Lesson Plan: https://docs.google.com/document/d/1IXNpOCY_sDZmOao_Id_BpyAROaxSJ9mNXes5ucN4X4g/edit
Powerpoint: https://docs.google.com/presentation/d/1DK2AGiEvZzxQZS_0X4mRnUEykQXDi5tX0PZsoPfb5QU/edit#slide=id.pSubject: Foundations of Mathematics | Grade: 11 | Date: Nov 16/20 | Duration: 15 minutes |
Lesson Overview (What this lesson is about) | This lesson will introduce students to optimization of functions without the use of calculus and utilize technologies such as graphing calculators to interpret optimal solutions graphically. | ||
Big Idea(s) (Select one or two big ideas from the new BC curriculum): | Optimization informs the decision-making process in situations involving extreme values. |
Curricular Competencies (What the students will do)
(Select appropriate curricular competencies from the new BC curriculum):
| Explore, analyze, and apply mathematical ideas using reason, technology, and other tools. Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving. Visualize to explore and illustrate mathematical concepts and relationships. Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures. |
Content Objectives (What the students will know) | Characteristics of graphs, including end behaviour, maximum/minimum, vertex, symmetry, intercepts Maximizing area or volume while minimizing perimeter |
Language Objectives
(What new language the students will learn) | Optimization |
Materials and Equipment Needed for this Lesson |
Students need access to Desmos or a similar graphing calculator Slides presenting the problems to be optimized |
| Lesson Stages | Learning Activities | Time Allotted |
1. | Warm-up
Get students’ attention, connect to previous knowledge and explain why the topic is important to learn.
| Story relating to gillnet fishing, needing to construct a set surface area from as little rope as possible (surplus of netting itself) Before we begin: What context should we consider?
| 4 minutes |
2. | Presentation
Teach the new content and language. | Using a different example, demonstrate the process of optimization Example 3, p. 129 from Mathematics 11 Addison-Wesley
| 5 minutes |
3. | Practice and Production
Practice, reinforcement, and extension of the new content and language.
|
Ask students to apply the same technique to our fishing problem, with some guidance as needed. Once students have an equation, have students graph it. Share screen to show what our version looks like in case they made a mistake. Explore any issues that may have arisen for students in this process | 5 minutes |
4. | Closure
| Return to the original problem and discuss our answer. Did we consider the context? Could we adjust for the restrictions?
| 1 minute |
Thank you Jacob, Kelsea and Matt! I'm glad to see you bringing in Indigenous ideas, story, and connections to interesting situations. Good justification and breakdown of timings for your lesson plan, though I'd also like to see (1) how you are sharing the co-teaching responsibilities, and (2) a bit more on what the students will be doing at different stages. But this is generally quite good.
ReplyDeleteI'm glad you shared the slides too - that's very important when communicating with your SA and FA as well. I think you may have underestimated how long it would take to introduce optimization using the textbook example -- that could easily take your whole 15 minutes with a real Grade 11 class. Think about focusing on the fishnet problem... and are you optimizing for area here, or cost? (Looks like area to me). Is this what Indigenous fishers would need to do to plan their net-making? I really like your questions about the depth fish swim at, etc. -- good points in the real situation!
Looking forward to an interesting lesson!