5E Lesson Plan Ideas Cheryl Flaucher

Subject area/course/grade level (2 points):

Math/Algebra 2/11-12th grade
Transformations of Parent Functions

Standards (State and ISTE Standards for Students) (2 points):

ISTE Standards
4a Students know and use a deliberate design process for genera ng ideas, tes ng theories, crea ng innova ve ar facts or
solving authen c problems.
7c Students contribute construc vely to project teams, assuming various roles and responsibili es to work eec vely toward
a common goal.
2b Students engage in posi ve, safe, legal and ethical behavior when using technology, including social interac ons online or
when using networked devices.
ALCOS Algebra 2, Standard 34. Iden fy the eect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specic
values of k (both posi ve and nega ve); nd the value of k given the graphs. Experiment with cases and illustrate an
explana on of the eects on the graph using technology. Include recognizing even and odd func ons from their graphs and
algebraic expressions for them. [F-BF3]

ALCOS Algebra 2, Standard 30. Graph func ons expressed symbolically, and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.* [F-IF7]

Objec ves (2 points):

The students will explore and analyze transforma ons of func ons.
The students will manipulate parent func ons to perform transforma ons of func ons.
The students will reinforce technology skills.

Dieren a on Strategies (4 points):

How will the lesson address the various learning styles of the students and the needs of those with special needs?

This lesson will include the following accommoda ons:

1. Allow extra me if needed.
2. Use peer tutors, as well as student-teacher conferences.
3. Underline or call special a en on to important direc ons and key terms.
4. Use visuals and manipula ve materials.
5. Give direc ons orally as well as wri en.
6. Give immediate feedback and lots of encouragement throughout ac vi es.
7. Consider modifying assignments based on mul ple intelligences.
8. Provide a copy of lled in notes.

ENGAGEMENT (18 points):

Here is your chance to catch the students a en on. Describe two ac vi es u lizing technology to help the students build on
what they already know in prepara on for learning something new. Provide a sample of each activity. URLs may be needed to
show samples. Get the students excited about learning!

Approved January, 2013

Activity 1
To assess my students prior knowledge of parent func ons, they will review the study set of Quizlet ashcards and then play
the match and gravity games in groups of 2 or 3 on the class set of Chromebooks. Students will sign in on their Quizlet accounts
so their mes will be recorded. Students may work individually if preferred.
h ps://quizlet.com/222224550/parent-func ons-ash-cards/

Activity 2
On the projector, we will watch two YouTube videos on parent func ons and we will discuss them. Then, in groups of 4,
students will search YouTube using their phones or the Chromebooks to nd a parent func ons rap, song, or dance that they
like. They will use this as a model to create their own lyrics or dance video to describe the parent func ons that they are
assigned. This will also provide them with a preview of transforma ons that we will be learning in this lesson. We will use a
laptop connected to the projector to watch the completed projects.
The class videos that will be shown are h ps://www.youtube.com/watch?v=58ZmkhlanZA (song) and
h ps://www.youtube.com/watch?v=eJVeNVR3XPA (dance). A copy of the rubric can be found at
h ps://www.rcampus.com/rubricshowc.cfm?code=JX8C427&nocache=1505098060785 that will be used for grading the
projects.
Direc ons sheet and rubric

References
Coder, H. (2013, October 17). Parent func on dance. Retrieved from YouTube:
h ps://www.youtube.com/watch?v=eJVeNVR3XPA
Ground, Mr. (2010, September 14). Math shorts #1 Parent Func ons. Retrieved grom YouTube:
h ps://www.youtube.com/watch?v=58ZmkhlanZA

EXPLORATION (18 points):

This is it, the heart of learning. Hands-on experiences are mandatory and should include chances for the students to
collaborate and experiment and be able to discuss their learning with others. Describe two ac vi es u lizing technology that
allow students to collaborate and discuss content. Provide a sample of each activity.

Activity 1
Students will be assigned a partner and they will be given graphing calculators to explore what happens as the parent func on
equa ons are manipulated following the document that has been shared with the students on Google Docs. There will be
printed copies for students that experience technical dicul es. They should type their answers on the document and shared
with the teacher when they have completed the ac vity. This is a link the students can refer to if they have forgo en how to
use the graphing calculators.
h p://www.dummies.com/educa on/graphing-calculators/ -84-plus-graphing-calculator-for-dummies-cheat-sheet/
Student Graphing Calculators sheet.

Activity 2
Students will be in pairs and use the Chromebooks to play the Scirra Arcade quadratic transformations slide activity. The
ac vity tells the player to move dots to represent the placement of the parabola a er a given transforma on.
The game URL: https://www.scirra.com/arcade/other-games/quadratic-transformations-2901

Approved January, 2013

EXPLANATION (18 points):
This stage of the lesson is your part. Clear up any misconcep ons from the explora on ac vity, cover vocabulary, concepts,
ideas whatever is necessary to help the students understand the content. Include higher order thinking ques ons to help
the students connect and comprehend the point of the lesson. Create a presentation using a technology tool other than
PowerPoint to help your students understand the content; include higher order thinking ques ons in the presenta on.

Student will watch my video lesson which gives a review of parent func ons and a closer look at transforma ons. Students will
take notes on the note taker as I am going over the problems. There is also a graphic organizer to summarize the video lesson.
This notes sheet and graphic organizer has been shared with the students on Google Docs so they can access it digitally, but I
will also provide a hard copy if needed. At the end of the lesson there are 5 higher order thinking ques ons for students to
explore along with a challenge problem. Once students nish watching the video lesson, they will log onto www.Socra ve.com
(specic details are below in the evalua ons sec on). They will complete the online quiz so I can assess their understanding of
the lesson.
My Video lesson link: https://youtu.be/iIh-CP3Ulvc
note taker and graphic organizer.

ELABORATION (18 points):

This is your chance to plan ac vi es for the students to apply what they learned in the lesson to their lives and new situa ons.
You will need to be crea ve and allow your students to do the same. Design 2 assignments that require students to create a
technology product to demonstrate their understanding of the content taught. Once assignment should be a collabora ve
group project and one an individual product. Provide a sample technology product of each.

Assignment 1
As a chance to use transforma ons to create a picture, students will use Desmos to create a picture incorpora ng the parent
func ons or transforma ons. This will be an individual project. I will show the students an example picture that I have created
and provide a direc ons sheet along with the rubric so students will know what is expected of them and how they will be
graded. Once they have completed their pictures, they will post the link to the Edmodo class page. The picture I created on
desmos https://www.desmos.com/calculator/trhifx3j8s The rubric link is
http://www.RCampus.com/rubricshowc.cfm?code=BX8C333&sp=true&nocache=1504998171111
Direc ons sheet and rubric.

My sample Desmos co age.

Assignment 2
As a group project, students will form groups of 2 or 3 and create PowerPoint or Prezi of the transforma ons we have covered
in this lesson. Students will have to include all 6 of the transforma ons and 6 of the parent func ons discussed. The students

Approved January, 2013

will be given a direc ons sheet and rubric when the project is assigned so they will know what is expected, and how they will
be graded. Students will present their completed projects to the class.
PowerPoint direc ons sheet and rubric and PowerPoint example. The rubric link is
h ps://www.rcampus.com/rubricshowc.cfm?code=RX8C494&nocache=1505146276704

EVALUATION (18 points):

Assessment is part of each stage of the 5E lesson plan process. You will need to assess each student on their par cipa on and
understanding and evaluate how close they have come to mee ng the objec ves of the lesson. Explore the following
resources to create assessments to evaluate students learning outcomes for each of the lessons being taught.
Plickers-h ps://www.graphite.org/app/plickers
Kahoot-h ps://getkahoot.com/
Scocra ve-h p://www.socra ve.com/
Poll Everywhere-h p://www.polleverywhere.com/
iRubric - h p://www.rcampus.com/indexrubric.cfm
Rubistar - h p://rubistar.4teachers.org/index.php
Annenberg Learner Build a Rubric - h p://www.learner.org/workshops/hswri ng/interac ves/rubric/
Create a rubric to assess the group projects and individual student products using a free online rubric maker. Also, create a
forma ve assessment for each lesson using one of the tools above, exclucing the rubric makers.
Provide a sample of each rubric and formative assessment.

Engagement Assessment
1) I will check their progress on the quizlet games.
2) The students will be given a rubric to guide them in crea ng their projects. This rubric will used to evaluate and grade the
YouTube song or dance project the groups have created.
h ps://www.rcampus.com/rubricshowc.cfm?code=JX8C427&nocache=1505098060785

Exploration Assessment
A er comple ng the explora on exercises with the graphing calculators and slide ac vity, the class will use the Plickers cards to
answer some forma ve assessment ques ons about the parent graphs. This will help assess the classs understanding of parent
func on graphs and equa ons that go with the graphs. The Plickers sign in site is www.Plickers.com. Use the following log in
informa on to view the quiz I created for parent func ons.
User email aucherc@uwa.edu Password UWAdemo!

Explanation Assessment
The students will take a quiz over the problems explored and worked in the video lesson. The quiz will be presented through
Socrative, and the students will take the quiz using Chromebooks or their phones. To view the sample quiz, use the following
informa on to log-in to my account. They will be taking the func on transforma on quiz which is launched. The student log on
is h ps://b.socra ve.com/login/student/ and the room name is Flaucher.
Socra ve Website: www.socra ve.com
User email: Flaucherc@uwa.edu Password: UWAdemo!

Elaboration Assessment
In addi on to assessing the students learning of this lesson through the projects, there will be a Kahoot game they will play.
There are three dierent Kahoots from which to choose depending on the level of the students in the class. These ques ons
will come directly from the notes they have taken from the video lesson. The students will use their phones for the assessment

Approved January, 2013

and may choose to work in groups, since some may not have phones. Use the following informa on to log-in to my account to
view the quizzes I created. h ps://kahoot.com
Kahoot account: cheryl_aucher
password: UWAdemo!

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013