Date: 11/15/23 Teacher Name: Ms.

Modisher Class: Calculus

Grade Level: 12th Unit Name/Topic: Integrals Lesson Number: Length: 2, 60 minute classes

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

C.1.6 - Understand and use properties of definite integrals.
Mathematics Process Standard(s):
PS.4: model with mathematics
PS.5: use appropriate tools strategically
PS.7: Look for and make use of structure
Academic Content Language (content vocabulary, discourse, syntax):
integral, antiderivative, properties,

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
● There are different ways to manipulate integrals. ● Are there any other ways I can manipulate integrals?
● How to use properties of definite integrals. ● Do I know why these make sense?
● Why these properties work.

Questions to elicit deeper thinking or build upon the topic…

● Where or when would you use these?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
1. Students will be able to list all the different properties of integrals.
2. Students will be able to prove why these work.
3. Students will understand why these properties work.
4. Students will be able to know and understand when to use these properties.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative: The assignment will be the formative assessment
Working in groups investigating one property each. They will be given the
preparing for a summative assessment maybe down the road.
property and they need to prove that it works and how it works. They
should create a poster with why it works and an example of when you
would use it. Afterwards, they will teach what they learn to the rest of the
class allowing for each student to learn from another. Summative (if any beyond the performance task):
There may be a summative assessment over integrals as a
Evaluative Criteria:
Students success would look like. . whole.
Being able to teach it to each other and learning from one another. There
will be a rubric that will be used to grade them on if they proved that they
work and if they provided an example of when you can use it.

Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:
(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support Who will provide that Why? What’s the intention Graphing Calculator - used to make calculations with higher
Needed (Special support? Where will that levels of math.
Education Support support be provided?
and/or
accommodations
and
modifications)

none none none

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks Rationale: (Based on
& build in checks for understanding) connect to prior knowledge & assets): Research/theory)

Day 1

5 minutes Take attendance and give the students Working on questions to start It will get them thinking
time to work on their warm up question. the day. about what we have
Reflection questions: already learned about
What do you remember from integrals.
our last lesson about integrals?
Give examples of what you
remember.

10 minutes Ask how their days are going and talk Share something about their This can help those that
about what they said in their reflection day if they feel up to it and need to share things that
questions. then share their response to have happened to them
Remind them of the part in “The Joy of X” the reflection question. and help those that don’t
where it says “The fundamental theorem remember what we have
enabled a lot of these problems to be learned about integrals.
solved - not all of them, But many more
than before. It often gives a shortcut for
solving integrals” (Strogratz 144).

5 minutes Introduce that there are multiple different Students will listen and then Having the students choose
properties to integrals and that they can split into 6 even groups. their groups could help
help when solving integrals like the them be more comfortable
 fundamental theorem of calculus does.. with each other and it will
Explain the project I have for them and allow for them to learn that
then have them split into groups. Once in if they choose a group that
groups I will assign a property to each will just goof off and not
group. . get work done could be a
negative thing for them in
the end. That is something
they need to learn.

30 minutes I will be going around from group to group Students will be working in This will allow them to
seeing if they need any help with what groups working out their learn through problem
they are working on. property proving it and solving and proving.
providing examples and writing
it all down on a poster board.

10 minutes Have them finish the last few things they Students will be collaborating Having the time to plan for
are doing today. Have them figure out with the other students in their next class and come to a
what else they need to do tomorrow and group to figure out what else close of this class period
then be prepared to share what they have they need to do tomorrow to will help them be more
learned. be prepared to share. prepared to the rest of the

Day 2

5 minutes Take attendance and get them started Students will be getting Having them come right in
back up where they left off yesterday. together with their groups and and get started helps them
starting to work on what they not waste time and finish in
need to finish before the a timely manner.
present to the class.

10-15 minutes Walking about answering questions and students will be collaborating They get to work on
making sure every group is ready to with each other in their groups building connections with
present. to finish their projects and the students in their groups
preparing to present them to while working together to
the rest of the class. prove their problem and
preparing to present.

40-45 minutes Watching my students present while Student groups will take turns Students learning from
grading them by following a rubric presenting their findings hoping other students can lead to
to teach their properties to all deeper learning of the
the other students. topic.

10 minutes Start a discussion about what was learned Students will be engaged in This can help us recap what
today or over the past 2 days from discussion about what they we learned and help us all
working on the projects. Ask if there are learned from each other and be on the same page with
any questions they have that weren’t asking questions on things they what the properties of
answered when learning from the other are still confused about. integrals are.
groups.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Was there any patterns, collective misconceptions/gaps? Who
needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you
anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.
None