the words input and output, can you identify the point (–2, 2) in all the representations?	Level 4 Check point question: Using the words input and output, can you identify the point (–2, 2) in all the representations?