Name: Rachel Whiteside Date: 9/11/13 Grade Level/Subject: 8th/ Algebra Approximate Time: 50 Minutes Student Objectives/Student Outcomes:

Students will determine which relationships are functions and which are not, using both graphs and tables. Materials/Resources/Technology: None. Implementation:

Time Opening of lesson: Start class by having a volunteer read the lesson introduction. Then begin problem 1-62 as a whole class, which introduces the concept of a function. In this problem students should focus on the notion of determining a single output from a given input. The core concept is the essence of a function: the ability to accurately predict a single output from the given input. If more than one output is possible (as is the case in part (b)), then we cannot predict a unique output. That translates to algebraic relationships: when a given x-value results in more than one y-value, the relationship is automatically not a function. Carefully work through the problem yourself before discussing it in class. Procedures: To start the problem, ask a student volunteer to read the opening paragraph for the class, and then discuss parts (a) using a Think-Pair-Share. Part (a) asks students to describe the input and output of a soda machine as a pre-problem for Lesson 1.2.5, which will introduce students to the domain and range of a function. During the discussion of parts (b) and (c), have a table like the one below on the board or overhead. For each input, list the button that was pushed. Then list the resulting drink for the output. This visual aid will help some students synthesize the information being given. An example table for part (b) is shown below. Input Lemon Twister Lemon Twister Lemon Twister Output Lemon Twister Blast ??

With the class, analyze each scenario for the cola machine. Part (b) is important because it addresses the idea that as soon as one input has more than one possible output, we cannot accurately predict the output. Allow students to explain this in their own words. Later, when confronted with graphs, they will

rely on this understanding to determine if the graph is of a function. Part (c) addresses the fact that different inputs (the different Blast buttons) can produce the same output. Algebraically, this will translate later to, Different x-values can have the same y-values. Do not expect students to make that leap here! The more grounded they are in this core concept, the more able they will be able to make abstract connections in problem 1-64. Part (d) should generate considerable discussion and some confusion. The machine is apparently working correctly in terms of a function, but the button itself is apparently mislabeled. Since the word will spread that the Slurp button will produce a can of Lemon Twister, students can still predict the output and thus the machine is functioning. After discussion of problem 1-62, ask teams to work on problems 1-63 and 164. Expect lots of discussion about these problems. We expect students to connect each representation with the cola machine. For example, on the discrete graph for part (iv) of problem 1-63, you may hear students refer to a point using a button for input and a soda as output. Problem 1-63 could also be done as a Pairs Check. Summary/Closing: Lead a brief discussion by asking students if they have anything to add to the list of questions we can ask about a relationship. They should decide to add, Is it a function? to the list. Todays Learning Log prompt (problem 1-65) asks students to describe in their own words when a relationship is a function and when it is not. After students have had a chance to write, ask students to create a class definition for the term function. Challenge students to verbally describe how to determine whether a relationship is a function. Do not introduce the vertical line test yet- students need to rely first on the definition of a function in order to verify graphically if a relationship is a function. Many students will naturally develop the idea of a vertical line test themselves. Student Assessment: Homework 1-66 thru 1-70