L2+Emery,+Jordan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON


 * __Teacher’s Name__****:** Ms. Emery** __Date of Lesson__:** Lesson 2 (Explanation)
 * __Grade Level__****: **10 ** __Topic__:** Functions


 * __Objectives__**

Student will understand that functions can be expressed in a variety of ways. Student will know the definitions of polynomial and degree. Student will be able to express a variety of functions through graphs and algebraic equations.

//Maine Learning Results: Mathematics - D. Algebra// //Functions and Relations// //Grades 9-Diploma// //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.// //a. Recognize the graphs and sketch graphs of the basic functions//
 * __Maine Learning Results Alignment__**


 * Rationale:** In this lesson, students will learn about the behavior of functions and how to recognize a graph when it is not in its "parent function" form.

There are many opportunities for assessment for learning throughout this lesson. Students are given quite a large span of time to master this content and they are given several advantages to revisit their understandings to ensure mastery. First, Students will answer questions about how they feel about the information (about functions) presented in class. They will be asked to specifically respond to how the "Think-Pair-Share" time went, and what they gained from that experience. Students will also receive an "exit ticket" where they are to answer two questions before leaving class. One question requires a factual answer about the shape or algebraic equation of a function, and the second answer ties together more than one of the concepts in class. The answers will be collaborated by the teacher and prompted at the beginning of next class. This is a second way for students to check for understanding without feeling pressured about getting the "right" or "wrong" answer. The third way that students will be formally assessed is through an in-class debate about why functions appear as the do. Students will be presented with a series of functions that has argumentative features (such as a cubed function and a cubed root function). They will have to find evidence to support their side of the case.
 * __Assessment__**
 * Formative (Assessment for Learning)**

The student product is going to be a wiki. In class, students will be asked to defend what they believe a shape of a particular function should look like and why through an in-class debate. They need to gather evidence and their brainstorming process should be posted in the "preparation for debate" on the wiki. After the debate is complete, students will be asked to return to the wiki and now defend the opposing side. Students will need to retrace their thoughts and think about looking at the function in a different way. At the end of defending this side of the argument, students will need to determine what they ultimately believe the function should look like, regardless to which side they argued for in the end. The wiki must include graphical evidence with links that defends this student's case. This product will be graded with a rubric.
 * Summative (Assessment of Learning)**


 * __Integration__**

__Technology__: Students will be asked to support their case on the appearance of a function through a class wiki page they are going to produce. __Government:__ Students will have to learn about the judicial process and government so that the debate can be held properly. __Dance:__ Students will be asked to dance in the hook of this lesson.

Using the "Think-Pair-Share" approach, students will reflect on what they have learned about the different types of functions and then find a peer to express their thoughts with. Students will be asked to think by themselves and makes notes on a blank sheet of paper or a graphic organizer. In order to get students into their "pairs", they will have to "schedule appointments" with 12 different peers: one appointment at each time on the clock. After they have filled out their appointments, they will be asked to go meet with their 3:00 appointment. The student will take two roles during this activity: the listener and the questioner. When they are the questioner, they will ask their partner questions and express any misunderstandings. After the student has been the questioner, he or she will become the listener. Through this exercise, students will share their thoughts and confirm their understandings abut the different types of functions. They will write down any other thoughts that they want to include on their thought web. Students will be assessed on this lesson through an informal blog (done outside of class) to see what information or conclusions each student came to during the course of this exercise.
 * __Groupings__**


 * __Differentiated Instruction__**
 * Strategies**

· __Verbal:__ Students will be exposed to verbal explanations, descriptions, and processes throughout the duration of this lesson. · __Logical:__ Students will be asked to evaluate graphs, the effects of numbers, and how graphs and algebraic equations work together to produce a function. · __Visual:__ Students will be exposed to several pictures of the graphs. Also, I hope to provide some sort of visual prompt so students are able to link the equations with the graphs. · __Intrapersonal:__ Students will work individually to fill out "exit tickets", "think" during "think-pair-share", and fill out graphic organizer. · __Interpersonal:__ Students have to work in pairs during "think-pair-share" to eliminate any misunderstandings. · __Bodily/Kinesthetic:__ Students will use body movements to represent the shape of functions.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

For absent students in this lesson, I will ask them to get in contact with a designated "absent" buddy that they chose at the beginning of the year. The absent student will be responsible for getting the copies of class notes from their peers. They will be able to get the graphic organizer and homework assignment off of the class wiki. If there is material that the student is still uncomfortable with, the student can come to me to receive additional instructions and explanations.

Students are going to be asked to create a wiki page for this assignment. Though a wiki can be geared toward a Type I technology, the approach that I am going to take with my students is going to be a Type II approach. Students will progressively add to their wiki pages by adding and creating artifacts that give students evidence that is going to support them in their defense of being able to recognize the shapes of functions. They are going to have to use various sources, including an "interview with an expert" and post it to their wiki page to use it as supporting evidence for their case. My students are going to be encouraged not to just search the Web to find materials, but to use GeoGebra, their interviewing skills, what they already know about functions, and any outside materials that they would like to bring in to help prove their side of their case. I will provide my students with a library of links that will help them find evidence, but it is up to them what information they decide to include and their justifications to why they are including it. They will have to design their wiki page in an organized fashion that strategically lies out all evidence that has been collected with explanations so that their argument is convincing. This is Type II because a student has to do more than just gather the facts: all convincing material needs to be displayed in the wiki because this is the only medium that the student has to communicate with the "judge" and "jury" or teacher and fellow students. This product will be assessed with a rubric.
 * Extensions**

__Materials:__ · Laptops/Computers · Digital Projector · [|"Appointment" Graphic Organizer: Grouping Organizer] · [|Thought Web Graphic Organizer] · Exit Ticket · Strips for determining sides of a debate · Parent Functions Graphic Reminder · Functions Evidence: The Task · Functions Evidence: Wiki Page Rubric · Questions for students during debate · Pencils · Notebook Paper
 * __Materials, Resources and Technology__**

__Resources:__ · [|Elementary Function Equations] : This website is used to explain or identify many of the general or elementary functions in masses. I want to use this website because we just quickly went over the shapes in the last lesson, and this website goes a little bit more in depth and brings them all into one place. This gives my students an index to go for when they are researching their "Which function's done it" project". · [|Parent Function Equations] : This website provides students with a place to refer to to get all of the equations that we overviewed in the last lesson. ·  [|Interactive Functions] : This website provides students with practice on the shapes of functions and how they look on different places on the coordinate plane. ·  [|End Behavior of Functions] : This website summarizes the end-behavior of even and odd functions in a very generalized way. ·  [|End Behavior and xy axis] : This website again reinforces the ideas that were presented in the previous website and gives students a good generalized diagram to refer to when doing their project. · [|Parent Functions and Behaviors] : This website gives students some "investigative material" on functions to use when completing their wiki page. · [|Trig Functions and Behavior] : This website gives students "investigative material" on functions to use when completing their wiki page. __Technology:__ · Laptops · Video of Dancer · GeoGebra Software · Wiki Page

__Sources:__ · [|Elementary Function Equations] · [|Parent Function Equations] · [|Interactive Functions] · [|End Behavior of Functions] · [|End Behavior and xy axis] · [|Parent Functions and Behaviors] · [|Trig Functions and Behavior] · [|Functions Index] · [|Working with Functions (Finding zeros, max, min)] · [|Function Grapher] __Research:__ [|Name That Function Contest (Pre-assessment to ensure familiarity with functions)] : This idea will be used as a pre-assessment in determining how well my students can recognize functions before moving on to discussing their shapes. [|Guided Practice and Individual Practice of functions] : This is used throughout the lesson to create a multivariable approach to how students learn.
 * __Source for Lesson Plan and Research__**


 * __Maine Standards for Initial Teacher Certification and Rationale__**
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale**: This lesson meets the competency standards excellently. First, I provide my students with several resources in order to help them understand the lesson. They work with familiarizing themselves with the shapes of functions through body movements, lecture, debate on the shape of function, visuals and sketching the functions themselves and through independent research on the topic. They are given choices of what can be done. Though students are given many choices or option in which way they are able to learn the material, students are given a very clear timeline of what needs to be done. Students will know that the first day is all about familiarizing themselves with the different behaviors and shapes that graphs make and the second day is going to be devoted to the debate. At the end of the debate and after students have completed their wiki spaces, I will reveal the truth of the function so that student's have closure. There will be clear expectations about what I would like them to be prepared with for the debate and what they should understand from the lesson. In order to do this, students will have to do some deep exploration and focus on the details in order to design a strong argument for their debate. The debate will allow students to learn the material better and allow them to feel like they have ownership over the material as well as the lesson. While there will be a debate, it will be done in a light-hearted and comfortable atmosphere. There will be ground rules so that no students feel uncomfortable sharing their points. Teams will be created to support their side and students will be expected to be empathetic listeners and respectful colleagues. All types of learners are addressed in this lesson and no one student is left neglected.


 * //• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale**: This lesson was designed around the "explanation' facet of learning. In this lesson, I have created a debate in my classroom so students will have to gather enough evidence to justify their case on why a function has the appearance that it does. Students will have to use their knowledge from the previous lesson on recognizing function as well as some new information in this lesson to come up with an argument that provides evidence of understanding for their function. They will be prompted by a list of questions that I will ask them and students will have to verbally explain and use the board (or any other resource they would like to have) to prove that they are able to recognize the graph of a function that is not a parent function. Once they have justified their side of the case, they will have to use a wiki page to support the opposing side. This ensures that they can truly explain and recognize a function quite well.

· __Verbal:__ Students will be exposed to verbal explanations, descriptions, and processes throughout the duration of this lesson. · __Logical__: Students will be asked to evaluate graphs, the effects of numbers, and how graphs and algebraic equations work together to produce a function. · __Visual:__ Students will be exposed to several pictures of the graphs. Also, I hope to provide some sort of visual prompt so students are able to link the equations with the graphs. · __Intrapersonal:__ Students will work individually to fill out "exit tickets", "think" during "think-pair-share", and fill out graphic organizer. · __Interpersonal:__ Students have to work in pairs during "think-pair-share" to eliminate any misunderstandings. · __Bodily/kinesthetic:__ Students will use body movements to represent the shape of functions.
 * //• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale**:

Students are going to be asked to create a wiki page for this assignment. Though a wiki can be geared toward a Type I technology, the approach that I am going to take with my students is going to be a Type II approach. Students will progressively add to their wiki pages by adding and creating artifacts that give students evidence that is going to support them in their defense of being able to recognize the shapes of functions. They are going to have to use various sources, including an "interview with an expert" and post it to their wiki page to use it as supporting evidence for their case. My students are going to be encouraged not to just search the Web to find materials, but to use GeoGebra, their interviewing skills, what they already know about functions, and any outside materials that they would like to bring in to help prove their side of their case. I will provide my students with a library of links that will help them find evidence, but it is up to them what information they decide to include and their justifications to why they are including it. They will have to design their wiki page in an organized fashion that strategically lies out all evidence that has been collected with explanations so that their argument is convincing. This is Type II because a student has to do more than just gather the facts: all convincing material needs to be displayed in the wiki because this is the only medium that the student has to communicate with the "judge" and "jury" or teacher and fellow students. This product will be assessed with a rubric.

Students will be assessed several ways throughout the course of this lesson. First, students will be asked to participate in the "Name that Function Contest" in which students will have to identify an array of functions that are projected on the screen. It will serve as a pre-assessment for students so I can see what students know and how to gauge the lesson to see what I need to cover more in depth with my students.
 * //• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale**:

Formative assessments for this lesson are arranged to invite many different types of learners. First, students are being exposed to formative assessment right from the hook of the lesson when they try to develop their interpretive dances because they are getting feedback from their peers about whether the movements match the graphs. Then, students will be asked to fill out their "Thought Webs" and redraft their webs several times (after the Cooperative Learning and I am able to review and give feedback of webs). Students will also receive "exit tickets" that they will need to fill out before leaving the class so that I get a better understanding of what students know and are still struggling with at the end of the first day. I will be able to address their concerns the second day of the lesson. Students will be asked to participate in a debate the second day, which provides students will a way to continuously revise their thoughts and make the learning meaningful to them.

Student's summative assessment is their wiki space. Students will be asked to justify the case that they have defended in class, but from the opposing point of view. Students will be asked to pull in outside resources, find an "expert" on the topic and answer prompt questions. Students will have to use all evidence they have and organize it in a logical way to prove to the "judge" and "jury" the identity of the function.
 * __Teaching and Learning Sequence__****:**

The classroom arrangement for this lesson will be in clusters. Students will be working in small groups and larger group to prepare for the debate, and this design allows students the diversity they need in order to organize themselves properly while giving themselves enough room to be proactive with their learning. · Students take seats (2 min) · Watch [|movie on interpretive dance] (3 min) · Students work in groups of 5 to create their own dance (5 min) · Name that function contest [|namethatfunction.ppt] (5 min) · Students will receive instruction and activity on polynomial and degree ( 10 min) · Demonstration on how functions take different forms (and various function)(20 min) · Students will be introduced to tomorrow's debate (5 min) · Students receive and fill out [|thought web] (10 min) · Students do "Think-Pair-Share" (10 min) · Student will receive which side their defending and research it for homework [|stripsforsides.doc] (5 min) · Student's will fill out exit ticket and hand in graphic organizers (5 min)
 * __Day 1__**

· I will review any information that needs to be covered from exit tickets (10 min) · Student can change information in graphic organizers (5 min) · Students will do a "warm up" exercise that reminds them why functions look the way they do (5 min) · Students will take part in the debate (40 min) · I will debrief the debate (10 min) · I will introduce students to the wiki and their assignment (10 min)
 * Day 2**

After completion of this lesson, students will understand that functions can be expressed in a variety of ways. It also exposes students to more than just parent functions: it exposes them to different “flavors” of the same functions so students will have to apply what they know in order to explain why the function appears the way that it does. Students are learning this because functions are rarely expressed in the parent function form. Typically, functions have many alterations and students may not be able to express the function if they are not able to recognize a function’s many different looks. Functions are like relationships, and if we are able to recognize how particular alterations distort the function, we will still be able to recognize the general relationship. This lesson further strengthens the student’s ability to work towards being able to recognize and sketch graphs of basic functions because they will be able to identify what is happening and how the appearance of the graph has changed. **//Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques//**. Students are going to be initially hooked into this lesson by watching a [|video of an interpretive dancer]. I will then ask them to come up with their own interpretive dance and they are to interpret each of the functions that I will have listed for them.
 * Where, Why, What, Hook, Tailors: Verbal, Logical/Mathematical, Bodily/Kinesthetic, Interpersonal, Intrapersonal**

Students are going to need some more basic knowledge before they are able to recognize the behavior and the reasons on why graphs appear the way that they do. The two terms that students need to be equipped with for this lesson are the definitions of “polynomial” and “degree”. Before getting started, I am going to ask students to hypothesize individually on what they think each term means in regards to mathematical terms. Then, I will give them indicators by highlighting the root words in “polynomial” and giving them a visual aid for the term “degree”. I will probe more answers out of the students until I feel that they have spent a considerable amount of time guessing. I will then reveal the meaning of the word and how it relates to functions and connect why it is meaningful to the lesson. I will Students will know the definitions of polynomial and degree. (Need to add content notes)
 * Equip, Tailors: Verbal, Visual, Intrapersonal, Logical/Mathematical**

Throughout this lesson, students will have to record their learning progress and thoughts on [|graphic organizer]. They will have to note their thoughts and speculations on the function’s equation, graph, and any odd behaviors that the function has and how they would defend the shape of the function in the debate tomorrow. Students will then use the “Think-Pair-Share” cooperative learning technique to gain experience with the functions. Students will meet with their 3:00 appointment and discuss what they will discuss how their thoughts on how transformations affect the appearance of graphs. They will discuss how they would defend each side in a debate; this serves as a precursor to tomorrow's lesson. Students will have GeoGebra software, pipe cleaners, graph paper, and myself available as resources to reflect on what they have learned about functions. Students will take turns being the listener and the questioner and will use the resources to help explain their thoughts to their partner. Through this, students will be able to express functions in a variety of ways through equations and graphs. Students will be put into appointments for the “Think-Pair-Share”. I will make groups of five for the interpretive dance exercise, and students will draw for which side of the debate they are going to defend. After the discussion on the way that the function’s shapes can be manipulated, students will have to work with a team to develop a justifiable argument and prepare for a debate defending on why a function looks the way it does. Before the students leave class, they will receive an “exit ticket” where they are to answer two questions regarding today’s lesson. They will be prompted at the beginning of next class before students present their arguments for the debate. Lastly, students will be able to make notes and changes on their graphic organizers after hearing all of the “facts” in the trial. They will get a chance to ask questions and solidify some concepts before beginning to work on their defense argument wiki page.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Logical/Mathematical, Bodily/Kinesthetic, Visual**

Students will self-assess themselves through their exit ticket of understandings the first day as well as through their proposed arguments during the debate. Each student not only has to present their own case, but they have to listen to other propositions that they will need to consider. Each piece of evidence that a student proposes at a debate serves as a self-assessment for the student to see if they understand the information or not. I will provide my students with timely evidence by being the judge during the debate and clearing up any information, by addressing the concerns that students expressed on their exit tickets in the next class, and by commenting on their graphic organizers. All of these ways give timely feedback that allows the student to learn about the functions and their shapes without the pressures of grades bearing don on them. The wiki page is a great tool to use in the next lesson, which is on transformations. In this lesson, students will touch on recognizing the many ways that a function can appear different. A student needs to understand the shapes and what it make look like with a negative sign attached to it before they are able to recognize and understand it’s behavior if it is flipped about the x-axis or y-axis. They will be able to reference their wiki to understand how or why functions look the way they do.
 * Evaluate, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Logical/Mathematical**


 * Content Notes**

I will being the lesson by having my students watch the [|movie on interpretive dance]. I will then have them work in fives to relate what they know to functions and create their own dance to kick off this lesson.

Then, after they are settled in, I will reevaluate their familiarity with functions by using the idea from [|Name That Function Contest (Pre-assessment to ensure familiarity with functions)]. In this, I will project the powerpoint [|namethatfunction.ppt] and have students identify the answers to the projected images or equations. Then, I will use the [|Polynomial and Degree] website to explain to students what a polynomial is.
 * These are the answers:**

1) Linear, 2) quadratic, 3) cosine, 4) no, does not pass vertical line test, 5) negative quadratic, 6) cubed, 7) tangent, 8) square root, 9) 1, 2, 3 10) sin x 11) cube root, 12) linear, 13) cos x 14) tan 15) cubic 16) absolute value I will use the following information:

By now, you should be familiar with [|variables] and [|exponents], and you may have dealt with expressions like 3//x//4 or 6//x//. Polynomials are sums of these "variables and exponents" expressions. Each piece of the polynomial, each part that is being added, is called a "term". Polynomial terms have variables which are raised to whole-number exponents (or else the terms are just plain numbers); there are no square roots of variables, no fractional powers, and no variables in the denominator of any fractions. Here are some examples:

I will then have each student write an example of a polynomial and match it up with the degree of another polynomial.

By now, you should be familiar with [|variables] and [|exponents], and you may have dealt with expressions like 3//x//4 or 6//x//. Polynomials are sums of these "variables and exponents" expressions. Each piece of the polynomial, each part that is being added, is called a "term". Polynomial terms have variables which are raised to whole-number exponents (or else the terms are just plain numbers); there are no square roots of variables, no fractional powers, and no variables in the denominator of any fractions. Here are some examples: || 6//x// –2 || This is NOT a polynomial term... || ...because the variable has a negative exponent. ||

a polynomial term... || ...because the variable is in the denominator. || a polynomial term... || ...because the variable is inside a radical. ||
 * 1///x//2 || This is NOT
 * //sqrt//(//x//) || This is NOT
 * 4//x//2 || This IS a polynomial term... || ...because it obeys all the rules. ||

Here is a typical polynomial:

Notice the exponents on the terms. The first term has an exponent of 2; the second term has an "understood" exponent of 1; and the last term doesn't have any variable at all. Polynomials are usually written this way, with the terms written in "decreasing" order; that is, with the largest exponent first, the next highest next, and so forth, until you get down to the plain old number. Any term that doesn't have a variable in it is called a "constant" term because, no matter what value you may put in for the variable //x//, that constant term will never change. In the picture above, no matter what //x// might be, 7 will always be just 7. The first term in the polynomial, when it is written in decreasing order, is also the term with the biggest exponent, and is called the "leading term". The exponent on a term tells you the "degree" of the term. For instance, the leading term in the above polynomial is a "second-degree term" or "a term of degree two". The second term is a "first degree" term. The degree of the leading term tells you the degree of the whole polynomial; the polynomial above is a "second-degree polynomial". Here are a couple more examples: This polynomial has four terms, including a fifth-degree term, a third-degree term, a first-degree term, and a constant term. This polynomial has three terms, including a fourth-degree term, a second-degree term, and a first-degree term. There is no constant term. When a term contains both a number and a variable part, the number part is called the "coefficient". The coefficient on the leading term is called the "leading" coefficient.
 * Give the degree of the following polynomial: **** 2//x//5 – 5//x//3 – 10//x// + 9 **
 * This is a fifth-degree polynomial. **
 * Give the degree of the following polynomial: **** 7//x//4 + 6//x//2 + //x// **
 * This is a fourth-degree polynomial. **

In the above example, the coefficient of the leading term is 4; the coefficient of the second term is 3; the constant term doesn't have a coefficient th Stapel 2006-2008 All Rights Reserved The "poly" in "polynomial" means "many". I suppose, technically, the term "polynomial" should only refer to sums of //many// terms, but the term is used to refer to anything from one term to the sum of a zillion terms. However, the shorter polynomials do have their own names: a one-term polynomial, such as 2//x// or 4//x//2, may also be called a "monomial" ("mono" meaning "one") a two-term polynomial, such as 2//x// + //y// or //x//2 – 4, may also be called a "binomial" ("bi" meaning "two") a three-term polynomial, such as 2//x// + //y// + //z// or //x//4 + 4//x//2 – 4, may also be called a "trinomial" ("tri" meaning "three") I don't know if there are names for polynomials with a greater numbers of terms; I've never heard of any names other than what I've listed. Polynomials are also sometimes named for their degree: a second-degree polynomial, such as 4//x//** 2 **, //x//** 2 ** – 9, or //ax//** 2 ** + //bx// + //c//, is also called a "quadratic" a third-degree polynomial, such as –6//x//** 3 ** or //x//** 3 ** – 27, is also called a "cubic" a fourth-degree polynomial, such as //x//** 4 ** or 2//x//** 4 ** – 3//x//2 + 9, is sometimes called a "quartic" a fifth-degree polynomial, such as 2//x//** 5 ** or //x//** 5 ** – 4//x//3 – //x// + 7, is sometimes called a "quintic" There are [|names] for some of the higher degrees, but I've never heard of any names being used other than the ones I've listed. By the way, yes, "quad" generally refers to "four", as when an ATV is referred to as a "quad bike". For polynomials, however, the "quad" from "quadratic" is derived from the Latin for "making square". As in, if you multiply length by width (of, say, a room) to find the area in "square" units, the units will be raised to the second power. The area of a room that is 6 meters by 8 meters is 48 m2. So the "quad" refers to the four corners of a square, from the geometrical origins of parabolas and early polynomials.
 * __End Behavior:__

After I review this information with them, I am going to move on to explain the end behavior of functions using the website [|End Behavior of Functions]. I will use the examples that are provided in this website (and have the students identify the function) to determine the end behavior of functions.



After provide my students with this information, I will hand out the [|Thought Web Graphic Organizer] and the [|Appointment Graphic Organizers]. I will give the students time to complete both of those. I will ask students then to meet with their 6 o'clock appointment from their [|Appointment Graphic Organizers] and do the "Think-Pair-Share exercise about the shapes of graphs and their end behavior. They will receive the [|parentfunctions.doc] as a supplement to help them fill out their graphic organizers.

Next, will introduce students to the debate. I will have several strips cut from the [|stripsforsides.doc] and students will choose a strip of paper at random. Then, I will hand out the [|functionevidenceabstract.doc] and explain tomorrow's class and how it is going to be run. Those students that received "case 1" will get a [|courtcase1.doc]. Those who have a court case 2 will receive this handout: [|courtcase2.doc]. Then, I will provide my students with the following list of website to use as research for their case: [|Elementary Function Equations] [|Parent Function Equations] [|Interactive Functions] [|End Behavior of Functions] [|End Behavior and xy axis] [|Parent Functions and Behaviors] [|Trig Functions and Behavior] [|Functions Index] [|Working with Functions (Finding zeros, max, min)]

Before leaving for the day, they will be asked to fill out an "exit ticket" so can ensure understandings. [|Your Ticket Out.doc]


 * Day 2:**

Students will present their case. Case 1 will be first and those who are in case two will be the jury (and can take notes for their wiki). Then, students will switch roles for case 2. Before the class starts, they will receive the rubric [|whichfunctionsdoneitrubric.xls] before class starts so they know what they should take notes over. They will be asked to create a wiki page that defends their point of view. ||


 * Handouts**

· [|Thought Web Graphic Organizer] · [|Appointment Graphic Organizers] · [|Your Ticket Out.doc] · [|parentfunctions.doc] · [|functionevidenceabstract.doc] · [|stripsforsides.doc] · [|courtcase1.doc] [|courtcase2.doc] · [|whichfunctionsdoneitrubric.xls]


 * Reflection:**