Subject/Grade level: 12th grade Pre-Calculus

Unit topic: Extrema and average rate of change

Lesson goals: Complete understanding and application of average rate of change
Lesson title or title: Average rate of change
Estimated length of lesson: 1 class period

TEKS: P.2(I): Determine and analyze the key features of exponential, logarithmic, rational,
polynomial, power, and piecewise defined functions, including domain, range, symmetry,
relative max/min, zeros, asymptotes, and intervals over which the function is increasing or
decreasing.

Learning Objectives: Students will be able to identify the average rate of change of given
functions.
Academic language:
 Slope
 Average rate of change
 Secant line
 x-values and y-values
Grouping: Although the lecture is for all students, I will assign an activity towards the end of
class where students will work in groups of 3.

Materials:
 Bell ringer
 Notebooks
 Activity sheet
Resources:
 Precalculus McGraw Hill textbook

Connection to other subjects: I will have them write down their vocabulary on their notebooks
to incorporate English into the lesson.
Introduction: I will begin the lesson by having students do their bell ringer individually to
remind them what we did the day before and some insight into what we are going to do that day.
I will link the lesson to prior knowledge by incorporating slope questions on their bell ringer.
Slope is used for linear functions, but we are now trying to find slope for curves and by
reminding them how to use slope they will feel more confident using the average rate of change.
The students will be given 5 minutes to complete their bell ringer and then I will discuss it with
them. I will then ask them to put their bell ringer inside of their notebooks and open their notes to
the next blank sheet where we will be taking notes. I will introduce average rate of change by
comparing curves to a roller coaster.
Teacher modeling: I will model how to find the average rate of change of a function because
although they know about slope, this is about curves which is something new to them.
Questions I will ask:
 How can we define slope?
 What does f(x1) and f(x2) symbolize?
 Is f(x1) the same thing as x1?
Body of the lesson:
As students walk in, their desks will already be setup in 3’s. I plan to teach students “how to”
and then allow them to practice in groups. I will provide students their bell ringer as they walk
in, after I will go over it with them. I will then ask students to take out their notebooks, so I can
provide them with the new material. I will explain what average rate of change is and how it
works. I will then do some practice questions with the students. Once we are finished, I will have
them complete a worksheet activity. Before they leave class, I will collect all work and revise it
to check for understanding.

Close:
I will close by questioning them on what they learned.