Lesson Plan Template Use or adapt this basic format to fit your context.

HEADING
Jemise Sawyer ~ Algebra I; 8th grade ~ Starting: Tuesday, April 17, 2018
PSSA Week's schedule:
Tuesday & Wednesday: 8B Algebra I (11:43 – 12:31)
Thursday: 8C Algebra I (8:03 – 8:51), 8B (10:52 – 11:40), 8C (11:43 – 12:31)
Friday: 8B (10:52 – 11:40), 8C (11:43 – 12:31)

Graphing Absolute Value Functions (e.g. Factoring Polynomials, Telling time in Spanish)

OVERVIEW/ RATIONALE
Start the body of the lesson plan by giving an explanation of the topic, the rationale for its
inclusion, and possibly the relationship to the unit that you’re teaching. (Sample: This lesson,
second in this unit on poetic devices, reinforces the meaning and uses of alliteration, along
with introducing rhythm.…)

This lesson on graphing absolute value functions. We are starting at this concept to work up
to graphing quadratic functions. Students will start with the basic parent function f(x) = |x|.
Then we will work our way up to f(x) = a |x-h| + k to see how the parent function transforms.
This lesson is coming from Section 3.7 pg. 156 – 161.

PRIOR KNOWLEDGE
Students should know how to solve basic absolute value expressions and/or equations.

ENDURING UNDERSTANDINGS
What are the “big ideas,” that will have lasting value beyond the classroom, which students
will gain from this lesson? What specific understandings about them are desired? (Sample:
Students will understand that a balanced diet contributes to physical and mental health.)

Students will observe the how changing values in an absolute value function transform the
appearance of the graph.

ESSENTIAL QUESTIONS

GOALS/OBJECTIVES
Make a list of specific goals or objectives, written in terms of the learner’s gained knowledge
and behaviors. (Sample: Students will know variables influencing nutritional needs. Students
will be able to analyze diets for nutritional value.)

Students will be able graph absolute value functions on a coordinate plane.

STANDARDS
List the standards being addressed. Include words, not simply numbers.

1
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.
CCSS.MATH.CONTENT.HSF.IF.C.7.B
Graph square root, cube root, and piecewise-defined functions, including step functions
and absolute value functions.
CCSS.MATH.CONTENT.HSF.BF.B.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f (x + k) for
specific values of k (both positive and negative); find the value of k given the graphs.
Experiment with cases and illustrate an explanation of the effects on the graph using
technology. Include recognizing even and odd functions from their graphs and algebraic
expressions for them.

Interpreting Functions F-IF

Understand the concept of a function and use function notation
Analyze functions using different representations
Functions 8.F
Define, evaluate, and compare functions.
MATERIALS
List the supplies (paper, markers…), resource materials (equipment, visual aids, guest
speakers…), references (books, textbooks, teacher guides…), etc. needed for this lesson.
Important: attach copies of all handouts, tests, discussion questions, etc. to this plan.

Worksheet (for some reason I cannot attach handout to this document because it messes up
the formatting)

Textbook

PROCEDURES
Explain, step by step, the process that you will use for each of the following stages. Include
the time allotted for each activity.
OPENER How will you initiate the lesson (e.g. your warm up, motivation, and hook)?
DO NOW DAY 1: I will have them simplify someone absolute value expressions, such
as, |-3|, |4|, |-5+4|, |9*-9|, |6-8|. Also, I want them to complete the table and graph the function
that is on their worksheet.

BODY OF THE LESSON How will you conduct the lesson? Be specific about what
you and the students will do. For discussions, include questions you will ask, how you
will shape the discussion, and what kinds of things you will be looking for.

DAY 1: Following the warm-up, I want to give students time to talk with a partner about this
interesting graph. Afterwards, I will bring the class together. I will ask several students to
describe the shape of the graph. Then, I will ask students to explain why the graph has the
shape that it does. I will encourage them to use the definition of absolute value to justify their
reasoning. I will ask probing questions about its symmetry, domain, range, etc.

Then we will continue the worksheet.

2
HW: Pg. 160 #5, 8, 9, 12

DAY 2: Textbook work, going through more examples.

HW: Pg. 160 #19, 20, 23, 24, 33, 34

CLOSURE How will the lesson close so as to reinforce new understandings?

DAY 1: Notes: f(x) = |x| + k (vertical shift), f(x) = |x-h| (horizontal shift), (h,k) is the vertex,
y=a| x−h |+k is the overall function, It opens up if a>0 and opens down if a<0, if 0 < a < 1,
then the graph is compressed, and if a>1, it is stretched.

ACCOMODATIONS What accommodations will you make for students who a) find
the material too challenging or b) need greater challenge and/or finish early?

To accommodate those who think it's too hard, have them make a T-chart to plug in their
x and y values, then use the chart to graph the equations. For those who think it's too easy
have look for the pattern. What do you see when a number is inside or outside of the
absolute value bars.

ASSESSMENT/EVALUATION
How will you determine whether the students have met the goals/objectives? Explain how
you’ll know (e.g. what behaviors or learned knowledge will you discover in the learners).

Student Worksheets
Quiz

PERSONAL REFLECTIONS / NOTES

After teaching the lesson, add your reflections about how you felt about the lesson, how the
learners responded, whether the lesson accomplished what you planned it to do, how closely
you followed the lesson plan, and how you would change the lesson for the next time.

What I would change is to add more concrete examples and notes. Students really needed
steps to complete graphing absolute values. They weren't able to understand horizontal and
vertical shifts based off of the worksheet that had practice graphs. And that's ok. I just have
to realize eighth graders cannot live in the abstract. They need concrete.

3
4