Group Curricular Micro-Teaching Lesson Plan

Group members: Yuki, Ross, Katarina

Subject and Grade Level: FOM 12

Curriculum Big Idea: Modelling data requires an understanding of a variety of functions

Curriculum Competencies: Reasoning and modelling, Connecting and reflecting

Curriculum content: Regression analysis

Learning objectives: Students should understand what a line of best fit is, know how to choose the function that yields the best fit, and think about what the error is

Materials: Whiteboard markers (for teacher explanations on board), calculators (Desmos), worksheet

Teacher	Student	Assessment	Timing
(Set up) Co-teachers hand out activity worksheets.	Students offer what functions they are familiar with Ask the class to use their hands to show what those functions look like	(Accessing prior knowledge)  Setting the stage and asking students what functions they remember learning in previous units or grades.  Note: We will have been studying linear, quadratics, exponential, logarithmic, and sinusoidal functions throughout the year	3 min
(Matching Activity) Teacher asks students to have a look at the dataset and match the type of function to the dataset. The matching activity will be done as a think-pair-share.	Students match on their own, discuss with partner, and then share as a class (Think-pair-share)	Teachers check in with groups, ask them to describe their thinking, see if there are any functions that are challenging to match	6 min (1 min think, 2 min pair, 3 min share) Note: move on to class-share if pair discussions start to  drift off topic
(Error activity) The teacher asks students to have a look at the three sets of fits on one of the dataset from the matching activity. Discuss with partners: which fit do you think is the ‘best fit’? Could you provide a measure of which one is best? (Could do TPS but it might be hard with time)	Students work in pairs to think about which fit is best, and measure error (in a non-sophisticated way).	Teachers check in with groups, ask them to describe their thinking, see if students are recognizing that the best fit is connected to how large the error is. Use an exit ticket to check understanding – Which fit they think is best and why?	4 min
Teacher introduces Pearson correlation coefficient as a measure of error	Students listen		2 min

Extension: Factorial Function

Earlier in the year (likely) they will have done a unit on combinatorics. Note that we do not have a function y=x! because we know it only works with integers. But if we put for example (0.5)! into a calculator we do get a result. 

• Have students use desmos to plot y=n! for integers n = [0,6]

• Use function regressions they have practiced to see how close you can fit the curve and the various values of R^2. Try plugging in (7,7!) and calculate the error, as well as different non-whole numbered inputs.

If short on time, we will not introduce Pearson’s correlation coefficient and end with the exit ticket.