##
* *Reflection: Backwards Planning
Preparing for Partner Presentations on Transformation of a Parent Function(Day 1 of 2) - Section 1: Modeling the End-Product against the Rubric

This is the first presentation of the year, and students are showing confusion when I pass out the rubric and the instructions for the presentations. To help make the instructions more clear, I present to students the end in mind, by doing a presentation myself in front of the class. I model for them my expectations for their presentations. I use this method sometimes when students are having difficulty getting started, as an intervention to move the learners forward. It makes the instructions more clear, and the students begin working toward those expectations.

*Using the End-Product to move students forward*

*Backwards Planning: Using the End-Product to move students forward*

# Preparing for Partner Presentations on Transformation of a Parent Function(Day 1 of 2)

Lesson 11 of 13

## Objective: SWBAT analyze one given function that is a transformation from one of the basic parent functions for a presentation based off a rubric.

## Big Idea: For students to become more comfortable with the graphing vocabulary verbally, and in written form in a non-testing situation.

*50 minutes*

I begin this lesson by presenting the end product in mind. I hand the students the Rubric for the Transformation Presentation that I will use to grade their presentations, as well as the Instructions. While students are looking at the rubric, I model an example of a presentation on the transformation of a Quadratic Function. I model the Quadratic Function f(x) equals x squared minus 2. I make sure not to assign the same function that I model to any pair of students. It is helpful for students to see the end-product since they have not presented in my class yet this year. It helps students gain insight into my expectations, and the meaning of the rubric for their presentation on their own parent function transformation. I decided to not include functions vertically stretching, shrinking, or reflected across the y-axis until later units. In the later units, I will go more in depth with each function. I demonstrate an example similar to my presentation in this video.

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#### Partner Work Time

*30 min*

During this time, students are working together to first identify the parent function of the given function. Students are to follow the rubric, and show their written work on developing their presentation. Students are to share the work load as indicated in the rubric for full points. After developing their presentation, students should be able to identify and explain the following vocabulary for the function that has been transformed:

1. Equation/t-table/graph

2. Domain and Range

3. Increasing and decreasing intervals

4. Degree and number of turns for poly.

5. Continuous or not.

6. Transformations from the Parent Function

7. A function or not.

8. x-intercept

9. y-intercept

10. Maximum or minimum

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#### Peer Feedback

*10 min*

As students are finishing preparing their presentations, I allow them to team up with another pair of students to practice their presentations in the hall outside of the classroom. Students are to critique each others work and provide feedback (MP3). It is each pair of students decision if they agree with the feedback or not. Students may use the feedback to improve their presentation before their final presentation, or they do not have to use the feedback.

By allowing students to practice and make changes to their presentations, it should improve their final presentations. Not all of my students were able to complete their presentations in time to practice with another group.

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- UNIT 1: Introduction to Functions
- UNIT 2: Expressions, Equations, and Inequalities
- UNIT 3: Linear Functions
- UNIT 4: Systems of Equations
- UNIT 5: Radical Expressions, Equations, and Rational Exponents
- UNIT 6: Exponential Functions
- UNIT 7: Polynomial Operations and Applications
- UNIT 8: Quadratic Functions
- UNIT 9: Statistics

- LESSON 1: First Day of School
- LESSON 2: Introducing Functions
- LESSON 3: Identifying Functions and Providing Rationale
- LESSON 4: Domain and Range of Graphs Using Set Builder Notation
- LESSON 5: Domain and Range of Graphs Using Interval Notation
- LESSON 6: Evaluating Functions Using Function Notation
- LESSON 7: Evaluating Graphs and Equations Using Function Notation
- LESSON 8: Investigation of Distance and Time Graphs Using a CBR
- LESSON 9: Introduction of Parent Functions
- LESSON 10: Transformations of Parent Functions
- LESSON 11: Preparing for Partner Presentations on Transformation of a Parent Function(Day 1 of 2)
- LESSON 12: Partner Presentations on the Transformation of a Parent Function(Day 2 of 2)
- LESSON 13: Mastery of the Function Unit