TOLLESON UNION HIGH SCHOOL DISTRICT

COURSE:
Algebra 1; Unit 3; Interpreting
Functions
Topic 3: Parent Functions
Standards
F-BF.B.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for
specific values of k (both positive and negative); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph using technology. Include recognizing
even and odd functions from their graphs and algebraic expressions for them.
INSTRUCTIONAL SEQUENCE
3.3.1
OBJECTIVE
SPIRALED REVIEW

Students will be able to graph any function type using a graphing calculator.
See Attached

DAILY WORD
PROBLEM
CALCULATOR
CONNECTION

N/A
For much of the remainder of this unit, students will be required to graph
functions and create tables. Spend the day familiarizing your students with
using these calculator functions.
http://www.casioeducation.com/resource/pdfs/fx-9750GII_quick_start_guide.pdf

3.3.2 (Suggested 2 Days)

OBJECTIVE

Students will be able to describe the effects of k on a transformation of multiple

function types.
(When discussing linear functions, use the verbiage parallel lines)
Students will be able to determine the value of k from two related functions or
graphs and will transform the parent function.

SPIRALED REVIEW

See Attached

DAILY WORD
PROBLEM

Suppose there were researchers collecting data for water consumption during a
typical school day and throughout the night too. For the period between the
time the last person leaves the building for the evening and the time of the
arrival of the first person the next morning, how should the graph of water
consumption appear? Suppose the researchers see instead, from the time
1:21a.m. onward, the graph shows a horizontal line of constant value, 4. What
might have happened during the night?

CALCULATOR
CONNECTION

Use calculator to graph parent function and graph the transformation to

compare the differences.

CLOSURE QUESTION

If all graphing calculators in the world suddenly stopped working what could
you do to prove to people that the effect of f(x) + k will shift the parent function
vertically y k?
Potential Answer: create a table of input and output values and create a graph
(show example of

f ( x )=x

with a vertical shift)

LESSON PLAN
RESOURCES

http://alex.state.al.us/lesson_view.php?id=30033 (lesson plan with graphing

practice)
http://betterlesson.com/lesson/528002/transformation-of-functions-day-1
(explore lesson, particularly step 3 launch. Useful!)

VIDEO RESOURCES

https://learnzillion.com/lesson_plans/7542-vertically-translate-linearequations#fndtn-lesson
WORKSHEET
RESOURCES

http://printableworksheets.in/?dq=Parent%20Functions%20And
%20Transformations

OTHER

https://hcpss.instructure.com/courses/99/pages/f-dot-bf-dot-b-3-and-f-dot-le-dotb-5-lessons-and-tasks (Vertical Shift Tasks)

https://learnzillion.com/resources/72654-manipulate-linear-functions

3.3.3
OBJECTIVE

Students will be able to create a function to model a transformation of a given

graph.

SPIRALED REVIEW

See Attached.

DAILY WORD
PROBLEM

If you jumped in the air three times what might the elevation vs. time story look
like? Label the axis appropriately.

CALCULATOR
CONNECTION

Use calculator to graph parent function and graph the transformation to

compare the differences.

CLOSURE QUESTION

What components of a function do we use to describe the transformation of

that function from the parent function?
The graphs of y = x and another parabola are shown below. What is a possible
equation for the second parabola?

LESSON
RESOURCES

https://www.engageny.org/sites/default/files/downloadableresources/2015/Feb/algebra-i-m5-topic-a-lesson-1-teacher.pdf
http://cms.cerritos.edu/uploads/sc/DLAs/M111.1_Transformations_Using_Parent_
Graphs.pdf

WORKSHEET
RESOURCES

http://www.carlisleschools.org/webpages/wolfer/files/practice
%20transformations.pdf

VIDEO RESOURCES

OTHER

http://www.bing.com/videos/search?
q=parent+function+and+transformations+lesson+resources&&view=detail&m
id=5BB032147E21FA6C81755BB032147E21FA6C8175&FORM=VRDGAR
https://hcpss.instructure.com/courses/99/files/104182/download?
verifier=xfu5KLjrsnUIEasBekAEuaYwgDdc321FqfLlmnDU&wrap=1 (rolling
marbles task)
https://hcpss.instructure.com/courses/99/files/104181/download?
verifier=Y5K8UX6KUSAwcJjFN56ZB7TC6npX2KnIhddp7pWn&wrap=1 (rolling
marbles resource sheet)
https://hcpss.instructure.com/courses/99/files/745542/download?
verifier=hkDF2tT87K8891BISPhTShSJO9NOVQx22bmhWSD9&wrap=1 (sample
assessment items)

3.3.4
OBJECTIVE

Students will be able to create an exponential function that grows at a different

rate than a given one.

SPIRALED REVIEW

See Attached.

DAILY WORD
PROBLEM

A car purchased for $24,000 is expected to lose value, or depreciate, at a rate

of 8% per year. This situation can be modeled by f(x) = 24,000 (0.92)
t

f ( x )=24,000(.92) , where t is the number of years since the car was

purchased. After how many years is the car first worth less than $15,000?
CALCULATOR
CONNECTION

Students should graph various exponential functions and to find the difference
between growth and decay functions. They should point out the difference
between the growth and decay factor.

CLOSURE QUESTION

What are the similarities and differences between growth and decay functions?
How are growth and decay models used to solve real world problems?
http://www.regentsprep.org/regents/math/algtrig/atp8b/examplesexponentialfu
nction.htm

LESSON
RESOURCES

http://alex.state.al.us/lesson_view.php?id=24092 (lesson plan with resources)

WORKSHEET
RESOURCES

http://www.pkwy.k12.mo.us/homepage/nhsalgebra1/file/Exponential%20Growth
%20&%20Decay/Day%203%20-%20HW.pdf
http://www.pkwy.k12.mo.us/homepage/nhsalgebra1/file/Exponential%20Growth
%20&%20Decay/6.3_Homework_Day2.pdf

VIDEO RESOURCES
OTHER

ASSESSMENTS
FORMATIVE

SUMMATIVE

PERFORMANCE LEVEL DESCRIPTOR