Secondary Math Lesson Plans

ALGEBRA

YoYos and Calculators
By: Jennifer Off

Behavior: The students will listen to a short lecture on how to use a TI-82 and Maple V, Release IV. Then they will count off to divide themselves into four groups. Two groups will start off with yo-yos; they will swing them from the same height three different times, first the length of the string will be twelve inches, then six inches, then twenty-four inches. Each group member will swing the yo-yo three times while the rest of the group observes the different motion of the yo-yo in accordance with the different lenghts of string. The student swinging the yo-yo is expected to stay far enough from the rest of the students so as not to hit them. The other two groups will be shooting baskets with a Nerf basketball into a Nerf hoop. They will shoot one from ten feet, five feet, and twenty feet from the basket. Again each member will shoot while the other members observe the different patterns from the different distances. The groups will switch when they are done their first activity. Then they will sketch on paper what they think the six different parabolas (y=x^2, y=-x^2, y= x^2/2, y=-x^2/2, y=2x^2, and y=-2x^2) look like. Next they will graph them on TI-82s and then by using Maple V, Release IV which they will probably have to wait to use because of the number of computers in the classroom. They will print a copy of the Maple graph. Finally, they will sit down in their desks so I can tell them what the graphs should look like.

Conditions: The groups shall remain as quiet as this activity will allow and make sure every member participates.

Criteria: The students will turn in both the pencil and paper graph as well as the Maple print out. I will also assess their ability to work cooperatively in a group. On a test they will be expected to know the differences of the six parabolas and be able to graph them.

The Rumor Problem
By: Kristin Ramey

Students will identify the exponential equation based on the spread of the rumor. They will investigate the attributes of the function using a spreadsheet and will predict the growth of the equation. They will experiment with the rate of expansion by manipulating the base unit. Students will apply this data to a real life problem and be able to address questions based on the rumor scenario.

Calculating and Graphing Functions
By: Sophie Billekens

• Students will find the domain, range, and zeros of basic functions (y = x^2, y = x^3, y = x^1/2, y = x^1/3, y = |x|, y = e^x, y = ln(x)) using a spreadsheet (i.e. Excel) to compute values of functions given by the teacher on an interval (x = -10 to 10 incremented by half), having first sketched what they think the function ought to look like based on trying a few values.
• Students will find the inverse of several basic functions by exchanging y and x and solving for x, and see that some of the basic functions are each other's inverse. 
• Using the spreadsheet, students will create their own multiple functions and see what they look like on the interval.
  Students will find examples of where these functions come up in real life.

GEOMETRY

"Angle Naming"
By: Kimberly Eavenson, Coleen Loomis

• Targeted SOL: Geometry ­ G.3
  Section 1.4 on Angles of the Unit on Points, Lines, Planes, and Angles in Geometry Book
• Given an angle with the vertex and endpoints of the segments labeled, students will provide the names for the angle using all the given letters
• Given a picture of a triangle that is labeled and the angle measurements, students will determine the degrees corresponding to each labeled angle
• Given a picture of adjacent angles with the measurement of the angles labeled and given the measurement of the outside angle and one of the inside angles, students will properly label the endpoints and vertex of the angle.
  

Supplementary, Complementary, and Vertical Angles
By: Megan Stewart

• Students will construct parallel lines cut by a transversal using The Geometer's Sketchpad.
• Students will measure the angles formed.
• Students will examine all the angle measurements and compare the angle measurements with each other.
• Students will have the opportunity to explore the other activities in The Geometer's Sketchpad, if time permits.

Discovering Properties of Parallel Lines
By: Jacqueline Hayes

Through use of Geometer's Sketchpad, the student will discover properties of parallel lines cut by a transversal, including the congruence of corresponding angles, the congruence of alternate interior angles, and the supplementary property of same-side interior angles. Given two parallel lines cut by a transversal, the student will determine relationship between corresponding angles, alternate interior angles, and same-side interior angles nine out of ten times.

Interior Angles of Polygons
By: Megan Stewart

• Students will gain practice in angle measurements and lengths of segments in a proportion.
• Students will discover the relationship between the in-class lesson on interior angles of polygons and free explore on Geo-Logo.
• Students will use this relationship to fill out a worksheet that asks them to draw and record the commands necessary to produce various regular polygons.
• Students will have the opportunity to explore the other activities on Geo-Logo if time permits.

Triangles
By: Judy Cho

For the students to discover that in a triangle, one side can not be longer than the sum of the other two sides. They will be able to make various types of triangles with different lengths using the worksheet and discover the lengths of triangles.

An Introduction to Shapes, Symmetry, Reflections, and Other Frightening Geometric Concept
By: Sophie Billekens

• Using the World Wide Web, students will access an Escher page specified by the teacher and note and discuss the use of shapes, symmetry, transformations, reflections, and perspective in his art.
• Using the WWW, students will find their own favourite artist(s) and make notes on how their artwork uses shapes, symmetry, transformations, reflections, and perspective.

Geometric Reflections
By: Rachel Ashe, Jess Dancu, Rachel Herzog, Avery Willis

• The students will determine the characteristics of reflections, demonstrate how to sketch the reflection images and be able to state the coordinates of the reflected image; students will demonstrate their understanding of the lesson through a short worksheet.
• Virginia SOL Geometry 2:  The student will use pictorial representations, including computer software and coordinate methods to solve problems involving symmetry and transformation.  This will include: determining whether a figure has been translated, reflected, or rotated

TRIGONOMETRY

Modifying the Graph of Sine
By: Daryl Cox

The students will examine differences in the graphs of the function sin(x) when altered by constants. The students will sketch the graphs of these funtions correctly 95% of the time.

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