LESSON PLAN: ALGEBRA, GRADE 11

Date: September 22, 2014

Teacher Name: Mrs. Wu
Lesson Plan Type: Concept Attainment
Grade: 11, Algebra 1
Topic: The Concept of Function
Content Area: MathematicsAlgebra
Timeline of Lesson: 45 minutes

The State Objectives (in China):

Students can recognize that a function is an important model used to describe an independent
relationship between variables. Then students learn to apply set and correspondences language
to show a function. Also students should solve some simple functions domain and range. And
students acknowledge the three factors that are constituent parts of a function.

Lesson Objectives:
1. Given a plenty of examples from lives, the student will be able to recognize that the
function is a type of corresponding from a non-empty collection to another non-empty
collection, and state the three elements of function with no errors.
2. Provided several groups of numbers and algebraic expressions, the student will be able to
distinguish f(x) from f(a) (a is a constant) with no errors.
3. Given some expressions of functions, the student will be able to use a procedure that
instructs them to find the domain and range of a function correctly.

4. Given some graphs, the student will can identify a function is a specific relation that is
defined as a directional corresponding clearly.
5. Given two equations, the student will can explain which one can be converted to a function
and which one is only a relation correctly.
6. Given a practical assignment, the student will be able to put the three elements of function
into a whole through looking for a relation defined a function from their own lives
accurately.

Materials:
Blackboard, PowerPoint, Handout with students quiz

Description/Abstract of Lesson:
Through some examples, the teacher lets students know the concept of function in elementary
schools again. And the teacher makes students focus not on variables but on set and
correspondence , so the students get the concept of function in high schools. Next, the teacher
leads student s to learn the structure of a function (the three factors of a function). At last, the
teacher enhances the students understanding to domain and correspondence by the definition of
two equal functions.
Introduction
1. Set Induction/Anticipator Set
Why do we study the concept of function in high schools again when we have studied it
in elementary schools? The teacher provides a suspense that brings out the attention of
the students.
2. Specific Content
Q1. How many functions did you learn in elementary schools?
y kx b(k 0)
A1. (1) Linear function

y
(2) Inverse function

k
(k 0)
x

y ax 2 bx c(a 0)
(3) Quadratic function

Q2. What is the concept of function in elementary school?

y
x
x
A2. During a varying process of two variables and , if every value of is corresponding
y
y
x
to the only one value of ,Thus is called as a function of .

x
Q3. Please judge if is a function of in the following graphs and sheets

y
A3.

x
is a function of in the following graphs and sheets.

Q4. What differences are there between these three function and that three functions before?
A4. It is difficult to express these three functions by using formulas. And these three
functions are focused on the results of correspondence rather than the process of correspondence.
The teacher concludes: a function is a relationship between two sets where for each value in
the first set, there is exactly one corresponding value in the second set. This is the concept of
function in high schools.

Instructional Activities and Procedures

1. Definition: a function is a relationship between two sets where for each value in the first set
f
A, there is exactly one corresponding value in the second set B. And we use to show a
f
function. :AB.
f

Example 1. A={012}B={12}how many functions

:AB8

2. Which factors form a function?

f
:ABset A is called as the domain of the function.set

f ( x) | x A

is called as the range

of the function.

f ( x) | x A

is a part of set B.

The two functions are equal, if their domain, range , and correspondence are same.

The three factors of a function are domain, range , and correspondence.

Example 2. Justify if the two functions are equal in every qustion.
yx

y x2
(1)

y ( x )2
(2)

y 3 x3

y x 2 , x {0,1}
(3)

y x, x {0,1}

f ( x)

Example 3.Function

g ( x)

and

f [ g (1)]

So

are showed separately in the following sheets:

g[ f (1)]
1

f [ g ( x)] g[ f ( x)]

with

3
2

Which values of are accorded

Modifications/Differentiated Instruction
Modification1. When the students dont answer example 2 (3), the teacher lets the students draw
out the graph to help students understanding.
Modification2. When the students dont answer example 3 (3), the teacher lets the students try
x
every value of rather than directly solve the inequality.

Evaluation(Formative and/or Summative Assessment)

The most of students can under the new definition about function. But facing some
specific difficult questions, the students have seldom thoughts to solve.

Closure:
1. What is the concept of function?
2. How to understand a correspondence?
3. What are the factors of a function?
Homework: Textbook P15-16

Worksheet (quiz)
y0
1. Is

2. Is

a function? If it is, please point out its domain.

3x 1

a function? If it is, please point out its domain and range.

3. A line Perpendicular to the axis how many common dots betweenthe gragh

y f ( x)

of

and the line