Guided Notes Lesson 1

The guided notes portion of Lesson 1 and Lesson 2 are constructed to guide students through the new material, while making the connection to past topics.

In Lesson 1, I begin by reviewing the concepts of graphing functions using the transformation. I ask students to recall their knowledge from the Quadratics unit to guide me through the steps of graphing. I am aware that some students may need a refresher, which is why we work through this task together. I ask students to identify the transformation and how the graph of the transformed parent function will differ from the parent function itself.

In Lesson 2, students begin by completing a warmup requiring them to recall the process of solving a quadratic equation. I am confident in

We begin the lesson with guided notes, where the focus of the day’s lesson is introduced. I created the guided notes in order to give all students a template build their notes off of. Since these are 9th grade students, their experience with taking notes is limited. The notes give them a guide to follow in order to help them begin to build and strengthen these skills. As a class, connections are made to previous topics covered to build conceptual understanding. Most of the students engage in higher-level thinking and build connections across concepts on their own throughout the lesson. Even though this is the case, it is crucial we address these connections as a whole class so all students are supported in building conceptual understanding. After the focus portion of the lesson students engage in a collaborative learning activity with their peers. Investigating and questioning new material without any guidance is important for building mathematical reasoning and problem-solving skills, which is why I implement these activities into the lesson. Since these are higher-level students that I’ve worked with for a while now, I am aware of their capabilities and interests, which is why I create the student-centered exploration activities. These students enjoy challenges and seek opportunities where they can teaching themselves and each other. But in order to support the students who are struggling with the new material or our student who suffers from anxiety and is easily overwhelmed, these activities are constructed for pairs or groups. I believe it is important that students build mathematical reasoning and problem-solving skills independently. But organizing their thinking and mathematically communicating these thoughts to peers also strengthens these skills and supports students with specific needs at the same