Introduction to Functions
BEFORE SHOWING VIDEO POSE THIS SCENERIO: If your mom goes to the market and purchases some chicken, what kinds of dinners might she make? Ask students to turn and talk.
AFTER THE VIDEO HAVE A SHORT CLASS DISCUSSION:
Consider the chicken dinner situation, in order for dinner to fit the function rule, what must happen? What do you think a function is?
2 Direct Instruction
Using the Power Point, introduce students to relations and functions including the concepts of domain and range. Stop at slide 6.
Have students take notes for reference.
Students, use your interactive notebook and take notes during the PPT presentation.
Title your page INTRODUCTION TO FUNCTIONS and add it to your Table of Contents.
3 Guided Practice
Work through the first several problems on the Shodor interactive activity together. As students demonstrate understanding, have them move to independent practice.
For those students who need more support, continue to work with them, having students write their solutions on white boards to share with each other.
4 Independent Practice
Allow students to practice on Prodigy Game for approximately 25 minutes.
If students are not ready to move to independent practice, continue to work on the Shodor interactive together.
Students, you have 25 minutes to play Prodigy Game.
When you have completed 25 minutes, come get the Ticket out the Door from me.
5 Ticket out the Door
Have students join room F8CHK0F3 and answer the ticket out the door before leaving.
Students, answer the Ticket out the door. Keep in mind there may be more than 1 correct answer.
6 Enrichment Follow Up
Demonstrate the sample presentation using Glogster (or similar technology). Explain to students that they will be responsible for creating a Glogster poster of their own (or similar presentation using a tool of their choice to be approved by me), following the requirements described in the rubric. Review the rubric and assign due date to align with the summative assessment.
Allow students who need more support to work with an assigned partner.
Students, you challenge is to create an online, interactive poster using Glogster, or a presentation tool of your choice (to be approved by me). Your presentation must use a minimum of 3 different kinds of multimedia (videos, games, quizzes, VR, etc) to explain what you have learned about functions during this unit. This project will be due prior to the summative assessment and will need to be uploaded to our website.
The rubric is found at the following link
Key Standards Supported
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.1
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.