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Lesson Plan Introduction to Functions Name: Rebecca Budde When do you plan to teach this lesson?

? September 30, 2013 Content Area: Math Standard: CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Preparation Objective Students will be able to graph functions from ordered pairs. Students will also be able to graph ordered pairs in a coordinate plane. Assessment o Formative assessment: Exit card o Summative assessment: Test at the end of unit What do you anticipate students might struggle with? o Plugging in values to functions with powers and absolute values o Coming up with an equation o Recognizing that all graphs are going to have different shapes What materials will you need? o Document camera o Computer o Blank sheet for note takeing o Whole class worksheet o Small group worksheets o Small graph for exit card How will you integrate technology? o Document camera o Function animation (internet)

Teaching Preassement (How will you determine what students already know?) o Ask questions as material is reviewed to gauge where students are o Familiarity with their textbook, what they have done prior to this Review (What ideas or skills will you need to review?) o Coordinate plane o X and Y axis o X (left or right) first, Y (up or down) second o Origin o Four Quadrants and signs of coordinates in each Lesson Details -- Describe the lesson in detail including: 1. Welcome, attendance (2 min) 2. Muscle Monday (5 min)





a. Write simple expression on the board (ex. 43, |-25|, (-7)2) b. students have to write it in the air as big as they can (from floor up as high as they can go) Review basics of graphing (3 min) a. On a blank sheet of paper, students take notes b. Review what a coordinate plane is c. Review X and Y axis d. Review where the origin is located, its coordinates e. Review Quadrants I, II, III, IV going counterclockwise. Tip draw a C (for coordinate plane) in the plane, and the numbers follow the path. f. Review the signs of the coordinates in each quadrant. I = (+, +); II = (-, +); III = (-, -); IV = (+, -) Introduce idea of a function (7 min) a. What is another name for a function? (If no answer: a mathematical rule) b. X is the input, Y is the output c. Function is like a machine, plug X in to see what Y should be d. Show animation animation gives equation, allow students to pick input, guess what the output will be, activate machine to see answer, compare answers (if necessary). Do for 2 equations. machines.html e. Hand out worksheet 1 f. Read word problem out loud, who can tell me a function that we can write to represent how much Garret makes after each week? Write on paper under document camera. g. Explain t-chart, for each input (X), you plug it into the equation and get the output (Y), write in the table. h. Do first 2 or 3 inputs as a whole class, explaining what week 0 means. i. Have students complete the rest of the table on their own. I will walk around checking progress/answering questions j. Come back together and share answers. How to graph functions (3 min) a. Reinforce Input = X, Output = Y b. Fill out chart on back, same but puts input and output into coordinate pairs. c. Pick sticks to have people come up and graph one coordinate at a time. d. What are some things you noticed about the graph? Extending to harder examples (10 min) a. Class numbers off by 8 (24 students = 8 groups of 3). Each group goes to a different part of the classroom.

b. Hand out small group function worksheets (worksheet 2) to each group. Each group gets a different function, harder than previous example (using squares, cubes, absolute values, fractions, etc) c. Students have to work together in their groups to pick inputs, figure out the outputs, and plot them d. I will walk around answering questions/checking progress/asking about mental process and strategies. e. Students have to come to a consensus in their group. f. When everyone is done, groups come up one by one to the document camera to explain their solutions. Why did you choose the inputs you did? Looking for correct plugging in and graphing. 7. End of Class (rest of time) a. Create a function and write it at the top of your small graph paper. b. Switch with a partner, both names should be on the paper. c. Solve for x = -3, -2, -1, 0 1, 2, 3 and graph d. Must be handed in by the time they leave class (exit slip formative assessment) e. When done, work on evens from the book teacher edition with answers in front of class

Accommodations What will you do to support students are struggling? o Model each step clearly in front of the class, model again for individual if needed. o Provide concrete examples when possible o Small groups will hopefully have students of all levels so they can support each other. How will you challenge students who finish early or need more of a challenge? o Challenge them to find the outputs for more inputs o Have them create and graph a new function

Lesson Plan Real World Version Objectives: Graph functions from ordered pairs & graph ordered pairs in a coordinate plane. 1. Welcome/attendance (2 min) 2. Muscle Monday (5 minutes) Write expressions to simple expressions in the air with their arms (ex. 43, |-25|, (-7)2)

3. Review of Graphing (whole group 3 min) What is the coordinate plane What is x-axis/y-axis (x, y) -> Left or right first, then down or up Quadrants (Follow C) o I = (+, +) o II = (-, +) o III = (-, -) o IV = (+, -)

4. Intro to functions (whole group 7 min) x = input, y = output machine o Word problem o Create function o Make table (do first one or two, let them work individually on the rest).

5. How to graph function (3 min) (input, output) Finish word problem -> Write as coordinates and graph (call up volunteers/pick sticks)

6. Extending to harder examples (10 min) Number off, get into small groups (8 groups of 3) give each small group a different equation (ex. Y=x2-5, y=x3+x-1, etc include square, other powers, fractions, absolute value) they need to fill in table, plot points, then graph each group comes up to document camera explaining their solution, showing understanding

If people finish early, have them find more inputs they could graph, or create a new function and repeat process while others are finishing If people are struggling, find whats tripping them up, help them with a few points (model)

7. End of Class (rest of time) Exit Card (Formative Assessment) -> Students write out function on a small piece of graph paper, switch with person next to them, solve for X=-3, -2, -1, 0, 1, 2, 3, both names at top, hand to me at the end of class. o Want to see that they understand how to plug values into a function o Want to see that they understand how to graph those given inputs and outputs Work on odds/evens from the book (if time)

Need: document camera, worksheet with word problem, internet function animation