Steve Hammer ACP ePortfolio

ePortfolio for Steve Hammer

ACP Class Spring, 2019

Lesson Plan is for Math1314 Lesson on:
Relations and Functions

Table of Contents Page Number
1
Document 2
Title Page 3
Table of contents 4
What is ACP? 6
Syllabus snapshot 7
Student prep strategy 12
BOPPPS lesson plan 14
BOPPPS lesson plan PPT Slides 16
Formal assessment 18
Rubric 22
Final presentation slides
Reflective essay

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

Abbreviated Syllabus for Math 1314 (full syllabus is available on-line--in MyLabsPlus or MyLoneStar)
Stephen Hammer, Instructor--I am here to help you succeed in this class and achieve your goals.

Course Schedule: TuTh 10:00am-11:20am CC223 Prereq.: MATH 0310 or placement by testing Credit Hours: 3 credit hrs

Stuff you absolutely need:
1. A code to allow access to MyLabsPlus. Codes can be purchased directly from Pearson, but I would recommend that you get
the College Algebra with Integrated Review Sheets Package is that is available from the Lone Star Bookstores
VP ISBN: 9781323910726 since an access code is included with the purchase of this workbook from the Lone Star bookstore
and you might find the workbook helpful for taking.
2. A scientific calculator: the TI–30XIIS is recommended. Use of graphing calculators is not recommended and will not be

allowed during tests.

Optional Stuff:
The textbook: College Algebra, 12th ed. By Lial, Hornsby, Schneider, Daniels.
(The textbook is included in MyLabsPlus as an e-book—meaning that separate purchase of the textbook is optional.)

My Office Location and Office Hours
I am an Adjunct so I do not have an assigned office or have specific office hours, but I will gladly meet with you if you want to do that.

My Contact Information: Phone: 281-900-8703 (yep, my personal cell phone so 7am-9pm please—I’ll get really cranky outside these
hours) or Email:[email protected]
Voicemail: If the call is not an emergency you can leave a message on my Lone Star voicemail by dialing 832-246-0000, then at the
prompt enter my extension 555-3331# and leave a message. I will be notified by email that a message has arrived. I promise that I will
not answer my cell phone during my class-times (MoWe 9:00am-12:00pm and TuTh 10:30am-11:50am).

Get Help Here! Conroe Math Tutoring Center (free): The tutoring center is staffed with personnel who can provide students with
help for this course. The Math Tutoring Center is located in Room CC202 and staffed hours are posted there. Free tutoring also
available at Montgomery campus, F224. Please do not be ashamed or reluctant to ask for help. It’s free and for you.

Attendance Policy (yep, you gotta be here…)
 Regular and punctual attendance is extremely important for success in mathematics classes.
 It is important that you be on time for class since late arrivals interrupt the learning process of those who arrive on time and you’ll

miss stuff. (I’ll be ready to start on-time too.)
 By the way, any student not attending class before Sept 10 will be dropped from the class roll.

Evaluation (your grade) 60% (Dec 13 10am is the LSCS scheduled date)
Grades will be based on the following: 20%
5%
Four 100 point exams 15%
Final exam (comprehensive) 100%
Daily Pop quizzes
Homework
Total points for the course

There will be a pop quiz at the start of most classes (bummer). This is intended to encourage you to keep up with the pace required to
adequately cover the objectives for this class. It will be a 5 min pop quiz and will contain problems similar to the assigned homework
due that day and also from the assigned reading for that day. The quiz will start immediately at the start of class. There will be no
make-up for missed pop quizzes. A cumulative score will be calculated for the 5% portion of the overall class grade.

Completion of the homework for this class as it is assigned will help you succeed in this class! There is no better way to learn
algebra than by practicing it using the homework. Algebra is a subject that builds on itself—that is, to understand new subject
matter you must understand and be able to use the material covered in preceding topics. It is terribly important to stay current in
the homework assignments. Homework assignments will include practice problems relating to the lecture and reading ahead from
the textbook.

Letter Grade Assignment: Your grade guarantees are: A (90% - 100%), B (80% - 89%), C (70% - 79%), D (60% - 69%), F (<60% Failed)

Makeup Exams: You are expected to take all your tests with the class at the scheduled times. As a rule make-ups are not given
although if there is an emergency please contact me at the earliest possible time and at my discretion a make-up may be allowed.

In order to withdraw from the course and receive a “W” on your transcript, you must withdraw on, or before: 11/12/18

Syllabus Change: Instructor (me) has prerogative to alter the syllabus, but will notify you by writing if it is modified.

IMPORTANT!!! Big time need to pay attention to this and sign-in… MyLabsPlus (for homework and test reviews)

You will use MyLabsPlus for all homework and exam reviews. A copy of the syllabus, a course calendar, and an online version of the
textbook can be found there on MyLabsPlus.

Completion of the homework for this class as it is assigned will help you succeed in this class! There is no better way to learn
algebra than by practicing it using the homework. It is not a spectator sport so you can’t learn it by watching me play it. Algebra is
a subject that builds on itself—that is, to understand new subject matter you must understand and be able to use the material
covered in earlier topics. It is very important to stay current in the homework assignments. It is very difficult to catch up once you
get behind. Please commit to keep up.

To access MyLabsPlus, go to http://lonestar.mylabsplus.com (NOTE: typing "mylabsplus.com" without the "lonestar." on the front will
take you to the WRONG website and your MyLabsPlus username and password will NOT work. Also, be aware that MyLabsPlus is a
different website from MyMathLab, so be careful not to confuse the two.) Please be sure you are going to the correct website before
reporting login problems.

Your username is your 7-digit Lone Star student ID number and can never be changed. If this is your first time using MyLabsPlus, your
temporary password will also be set to the same 7-digit student ID number. You should change your password immediately the first
time you log in by clicking on the "my profile" link (the icon of a person) at the top of the MyLabsPlus page.

If you are a returning student who has used MyLabsPlus before (having taken Math 0306, 0308 or 0310 at the Montgomery or Conroe
campuses), use the same password as you used in previous semesters. If you cannot remember your password, click the "Forgot your
password?" link on the login page and enter your 7-digit Lone Star student ID number in the "User ID" field to reset your password.
If you are unable to reset your password, contact John Saccente at [email protected].

Registration into MyLabsPlus is automatic and does not require a course ID like a regular MyMathLab course, however your course may
not appear in MyLabsPlus for several hours after you enroll in the course with Lone Star College. If you are a first-time MyLabsPlus user
and the system does not recognize your 7-digit student ID number for both username and password, or if you log in but do not see your
math course on the MyLabsPlus course page, please wait and try again later. You can also try clicking the "sync courses" button at the
top of the page (the icon of two little circular “chasing” arrows). If your new course has not appeared in MyLabsPlus within 24 hours,
notify John Saccente at [email protected].

Once you log in to your course, you will be asked to enter the access code you received when you purchased your workbook. If you
choose “PAY LATER”, you will have 28 days to work in MyLabsPlus for free. At the end of the 28 days, you will be prompted for a new
access code. When prompted, enter the code you purchased or you will lose access. Any work you completed during the temporary
period will be preserved. Please note that you must wait until the 28-day temporary access period ends before you will be prompted
again to enter a code. The college is not responsible for lost or stolen access codes, so be sure to keep a purchased code in a safe place
until you need it. You may wish to take a picture of the code with your phone for safe-keeping.

If you are retaking Math 1314, you may be eligible for a free access code. Please fill out the form at https://tinyurl.com/LSCMathFall2018
to request access.

Assistance with MyLabsPlus
Problems concerning MyLabsPlus LOGIN issues should be directed to John Saccente at [email protected]. All other issues
including technical problems as well as computer or browser issues should be directed to the MyLabsPlus 24-hour support team at
(888)883-1299 or go to https://support.pearson.com/getsupport/s/. Do not call the Math Department Office with MyLabs-related
issues.

Topics to be covered during this semester:
 Finding solutions using functions, relations, and graphs
 Definition of a function of one variable, its graph and its inverse function
 The general algebra of functions (sums, differences, products, quotients, and compositions)
 Linear functions: graphs, slope and y-intercept
 Quadratic functions: graphs, vertex using the quadratic formula
 Polynomial functions: graphs, zeros and factors using synthetic division, the fundamental theorem of algebra, Descartes’ rule of

signs, and the rational root theorem
 Rational functions: graphs, zeros, horizontal/vertical/slant asymptotes
 Exponential and Logarithmic functions: graphs, properties of exponents and logarithms, solution to exponential and logarithmic

equations, applications to compound interest, organic growth rates
 Theory and solutions to systems of linear equations
 Introduction to matrices and determinants

I do look forward to the semester. I hope that you will benefit from it (and maybe even enjoy it). Steve H

Getting Students to Read and Come Prepared for Class

General plan is to assign reading questions and have the responses submitted when they arrive
in class. Their responses will be graded on a pass-fail system based on my subjective judgement
regarding the “good faith effort” used to answer the questions and handed back at the start of
the next class. I will refer to the CPA questions as a reading guide.

I will replace the lowest test grade at the end of the semester with the cumulative score on the
CPA’s. For example, if there are 24 CPA’s during the semester and the student passes 18 of
them, then his CPA score would be 18/24=75%.

I will post the CPA questions on the Google website for the Algebra Class that I maintain and
provide them as a handout.

Algebra Functions and Linear Functions Lesson Plan

1. How can you determine whether a relation is a function when you are provided with coordinate
pairs?

2. Explain how the vertical line test determine whether a graph represents a function or a relation?
3. Describe the difference between the range and domain of a relation or function.
4. Provide a clear definition of a function.
5. If f(x)=-x2+5x-3 then determine the coordinate pair for f(3).
6. Why are open intervals rather than closed intervals used to describe the intervals over which

functions are increasing, decreasing, or constant?
7. Provide an example of a straight line function where its range is not (-∞,∞)?
8. Define the slope of a straight line in terms of the dependent and independent variable.
9. Explain why can slope be defined as the “average rate of change of y per unit change of x”?
10. Convert the equation Ax +By=C (which is in standard form) into its equivalent slope intercept

form.

BOPPPS LESSON PLAN—Steve Hammer

COURSE: Math1314—College Algebra
Lesson Title: Relations and Functions

Bridge: Every single day we describe one thing in terms of another. How long it took you to study for each class yesterday or even last week…What
your utility bills were each month… How many calories each item on your plate contained…How much gas you bought for how many dollars…Letter
grade received versus numerical score…We often use these relationships to predict outcomes. Give me some other examples of ways where you use
one value associated with another. <accept responses> These relationships are could be considered relations or functions. We will discuss both of
these today and you will see the differences between the two.
Course Student Learning Outcome: Demonstrate and apply knowledge of properties of functions, including domain and range, operations,
compositions, and inverses."

This lesson plan objective addresses these various levels of Bloom's Cognitive Taxonomy: understand (classifying, explaining); apply
(implementing); and analyze (attributing, organizing, differentiating); evaluation (interpreting)

Learning Objectives: (identify Bloom level)

1. By the end of this lesson, students will be able to differentiate between relations and functions; (understand—comprehension)
2. state the range and domain of a relation or function; (evaluation and application)
3. use functional notation; (understand and application)
4. identify whether functions are increasing, decreasing, or constant.(analyze)

Pre-Assessment: Pop quiz at the start of class will be reviewed orally with shows of hands for successful. The pop quiz will have questions regarding
past material but also have questions regarding the previously assigned reading on today’s topic.

Estimated time: 5 minutes Quiz, 3 minutes review
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

3 min Introduction—Bridge and Listen Every single day we describe one thing in terms of another. How long it took you to
Learning Outcomes Participate (answer) study for each class yesterday or even last week…What your utility bills were each
(Lecture) month… How many calories each item on your plate contained…How much gas you
(ppt slide 2) bought for how many dollars…Letter grade received versus numerical score…We
often use these relationships to predict outcomes. Give me some other examples of
ways where you use one value associated with another. <accept responses> These
relationships are could be considered relations or functions. We will discuss both of
these today and you will see the differences between the two.

By the end of class you should be able to differentiate between relations and
functions; understand what the domain and range are for a relation or function;
recognize and use functional notation; and determine if functions are increasing,
decreasing, or constant.

2 min Lecture Participate (answer) Recalling from last class, what does an ordered pair in the Cartesian coordinate
3 min (post ppt slide 1) system represent? (a value of y that corresponds to a value of x)
Lead analysis of a set of Listen and take notes Why is the order of the entries in a coordinate pair important? (first entry is chosen
coordinate pairs. Participate by responses and the second entry is the result of the first choice)
(ppt slide 1 continued) and take notes.
Lecture Listen and take notes. Consider any set of ordered pairs. Since the value of y depends on the chosen value
of x, we call the y-entry the dependent variable, and the x-entry the independent
Lecture: Participate by response variable.
Show other sets of ordered and take notes. What is the set of x values?
pairs to analyze and name. What is the set of y values?
(ppt slide 3) Respond Which is the set of values of the independent variable?
Review A couple of important definitions:
A relation is a set of ordered pairs.
A function is a special kind of relation where each distinct value of the independent
variable has only one value of the dependent variable associated with it.
Was our previous set of ordered pairs a relation or a function?
How did you decide this?
What about the second set of ordered pairs—a relation or a function?
How did you decide?
What about the third set—a relation or a function?
State in your own words how to determine whether a relation is a function.
(Comprehension in Bloom’s Taxonomy Level)

3 min Lecture: Listen and take notes Other ways are by graphing or by equations (formulas). These formulas show that
5 min (ppt slide 4) illustrating Participate in poll the sets of the domain and range are infinite (infinitely many ordered pairs)
other ways to show Listen and take notes
relations or functions Powerpoint slide showing forms of relations or functions with Polleverywhere to
Lecture: test for identification of relations or functions.
(ppt slide 5) with the More important definitions for relations or functions: Domain and Range
Polleverywhere The domain is all of the values of the independent variable that correspond to
Lecture: (result in) values of the dependent variable.
Domain and range And range is all of the values of the dependent variable associated with values of the
using the board with slides independent variable.
below… What is the domain of Set M?
What is the range of Set M
(ppt slide 5) Participate with What is the domain of y=2x+6?
responses. What is the range of Y=2x+6?
What is the domain of y=x2?
(ppt slide 6) What is the range of y= x2?
How does the range of a relation relate to the domain of that relation? (Analysis in
Lecture: Listen and take notes Bloom’s Taxonomy Level)
Agreement on Domain Unless specified otherwise, the domain of a relation is assumed to be all real values
(altering the definition) Respond. of the independent variable that produce real values of the dependent variable.
(ppt slide 7) Listen and take notes We need this because some equations have real values of the independent variable
Listen and take notes that produce non-real or non-existent values of the dependent variable.
4 min (ppt slide 8) Can you think of an example that would show this?
Lecture: Show examples and explain the domains and ranges and their notation.
Vertical line test If you have a graph of a relation, a convenient way to decide if it is a function or just
a relation is by using the vertical line test. “If a vertical line intersects the graph of a
relation in no more than one point, then the relation is a function.”

Part of Lecture Participate by responses Given the graphs, determine the domains, ranges, and whether the graphs are
the 4 Vertical line test Participate by responses functions or not. (Facilitate discussion…)
minutes (ppt slide 9)
above Lecture: Participate by providing How could you decide if y=2x3-5 is a function or not?
5 min How to determine if an answers. Divide into How could you determine its domain and range?
equation is a function or groups and give only 2 (1. Intuitively…every x only generates one y…
not… minutes to work 2. Graph it and inspect it.)
(ppt slide 10) together.
Lecture: present problem Determine if the equation represents a function or not and then determine the
(put up ppt slide 11) domain and range. In these problems consider x to be the independent variable.
Group 1: = + 3
Provide results(ppt slide 12) Group 2: ≥ −
Group 3: =
Group 4: = | |
Group 5: = | |

3 min Lecture Listen and take notes I would like to discuss some “shorthand” for writing functions—functional notation.
(write on board—no slides) Respond and take notes When a function is defined by a rule or an equation, we can use functional notation
Lecture with response and to emphasize this. We would say y is a function of x, or in functional notation y=f(x).
explanation (write on The f is just a name given to the function…it could have any name…
board) As an example consider y=2x-5 (we showed this to be a function earlier). This could
also be written in functional notation as f(x)=2x-5…just replacing y with f(x)…y is just
another name for f(x)…
This short hand is helpful since if x=3 then we could write f(3)=2(3)-5=1 f of 3 is 1
(just replaced x with 3 throughout the expression)

Let ( ) = + 7 What is (2)?
Let ( ) = + 2 + 1
Find (3)
Find ( )
What is ( + 2)?

3 min Lecture Listen and take notes When we view a graphs we can talk about it going up or down or not at all. That is
2 min not very descriptive. More accurately we would describe its behavior as increasing,
Show number-line on ppt Respond. decreasing, or constant over chosen open intervals of its domain.
and ask… Think back to when we were working with number lines. What is the difference
Show ppt complicated between an open and closed interval on a number line? (end points are excluded in
function and explain it. an open interval).
When we view a graph of a function like this one, if we trace the graph moving to
Lecture with response to Respond the right (the x-value is increasing), the y-value is either decreasing, increasing, or is
questions staying constant (not changing).
Show “swimming pool” Student response
graph to practice Student response If the y-value increases as the x-value increases then the graph is said to be
interpretation of graphed increasing;
function If the y-value decreases as the x-value increases then the graph is said to be
Summarize decreasing;
If the y-value does not change as the x-value increases then the graph is said
Summarize to be constant.
What is the maximum volume of water in the pool? (3000gal)
How long is the water level increasing? (25-0=25hrs)

Decreasing? (75-50=25hrs)
Constant? 50-25=25 + 100-75=25  50hrs

How does the range of a relation relate to the domain of that relation? ?
(Analysis in Bloom’s Taxonomy Level)
How could you determine if a function is increasing, decreasing, or constant?
(Evaluation in Bloom’s Taxonomy Level)

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Relations and Functions Relations 4/1/19

A set of points (ordered pairs)… Relations and Functions with Ordered Pairs

y-entries Dependent variable A function is a relation in which each distinct value of the independent variable
there is exactly one value of the dependent variable
Set M = { (-4,0), (-3,1), (3,1) } Determine if each Set is Relation or Function:

x-entries Independent variable Set M = { (-4,0), (-3,1), (3,1) }
Set N= { (2,3), (3,2), (4,5), (5,4) }
Set M is a relation Set P= { (-4,3), (0,6), (2,8), (-4,-3) }

Other forms of Relations and Functions Domain and Range

(infinite sets) Domain: The set of values of the independent variable
Range: The set of values of the dependent variable associated with the
Formulas y=x2 …
y=2x+6 independent variable

Graphs What is the domain of M= { (-4,0), (-3,1), (3,1) } ?
What is the range of M?

What is the domain of y=2x+6?
What is the range of y=2x+6?

Domain and Range Agreement on Domain Agreement on Domain (continued)

Domain: The set of values of the independent variable (altered definition) (altered definition)
Range: The set of values of the dependent variable associated with the Unless specified otherwise, the domain of a relation is assumed to be Unless specified otherwise, the domain of a relation is assumed to
all real values of the independent variable that produce real values of be all real values of the independent variable that produce real
independent variable the dependent variable. values of the dependent variable.
We need this because some equations have real values of the
What is the domain of y=x2 ? independent variable that produce non-real or non-existent values of 2 = Or =
What is the range of y=x2? the dependent variable. Or
= ± x cannot be 0
Can you think of an example to illustrate this? since 1/0 is
x cannot have undefined
negative values Domain is [0,∞)
and create real Range is (-∞,∞) Domain is (-∞,0)∪(0,∞)
values of y Range is (-∞,0)∪(0,∞)

1

4/1/19

Using the Vertical Line Test Time to think… Equations practice…

Domain? Domain? How could you tell whether y=2x3 -5 is a function or not? Determine if the equation represents a function or not and then determine the
Or domain and range. In these problems consider x to be the independent variable.
Range? Range? How could you determine its domain and range? Group 1: = + 3
Group 2: ≥ −
Function Y/N? Function Y/N? Group 3: =
Group 4: =
Domain? Domain? Group 5: =
Range? Range?
Function Y/N? Function Y/N?

Equations practice (did you get them?)

Determine if the equation represents a function or not and then determine the
domain and range. In these problems consider x to be the independent variable.

Group 1: = + 3 Function Domain (-∞,∞) Range (3, ∞)

Group 2: ≥ − Not a function Domain (-∞,∞) Range (-∞,∞)

Group 3: = Not a function Domain [0,∞) Range (-∞,∞)

Group 4: = Function Domain (-∞,∞) Range [0,∞)

Group 5: = Not a function Domain [0,∞) Range (-∞,∞)

2

Pop Quiz for 2/14/19 Name _____________________________________
Review:
1. Label the points on the diagram with
their coordinate pairs.
2. How far apart are the points on the
diagram (What is the distance between them?)

3. For the equation, y= -(4/3)x+4 name one coordinate pair that is a solution. (______, ______)
Reading:

4. Define a relation. __________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5. Describe the difference between a relation and a function. ________________________

_________________________________________________________________________

_________________________________________________________________________

Reflection:

I read the new material assigned for today. Yes / No

I did the homework assigned for today. Yes / No

To help me succeed in this class, I could:
Work harder,
Seek help from
Tutoring Center,
On-line resources,
Professor,
Other Student,
None of the above.

Steve Hammer Math1314 Algebra--Potential Questions for Assessment of Lesson Plan Learning:
1. The domain and range of = √4 − 5 is:
a) Domain (-∞,∞) Range , ∞
b) Domain [ , ∞) Range [0,∞)
c) Domain [ , ∞) Range [-∞,∞)
d) Domain [0,∞) Range , ∞
Bloom’s analysis—requires application of definitions then identification of values to give
intervals.
2. Which relation defines a function?
a) −4 + = 5
b) + = 4
c) 2 + = 6
d) − > 3
Bloom’s application—requires application of definition of function to equations.

3. Evaluate (10) when ( ) =
Bloom’s application—requires solving the equation by substituting ‘x’ (definition of f(x)).
4. Consider the following graph:

a) Over what interval of the domain is this graph increasing? ________________
b) Over what interval of the domain is this graph constant? ________________
c) Over what interval of the domain is this graph decreasing? ________________

Bloom’s knowledge—direct application of definitions of increasing, decreasing, and constant.

Rubric for Assessment of Final Exam Problem
Isometric Diagram

Problem Description
1. Consider the isometric diagram below. Draw the orthographic projections of the object depicted (front, top, right side) on the graph paper provided. Label
the dimensions on the orthographic projections with enough dimensions to allow creation of the object in the shop. The iso shows the intended measurements
in inches, but without appropriate precision. (10 pts total=6 for accurate drawings, 2 for dimensioning and GD&T, 2 for accurate hole depiction.
a.       All dimensions on the orthographic projections should maintain a 0.010” total tolerance and be displayed and labelled appropriately.
b.      The orthographic views should be properly displayed (order and alignment).
c.       Label the horizontal surfaces with the requirement to be parallel with the base within 0.003” total tolerance. (use GD&T symbols and feature control frame(s)
d.      Each perpendicular faces should be perpendicular to the base within 0.002” total tolerance and labelled as such. (use GD&T symbols and feature control
e.      Oops. We need a way to fasten this piece to another part. Draw in a 3/8” diameter hole vertically through the front-most, 3”x5” horizontal face (lowest

Rubric for Assessment

2 Points Assigned 0
1

Three ortho Three ortho Three ortho

projections shown in projections shown not projections not

proper locations in proper locations shown

Accuracy Scale is correct in all Scaling is correct in Scaling is is not
three ortho two projections correct in two
projections projections

Alignment is correct in Alignment is correct in Alignment is not
three projections two projections correct in two
projections

Dimensioning & All dimensions shown 1 dimension not More than 1
GD&T and GD&T shown shown or GD&T not dimension not and
shown GD&T not shown

Hole Depiction Shown correctly Shown but incorrectly Not Shown

4/1/19

ACP Showcase Portfolio

Name: Steve Hammer
Discpline: Mathematics-College Algebra
Date: 4/2/19

Table of Contents

 Student Preparation Strategy
 BOPPPS Lesson Plan Analysis

 Preassessment
 Bridge-in & Lesson Objectives
 Participative Lesson Overview identifying CAT’s, Bloom level questions,

Technology
 Post Assessment and Summary
 Reflection
 Questions

1

4/1/19

Student Preparation (Desired…)
Assigned Prior Class period

 Read Textbook Sections 2.3-2.4 (about 12 pages with text and examples)
 Complete prior on-line homework assignment (14 problems)
 This lesson plan is only on 2.3 and is expected to take about ½ of the

classtime

BOPPPS Lesson Plan Analysis--Preassessment

 Preassessment/CAT (classroom
assessment technique) is
conducted at the start of class.

 Every class starts with a 5 minute
Pop Quiz which is graded.

 Pop always contains a question
from the reading assignment, a
question similar to one of the
homework problems, and also
may contain a question from past
material.

 After the Pop Quiz is submitted, I
review it briefly with class and
solicit responses regarding
students success or
understanding.

2

4/1/19

BOPPPS Lesson Plan Analysis—Bridge/Outcomes

 Bridge relates today’s lesson to  Lesson Objectives outline the lesson for
student experiences students

 Some examples provided

 Solicit feedback from class

BOPPPS Lesson Plan Analysis—Participatory Learning

 Lecture from Powerpoint slides interlaced with:
 Informal questions (knowledge,
comprehension, application, analysis)
 Technology Use (Polleverywhere)
 CATS (Class Assessment Techniques)
 Bloom’s Taxonomy Level Questions

3

4/1/19

BOPPPS Lesson Plan Analysis Post Assessment/Summary

 Post Assessment and Summary Combined

 Summary is completed by my “repeating” (enhancing or even
correcting) the solicited answers to the responses

Reflection—no breakthroughs but valued

 New ‘theory learned’
 Structure/Discipline of ‘BOPPPS’ was new to me but I was using it

 Ensuring that lesson plan aligned to course objectives is important
 This structure would be especially helpful during construction of a semester

 The discussions of Bloom’s Taxonomy was interesting—I feel that I already used it without having the
levels

 CATs

 I seek to teach concepts rather than methods so see the need to focus the questions to higher levels
 Assessments hinge on student participation and involvement

 Technology aids—lots out there! I am personally not impressed by ‘fancy effects’ so I might
underestimate the value to the student…

 The Discussion Boards allowed me to obtain some incite from my peers
 I would like to see more summary of potential ways to ‘pull students in’ to classes that “have to

be taken”
 I will modify my teaching techniques based on topics collected in this course

4

Reflective Essay—Steve Hammer’s “Take-aways” from ACP Class

The ACP class served primarily to reinforce principles that I already generally practiced in the classroom.
There are several key principles that I would identify as key to conducting a classroom that serves to
effectively teach the subject matter to the students. The classroom must result in efficient transfer of
knowledge to the students. The learning process depends not only on the teacher, but the students.
Each has roles that must be fulfilled.

Necessary facets of efficient transfer of knowledge are:

 understanding the learning process;
 definition of learning goals;
 obtaining and maintaining the focus of the students during the lessons;
 motivating participation of the students in the learning process;
 organization of the lesson.

Bloom’s Taxonomy--design strategy for the class time

This class aided in understanding of the learning process by presenting Bloom’s Taxonomy (or similarly
dissected goals of learning). These taxonomies result in the classification of different levels of thinking.
Considering these taxonomies allows the instructor to tailor a lesson to the desired level of thinking. For
instance if rote memorization is the desired outcome, then one type of lesson would be repetitious use
of the information to “drill it in”. On the other hand, if the information in the lesson is to be used as a
analytical or procedural tool in other situations, a different type of lesson structure such as one that not
only presents the topic but also illustrates practical application of the lesson’s information would be
better. Considering the type of lesson and ensuring that all phases of the class time function efficiently
to reach the desired learning objective is essential. Planning the lesson to obtain the desired learning
level is essential.

During this class (ACP), we were encouraged to prepare lesson objectives and to construct them in a
way that directly supports the learning objectives desired.

Class-time Learning Structure

The BOPPPS lesson plan was presented as a tool to plan and organize the class time to achieve the
desired goal by providing a method to create and follow a plan to achieve the desired learning
outcomes. BOPPPS1 is an acronym for:

 Bridge-in
 Objective or Outcome
 Pre-assessment
 Participatory Learning
 Post-assessment
 Summary/Closure

1 Extracted from ISW Hand book for Participants provided with ACP class on-line background materials

This process provides an effective framework for planning a lesson. It allows instruction to the level
necessary to achieve the desired learning outcomes by focusing all phases of the class-time to the
desired learning outcomes.

“Bridge-in” is essentially to obtain the students’ attentions to the topics to be taught. It should be short
and a statement, question, or media tool that allows the students’ to relate past learnings to the subject
of the lesson or arouse their interest in the lesson.

The “objectives or outcomes” is clear statement of the desired learning goal of the lesson. All parts of
the lesson should promote progress to the stated objectives.

The “pre-assessment” is intended to allow the instructor to better tailor the lesson to where the
students’ current understanding is regarding the course material. The pre-assessment not only further
focuses the students’ attention of the subject, but also will provide feedback to the instructor regarding
the students’ strengths or weaknesses. The pre-assessment can be as formal as a quiz or as informal as
an open ended question regarding today’s subject matter.

“Paricipatory learning” is the core content of the lesson. It includes instruction or direction from the
instructor, but should encourage student participation as much as possible. CATs (class assessment
techniques—classroom grouping and discussion times to thought provoking questions) and Technology
helps have been suggested to enhance participation of the students. Phrasing of questions is important
to help direct the learning process to the desired levels of learning (Bloom’s…) and facilitate real
participation. There were many technology aids presented for potential use during the instructional
phase to enhance the appeal of the material and/or encourage participation.

“Post-assessment” is intended to quickly assess what the students actually learned from the lesson. The
post-assessment can range from question/answer periods to a more formal assessment.

“Summary/closure” wraps up the lesson by providing a brief review and consolidation of the material
covered by lesson. It can also serve as an introduction of future lessons.

By planning and executing a lesson plan built using this framework, student learning can be maximized.

This class (ACP) required and encouraged the development of a BOPPPS-based lesson plan. I found the
process to be very helpful since I found the BOPPPS process to be very helpful in focusing my attention
as an instructor on obtaining the desired lesson outcomes. It also encourages me (the instructor) to
encourage and harness classroom participation in the learning process.

Other topics to help manage the classroom

Finding common ground and relating to students is very important. Discussions of the “mind-set” of our
students helps to establish and foster real community in the classroom--as opposed to an “adversarial”
relationship between the instructors and the student body. The discussion boards regarding “problem
students” and “generational differences” helped in this regard. It truly helps to find that my peers have
some of the same perceptions that I have regarding the students, and it is valuable to have my peers
share their modes/methods to better address these “issues”.

Formal assessments (testing in my classes) should be structured to aid in the learning of the subject
matter and not just to provide the grade basis. The CATs discussions will help me better develop my test
questions to achieve the learning outcomes that I desire.

Rubrics to help define expectations and evaluation of performance will help to enhance the construction
of the tests by allowing the objective levels of learning to be evaluated. Rubrics will allow consistent
grading practices as well.

Cell phone use in the classroom was discussed. It has its pros and cons. The power provided by the
internet connectivity can make them a powerful tool, but they can also provide distraction from the
desired tasks at hand.

Direct “Take-aways” for me

1. I will continue to strive for more student participation during class-time by using CAT’s, and
other alternate technology that is available where I can.

2. I will continue to experiment with methods to have the students come to class better prepared.

 I will modify my approach to “pre-assessment” and class preparedness by creating
reading guides that will be submitted for partial grade in the class

 I will adjust how the homework is administered. In the past, I have allowed the
homework to be completed by final exam-time for credit. The students do not generally
have the discipline to complete it when it is best utilized (right after lecture). Most of
the students make a huge push to complete the homework during the week or two of
the semester. I will now make it due prior to the next class, and only in the last month
of school reopen the homework to allow completion of earlier homework assignments.

3. I am already changing my presentation techniques with the use of CAT’s.

Further development activities

I will continue to dialogue with my peers to develop my (and their) instructional techniques.

I will utilize student feedback to adjust my techniques.

I do not know whether I will participate in future advanced ACP classes, but will certainly consider it.

Thank you for the opportunity to participate in this classroom environment.