Snyder - Edi 431 Unit Plan Portfolio Version 2

Tony Snyder
EDI 431 Unit Plan

Algebra 1 - Relations & Functions
Grand Valley State University
Fall 2014
Table of Contents
Unit Introduction ........................................................................................................3
Common Core Standards .........................................................................................4
Unit Goals .......................................................................................................................4
Learning Targets .........................................................................................................4
Unit Calendar ................................................................................................................5
Lesson 1 (Introductory Lesson): Functions & Relations .............................6
Lesson 1 Reflection ................................................................................................. 11
Lesson 2: Relations, Functions, & Function Notation ................................ 12
Lesson 3: Evaluating and Graphing Functions ............................................. 18
Lesson 4: Domain/Range & IV/DV ................................................................... 25
Lesson 5: Discrete & Continuous Variables ................................................... 32
Lesson 6: Intercepts of Functions...................................................................... 38
Lesson 7: Inc/Dec, Max/Min, & End Behavior .............................................. 44
Overall Unit Reflection........................................................................................... 52
Overall Unit Reflection (Data & Analysis) ...................................................... 53
Materials/Worksheets/Assessments .............................................................. 54
Bibliography .............................................................................................................. 73
Unit Introduction
Two of the most basic and fundamental pieces of content that are taught in Algebra 1 are
the concepts of relations and functions. Functions and relations serve as the bridge from
lower level mathematics (such as general numerical mathematics) to higher level
mathematics (such as Algebra, Geometry, and Calculus). Equipping students with an
adequate knowledge of functions and relations provides students with the basic building
blocks that they need in order to succeed in mathematics after Algebra. This unit serves
as an introduction to functions and relations and will provide students with the
conceptual framework necessary to become successful in mathematics classes for the rest
of their high school (and possibly college) careers.
This unit will begin with a brief introduction to relations and functions and how they are
related. Students will then explore a variety of concepts that are related to relations and
functions such as domain, range, independent and dependent variables, and end
behavior. Along with these important concepts, students will also learn a valuable tool
that will be used in all future classes: evaluating and graphing functions. All of this will be
done through a combination of traditional direct instruction techniques, discovery
learning, and project-based learning. Students will use one-to-one technology as an aid to
understanding these concepts throughout the entirety of the unit.
Common Core State Standards
HSF.IF.A.1 Understand that a function from one set (called the domain) to another set
(called the range) assigns to each element of the domain exactly one element of the
range. If f is a function and x is an element of its domain, then f(x) denotes the output of f
corresponding to the input x. The graph of f is the graph of the equation y=f(x).
HSF.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and
interpret statements that use function notation in terms of a context.
HSF.IF.B.4 For a function that models a relationship between two quantities, interpret
key features of graphs and tables in terms of the quantities, and sketch graphs showing
key features given a verbal description of the relationship.
HSF.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the
quantitative relationship it describes.
HSF.REI.D.10 Understand that the graph of an equation in two variables is the set of
all its solutions plotted in the coordinate plane, often forming a curve (which could be a
line).
Goals of the Unit

1) Upon completion of this unit, the learner will understand what a function is and be
able to create and evaluate functions given in both a story format (word problems)
and symbolically (given using function notation).
2) Upon completion of this unit, the learner will be able to identify and find key
features of functions and their graphs.
3) Upon completion of this unit, the learner will have developed the proper skills and
mathematical understanding in order to successfully complete a group project
pulling all of the concepts together.
Learning Targets
I can tell what a function is and how it relates to a relation.

I can re-write an equation using function notation.
I can evaluate a function at a variety of different x-values.
I can graph a function given in function notation or in the form of a word problem.
I can identify the domain and range of a function given in either function notation or in
the form of a word problem.
I can tell the difference between an independent and a dependent variable and I can
identify them in word problems.
I can identify intercepts of a function and its graph and tell what they mean in the
context of the problem.
I can identify key features of functions and their graphs such as increasing, decreasing,
maximums, minimums, and end behavior.
I can collaborate with 2-3 other people in my class on a project which will show
everything I have learned in the unit.
Unit Calendar
Day 1
Introductory
lesson and PreAssessment of
knowledge
Introduction to
Cell Phone Project
Day 2
Day 6
Lesson 4
(continued)
more domain &
range practice and
independent/
dependent
practice
Project work time
find the domain
of each function
and determine the
independent and
dependent
variables for each
Day 7
Day 11
Happy Tikes
Project (part 1)
work time finish
up project. Turn in
at end of class
period.
Lesson 2 Relations,
functions, and
function notation
Project Work time
write equations
using function
notation
Lesson 5
discrete and
continuous
functions.
Project Work
Time
Day 12
Lesson 7
increasing/decrea
sing, maxima and
minima, end
behavior.
Build a roller
coaster practice
Day 3
Lesson 3
Evaluating
functions at given
x-values and
graphing
functions in the
coordinate plane
Day 8
Quiz Review
Finish Cell Phone
Project
Critical
friends to
make sure it
looks good
enough to
turn in.
Day 13
Quiz #2
Quiz 1 material
Intercepts
Increasing/
decreasing
Maxima &
minima
End Behavior
Happy Tikes Project
(Part 2)
Day 4
Lesson 3
(continued)
more practice
with evaluating
and graphing
functions.
Project Work
Time evaluate
the functions at
given values and
graph them.
Day 5
Day 9
Quiz #1
Relations,
functions, and
function
notation
Evaluating
functions
Graphing
Functions
Domain & range
Independent
and dependent
variables
Discrete and
continuous
variables.
Turn in Cell Phone
Project
Day 14
Review Quiz #2
Last Chance
Workshops
Final Assessment
Review
Lesson 4 domain
and range,
independent and
dependent
variables.
Day 10
Introduction to
Happy Tikes
Project (Part 1)
Lesson 6
finding x- and yintercepts of
functions/equati
ons
Day 15
Unit Assessment
Introductory Lesson
What are functions and relations?
Unit: Functions and Relations
Grade Level: 9th Grade
Subject: Algebra 1
Length: 1 class period (65 minutes)
Introduction
In the previous unit, students were introduced to the concept of using variables to
represent unknown values. After students understood the concept of variables, they then
used variables to represent unknown or changing numbers in expressions and equations.
They completed a culminating project which required them to use their knowledge of
variables, expressions, and equations to come up with a creative final product. Students
will extend their knowledge of variables, expressions, and equations in order to better
understand functions and their applications in the current unit.
Common Core Math Standards
Objective/Target
As an introduction to this unit, the teacher will begin by using a real-life analogous
example that will serve as a tangible representation of what a function does. As a class,
we will take a walk down to the vending machines at the Career Tech Center (since our
school does not have any vending machines). Once at the vending machines, we will put
money in and make a choice to see what comes out. This is like a function in that putting
something into the machine will give us exactly one thing out. The teacher will use this
analogy to initiate a class discussion about how this could be mathematical. After some
discussion, students will then be given the first part of their group project which will
require them to use information they have learned throughout the unit in order to do.
Students will complete different parts of the project as they have learned them over the
course of the unit. The introduction to the lesson will also serve as a pre-assessment in
that students will be asked to read through the entry document to determine what they
already know (pre-requisite knowledge) and what they still need to learn in order to
complete the project.
Lesson Objectives
I can use the knowledge I have from previous math classes and lessons to help
describe what a function is.
I can use previous math knowledge to describe how a vending machine relates to a
function.
I can tell how variables are related to functions and/or the vending machine analogy.
Lesson Management
The first part of the lesson will be a hands-on activity where students will be able to
observe a real-life example of a function happening. They will put a code into a
vending machine and get a unique output which they will see in analogous to a
function in mathematics. This is meant to get students thinking how the vending
machine can represent something mathematical.
Another component of the lesson will be class discussion. After the vending machine
activity, students will then be placed into pair. In these pairs, students will be asked to
do a think-pair-share about how they think what they just witnessed with vending
machine could possibly relate to something in mathematics. This will help in
understanding where each student is in their mathematical understanding involving
pre-requisite knowledge as well as what they still need to learn.
Another component of the lesson will be the pre-assessment portion of the lesson.
The students will complete a brief survey which will include pre-requisite knowledge
(such as variables, expressions, and equations) as well as new knowledge (such as
what functions are, how to write functions, how to evaluate functions, etc.).
The last component of the lesson will consist of an introduction to the first part of the
group project (the Cell Phone Project). This will consist of the teacher reading through
the entry document (which gives a context to the project as well as requirements for
students). Students will work in their project groups to come up with a list of knows
(mathematical concepts they might already know that would help them complete the
project) and need to knows (concepts they might need to lean in order to complete
the project). These will serve as an informal assessment of where students are at in
terms of pre-requisite knowledge.
Introduction/Anticipatory Set
Students will be shown a clip from the show The Office which involves vending
machines. The teacher will write up the question on the board, how might a vending
machine relate to something in math? Students will watch the video and afterward
discuss with a partner their thoughts. This will help gain students attention as well as
start moving their minds to thinking about function.
Input
A. Task Analysis
1. Vending Machine
i. Students will be show an introductory video from The Office as
described above in the anticipatory set section.
ii. Students will be asked to brainstorm with a partner how they think
this clip might relate to something involving mathematics. Students
will share what they came up with in their partner group.
iii. We will then take a mini-field trip out to the vending machines. As a
demonstration, the teacher will insert money into the vending
machine and press the number, which will then output the specific
item. The teacher will ask students to simply observe what happens
when different codes are put into the vending machine.
iv. A couple more students will put money into the machine and put in
different codes in order to get different items out.
v. We will head back to the classroom where students will be put in
pairs.
vi. Students will be asked to do a think-pair-share about how the vending
machine example relates to mathematics.
vii. After students have had a chance to share their thoughts, the class will
discuss how exactly all of their ideas are related. Questions will be
asked to stimulate thinking in a mathematical direction.
2. Pre-Assessment
i. A pre-assessment will be provided to students. This will either be
given on paper or in the form of a Google form (if technology is
available).
ii. Students will have approximately 15 minutes to complete the preassessment.
iii. The pre-assessment will have previous material (such as variables,
equations, and expressions) on it to assess previous knowledge
comprehension as well as new content (functions, relations,
evaluating functions, etc.) to assess students prior knowledge and
level of understanding of the current content.
3. Cell Phone Project
i. Students will be working in the pairs that they were in earlier in the
lesson during the think-pair-share portion of the lesson.
ii. We will read through the entry document for the project to make sure
students all understand what it is they need to know and what they
need to do. This will also give them a glimpse into what they will be
learning throughout the unit
iii. Students will work in their pairs to create a list of knows and need
to knows which will show what prior mathematical knowledge
students have and what needs to be taught. This will inform the
teacher as to what needs to be planned for future instruction.
iv. The teacher will ask students to share their list of Knows and Need to
Knows so that all of the students have a chance to have their voices
heard.
B. Thinking Levels
1. Remember recall how variables are used to stand for something that we
dont know or that needs to be found.
2. Understand explain how the vending machine example could be used as an
analogy for something mathematical (i.e., functions).
3. Apply use what you have learned in previous units to think about how the
vending machine analogy could represent some form of mathematics.
C. Accommodations/Learning Styles
1. For students who are more visual learners, the introductory activity will be a
beneficial because students can see the mathematics at work (that is, you put
something into the machine and only one thing comes out).
2. For students who are more hands-on, this activity will be beneficial because
they can actually get up and do the behaviors and see the results of those
actions.
3. For students who work better in groups, the discussion and think-pair-share
portions of this lesson will be beneficial because it will allow them to share
their thoughts and collaborate in order to come up with a final answer.
4. This activity will benefit those students who have ADHD (which is quite a
few) because it will allow students to be out of their seats and doing
something different every couple of minutes.
D. Methods, Materials, Technology
1. Methods
i. This lesson will use a wide variety of methods (discovery learning,
hands-on activities, think-pair-share, group discussion, group
collaboration).
2. Materials
i. Vending Machine
ii. Money
iii. Whiteboard & markers
iv. Pre-assessment
v. Pencil
3. Technology
i. Computer and Projector (teacher)
ii. Laptop (students)
Modeling
The teacher will model the example of the vending machine (i.e., how a code is inputted
into the machine and that unique input gives a unique output (an item) to the customer.
The teacher will also model correct discussion techniques and how to collaborate
effectively in groups.
Check for Understanding
During the introductory activity, the teacher will ask students to make guesses at what
is happening with the machine. This will assess how students are thinking and what
kind of questions need to be asked in order to probe deeper into students thinking.
Students understanding will be assessed through the think-pair-share activities in
order to understand how well students understand what happened in the introductory
activity as well as how well they are tapping into their prior knowledge to help them
understand the concept.
Students prior knowledge understanding will be assessed during the knows and needs
to knows portion of the activity where students can tell what it is they already know
and what they still need to learn. This will help guide future instruction.
Collaborative Practice
Students will work together in pairs to discuss how the vending machine example
relates to something mathematical (i.e., functions).
Students will work together in pairs to come up with a list of knows and need to
knows in order to progress in the early stages of their group projects.
Closure
To pull this all together, the part of the lesson where students are asked to share their
knows and need to knows with the class will serve as the closure. This will hopefully
help students see the connections between the vending machine analogy and functions
and how they are related.
Assessment
Students will be given a pre-assessment to assess their prior knowledge and level of
understanding of the content that will be taught in the current lesson. Brief informal
formative assessments will be conducted by the teacher during the discussion parts of
the lesson in the form of questioning.
10
Lesson 1 Reflection
What went well?
One thing that went well after teaching this lesson was that students really understood
the vending machine analogy which really helped them see the connection between
something that was tangible and had real-life application and something that is not so easy
to understand: functions and relations. The vending machine analogy got students to
understand that for each unique input (putting a code into the vending machine), there is
only one unique output (the item that comes out). Although students do not have a concept
of what functions and relations are yet, this activity did lay some important groundwork
for students for the next lesson when functions and relations are introduced.
I believe by providing this important real-world example to students and providing
them with a rich framework for what functions and relation are, I helped prepare students
to better understand what relations and functions are and how they operate (i.e., for
functions, only output for each input). This will help give students a more concrete
understanding of what functions and relations are by providing an easy-to-understand
example.
The learning target for the lesson was successfully met by the end of this lesson.
Students were to use prior mathematical knowledge to help them answer questions about
the vending machine activity and to help explain what is going on mathematically.
What would I change?

Instead of leading right into exploring function and relations after the vending machine
activity, I instead gave the pre-assessment and introduced the project. Now that I did that,
it would make more sense to do the pre-assessment before the vending machine activity so
I could go right from the activity to teaching about functions and relations. That way
students would not lose the momentum and good ideas they had come up with during the
vending machine activity debrief and the lessons would have been better connected. I
would have moved the pre-assessment to before the activity and then introduced the Cell
Phone Project after the activity and instruction on functions and relations.
What I have learned

After teaching this lesson I have learned a lot. The main mathematical thing I have
learned is that students understand functions and relations a lot better when they have a
concrete example, such as a vending machine, to work with. The vending machine example
helped activate students prior knowledge and helped them start thinking about functions
and relations better than if I had just given them a definition.
The students were highly engaged in the lesson! It helped getting them out of the
classroom and taking a mini field trip (even if it was just down the hall). Seeing the action
of putting money and a code into a vending machine helped students better understand
and prepare them for the learning that they will do in the next lesson.
11
Lesson 2
Relations, Functions, & Function Notation
Subject: Algebra 1
Introduction
In the introductory lesson, students were introduced to an analogy that was used to
represent a function and how each input in a function has exactly one output in a
function. Students were also introduced to their project, which will be completed
throughout the entirety of the first couple lessons of the unit. The vending machine
analogy from the introductory unit will carry over to this lesson where students will
discover more about relations, functions, and using function notation. Students will
receive direct instruction as well as work through their projects as a form of discovery
learning. By the end of the lesson, students will have a better understanding of some of
the properties of relations and functions as well as be able to write equations using
function notation.
Objective/Target
During this lesson, students will gain a better understanding of what relations and
functions are (i.e., a special type of relation where each input into the function has exactly
one unique output). Once students have this understanding, they will then learn how to
convert equations (which they worked with in the previous unit) into functions using
function notation. Students will get some practice doing this which will help them in the
next lessons where they will use function notation to evaluate functions. Students will use
their knowledge in this lesson to help them complete the first part of the Cell Phone
Project.
12
Lesson Objectives
I can describe how functions and relations are similar and how they differ.
I can explain what makes a function a function and what would make it a nonfunction.
I can write equations using function notation.
I can interpret the meaning of writing functions using function notation.
Lesson Management
The first part of the lesson will be a bit of direct instruction. This direct instruction
will define both relation and function and explain the difference between them as well
as show students how to re-write equations using function notation.
The second part of the lesson will consist of students doing individual and guided
practice writing equations using function notation.
The last part of the lesson will involve students working with their projects to turn
each of the equations in the project into functions by re-writing them using function
notation.
Students will again be brought back to the analogy of the vending machine as a function.
The teacher will ask the students what happened when we put a certain code (such as
J21) into the machine (the answer should be that we got ______ item out). The teacher will
then ask what happened when we put a different code in (such as E33) and the students
should answer that we got a different item out. The teacher will then use this to segue
into teaching about functions; specifically how each input has exactly one unique output.
Input
A. Task Analysis
1. Introduction
i. Students will be asked in the introductory piece of this lesson what
happened in the vending machine example when we put in different
codes (i.e., a different item came out for each different code that was
put in).
ii. We will go through a couple different examples and emphasis will be
placed on how putting a different code into the machine yields a
different item that comes out of the machine.
2. Direct Instruction
i. The teacher will use the vending machine example to explain what a
relation is. That is, a relation is some connection from one set to
another. Examples such as names of people in the class being one set
and birthdays being the other set. There would be a relation between
the two sets.
13
ii. The teacher will then explain how a function is a special type of
relation where each input has exactly one output. The teacher will use
names of people in the class as one set and social security numbers as
the other set and show that this is a function because each person has
only one unique social security number. The teacher will also relate
this to the vending machine example.
iii. The teacher will then move into teaching how to convert equations
into functions by using function notation. Simply put, the teacher will
explain how you just switch the y in the equation with f(x) to make it a
function.
3. Practice
i. Students will be given practice to work on in their groups. The
practice will consist of a couple different equations which students
will have to convert into functions using function notation. Also, there
will be some word problem examples where students must decide on
if it is a function or just a relation and explain their thinking using
what they have learned in the direct instruction.
4. Project Work Time
i. For the remaining time, students will be working on the first portion
of their projects. This part of the project simply asks students to put
the equations they are given into function notation. For students who
finish this quicker than the rest, those students will be asked to get
together and check their answers with another group in order to
make sure they are doing it correctly. For those students who are
struggling, the teacher will provide support and those students will be
asked to finish the remaining work for homework.
B. Thinking Levels
1. Remember recall the example of the vending machine and how each input
has exactly one output. Remember what variables are and how they could be
used in functions.
2. Understand explain how functions differ from relations and explain how
they are similar. Explain how we could tell if something is a function or not.
3. Apply use your knowledge about function notation to convert equations to
functions.
1. For students who do better at listening, this lesson will be beneficial because
of the direct instruction piece where students listen to the teacher talk about
what functions and relations are.
2. For students who are more visual learners, this lesson will be beneficial
because the direct instruction will be written on the board and students will
be given a practice worksheet to work on.
3. The project work time portion of this lesson will benefit those students who
need to be up and moving because they will have the opportunity to work
with their peers to check their answers.
14
4. The project work time and practice problems will benefit those students who
like to work in small groups because they will be allowed to collaborate in
order to get their work done.
5. For those who prefer to work alone, the individual practice (which can be
done either in groups or separately) will be a good activity.
1. Methods
i. This lesson will use a wide variety of methods (group collaboration,
direct instruction, and individualized practice).
2. Materials
i. Whiteboard & markers
ii. Paper & Pencil
iii. Practice Worksheet
3. Technology
Modeling
The teacher will model for the students the difference between functions and nonfunctions as well as the differences and similarities between functions and relations. The
teacher will also model how to convert equations to functions using function notation.
The teacher will ask the students questions and ask informal formative assessment
questions in order to get a better understanding of where students understandings
are at throughout the direct instruction piece of the lesson.
The teacher will walk around and monitor students work during the practice problem
time in order to get a better understanding of students progress toward reaching the
learning goal. This will be collected at the end of class so the teacher can monitor
where students are at and help guide future instruction.
Students have the opportunity to work together in collaborative groups while working
on the functions and relations practice worksheet and also during the project work
time.
Closure
The project work time will act as the closure to this activity since it pulls everything the
students learned in the current lesson together and asks them to synthesize that
knowledge in the project.
15
Assessment
Students will not be given a formal assessment over the new information they learned in
this lesson. Instead, the practice worksheet will serve as the formative assessment piece
of the lesson because it will be collected and will help guide the teacher in future
instructional planning and teaching.
16
Lesson 2 Reflection
What went well?
By connecting relations and functions to the vending machine activity that we did in the
introductory lesson, I believe that students were more engaged and understood better
what functions and relations are. I think the concrete example of a vending machine really
helped to solidify students understanding of function and relations. The real-life example
helped the direct instruction go more smoothly and helped students in understanding the
material better.
I helped students learn by making connections to a real-life example that we had
worked with in the previous lesson. Students were able to use the analogy to better
understand the mathematics and help them complete the required practice problems
without a lot of confusion.
The lessons learning target was met successfully. I believe that after this lesson,
students were able to successfully understand what functions are and were able to
distinguish between functions and non-functions largely due to the connection with the
vending machine activity.

The second part of the lesson was rewriting equations using function notation.
Although this is a fairly easy concept, I dont believe students understood what was really
happening when we replace the y with f(x). That is, we are changing an equation into a
function which are two different things. I think it would have been more beneficial to have
students discover how to change something from function notation and why we are doing
that in the first place. Also, providing more examples where we are not always changing to
f(x) but instead to some other function such as g(x) would be helpful because students
didnt seem to realize that g(x) is still a function.
What I have learned

After teaching this lesson, I now understand just how important connections to real-life
examples are. Students had a better grasp of what a function is after the lesson because
they made the connection with the vending machine. This connection really helped solidify
the learning that took place.
Students were engaged in this activity because it had connections to the previous
activity that we had done with the vending machine, which students had a lot of fun with.
The students were engaged in making connections between the math and the real-life
example.
My timing in this lesson was good. I made sure to spend enough time modeling for
students how to tell if something was a function or if it wasnt as well as giving them plenty
of examples of how to switch from an equation to a function.
17
Lesson 3
Evaluating & Graphing Functions
Subject: Algebra 1
Length: 2 class periods (130 minutes)
Introduction
In the previous lesson, students gained a better understanding of what exactly relations
and, more importantly, what functions are. Students got some valuable direct instruction
and practice in distinguishing between relations and functions and also in turning
equations into functions using function notation. In the current lesson (which spans two
class periods), students will use the knowledge they gained in previous lesson about
functions and writing equations using function notation to help them evaluate and graph
functions. Students will then extend this knowledge they gained and apply it to their
projects.
line).
Objective/Target
Students will gain a greater understanding of what exactly functions are and use
functions written using function notation to evaluate them at certain points and graph
those points. This will be a two-part lesson in which students will first gain the necessary
skills in the first part and then apply those new skills to complete the necessary work in
their projects.
18
Lesson Objectives
I can evaluate a variety of different functions at certain x-values.

I can use a function evaluated at certain x-values to help me create a table which
represents a function.
I can use a function evaluated at certain x-values to create a graph of a function.
I can understand that a function can be represented in a variety of different forms
such as a table, an equation, and a graph.
Lesson Management
The first part of the lesson will be a bit of direct instruction. This direct instruction
will help students understand how to evaluate functions at certain x-values. This
instruction will also help students understand that the input and output of a function
correspond to coordinate points that can then be used to graph the function.
The second part of the lesson will consist of students working together in
collaborative groups to complete the necessary parts of their project (that is, they will
evaluate their functions at given x-values and graph each function on separate
coordinate planes).
Students will be shown a function written using function notation and also that same
function graphed on a coordinate plane. The students will be asked to discuss in their
small groups whether the function and the graph are the same thing or not. This will get
students thinking that, in fact, functions can be represented in a variety of different ways.
Input
A. Task Analysis
1. Introduction
i. Students will be given a function and its corresponding graph.
ii. Students will be asked to discuss in small groups whether the function
and the graph are the same thing.
iii. We will have a class discussion as to if they are the same thing or not
and then how we can use graphs, tables, and functions written in
function notation to represent the same thing.
2. Direct Instruction
i. The students will receive almost a whole class period of direct
instruction (although it will be split into short periods of instruction
with practice in between).
ii. The first section of direct instruction will consist of the teacher
writing a function written in function notation on the board. The
function will be written as a function and as an equation.
iii. The teacher will ask the students to come up and identify the two
variables in the equation and what that corresponds to in the function.
19
iv. The teacher will then highlight how the x variable in an

equation/function represents a value on the x-axis of a graph. The
teacher will also highlight how the y variable or the f(x) stands for a
value on the y-axis.
v. The students will then discover that the x and y values in an
equation/function represent a coordinate point on a graph.
vi. The teacher will then plug different x-values into the given function
and solve (using order of operations) the function. The result will be a
y-value which can then be combined with the x-value to create a
coordinate point which can be graphed.
vii. The teacher will give another example of a different function and
practice in plugging the x-value into a function and getting a y-value
out.
viii. After a couple teacher-lead practice problems, the teacher will then
give students practice problems to work on in small groups. Each
small group will have a different problem. After about 5 minutes to
work on the problem, students will be asked to come up to the board
and present to their peers on how to evaluate functions at given xvalues.
ix. Next we will move on to graphing functions. The teacher will model
how to put different x-values into a function and get out y-values that
can be used to make a graph. A table may be used to help students
who are struggling to see how we go from a function to a graph.
x. The teacher will practice graphing a couple problems on the board
and having students come up and help as much as possible.
xi. After a couple practice problems, the teacher will then do a similar
activity where students work together in their groups and then share
with their peers how they graphed the function.
3. Project Work Time (day 2)
i. The last part of the lesson will consist of students working together in
their small groups to work through the parts of the project that they
can now complete after receiving the direct instruction (i.e., how to
evaluate functions at certain x-values and how to graph functions).
ii. Students will work on finishing the parts of the project that require
them to evaluate functions at x-values and graph those functions.
iii. For students who finish early, the teacher will ask those students to
describe what the functions evaluated at certain x-values means in the
context of the project (i.e., evaluating the function f(x) at x=30 is to
find the cost of sending 30 text messages).
iv. For those students who are struggling, the teacher will ask one of the
students who finished early to explain to their struggling peer how to
use what they know in order to solve the problem.
B. Thinking Levels
1. Remember recall what a function is and how to write a function using
function notation. Recall how to graph coordinate points in the coordinate
plane.
20
2. Understand explain how you can plug x-values into a function to find the
value of the function at that point. Describe how to evaluate a function at a
certain point. Explain how to graph a function.
3. Apply use your knowledge about equations to help you graph and evaluate
functions.
4. Synthesis construct a graph of a function given that function.
how to evaluate functions at certain x-values as well as how to graph
functions.
because the direct instruction will be written on the board and students can
see the evaluated function graphed on a coordinate plane. This will help them
better see the function represented.
1. Methods
direct instruction, individualized practice).
2. Materials
ii. Paper & Pencil
iii. Graph paper
3. Technology
Modeling
The teacher will begin by modeling how to evaluate functions at certain x-values and how
to graph those functions using a table and eventually a graph. Responsibility will
gradually be released to students when they are given practice problems to work on in
small groups.
21
The teacher will ask the students questions and ask informal formative assessment
questions in order to get a better understanding of where students understandings
are at throughout the direct instruction piece of the lesson.
The teacher will walk around and monitor students work during the project work
time in order to get a better understanding of students progress toward reaching the
learning goal. The teacher will be able to tell which students need more help and which
ones have reached the learning target by keeping track of it on a clipboard while
walking around the classroom.
on the new parts of the project. Since there are two functions and two students in the
group, each student can be working on the work for one of the two equations. When
they are done, they can switch and make sure that they each did the correct work.
Closure
Assessment
this lesson. Instead, the individual practice and the project work time will serve as the
formative assessment piece of the lesson because it will allow the teacher to monitor the
students progress toward reaching the learning targets as well as help guide future
instruction and planning.
22
Lesson 3 Reflection
What went well?
One of the parts of the lesson that went really well was giving students in groups
different problems to work on as practice and then coming together to share the solutions
to the problems. This went better than just giving all students the same practice problems
to work on and then reviewing them as a class. This also allowed me to differentiate by
giving those students who seemed to get it during direct instruction a more challenging
problem to work on and those who seemed to struggle a less challenging problem. This
small group work time allowed me to walk around and provide support for those students
who needed it and for students to collaborate in small groups to accomplish the goal of
successfully completing the problems.
I helped students learn by providing differentiated instruction for students of varying
levels of understanding as well as walking around during small group practice to provide
students with the support they needed. Also, I helped students learn by making
connections in the direct instruction to concepts that would be explored in the project that
students are working on.
The lessons objective was met during this lesson. I believe students, especially after the
small group practice and even more so after the project work time, really understood how
to evaluate functions and how to successfully graph them. Students used what they learned
in the direct instruction to help them in the practice and they used that practice to help
them evaluate the functions that were in their projects.

The only thing I would change in this lesson is how I introduced the evaluating
functions part of the lesson. In Algebra, it can be challenging to go from an equation to a
function and grasping the concept that we can plug in a number for x and get something
out. I would have liked to do some more exploring and have students get a better
understanding of what exactly functions do and the important job variables play in
evaluating and graphing functions.
What I have learned

This lesson helped me understand just how difficult it can be for adolescents to
understand mathematical concepts when they are given abstractly as opposed to
concretely. For example, it can be easy to see that a function is something that, when we
put something in, something else comes out. But when we turn that into an abstract
concept like an equation where a variable represents what we are getting out, it can be
quite confusing. I learned just how important it is to give students numerical examples first
and then work the way to the abstract instead of the other way around. Helping students
see the patterns associated with functions can help them better understand how those
functions operate.
23
Lesson 3 Reflection (Continued)

____________________________________________________________________________
What I have learned (continued)

Students were engaged in this lesson but not to the extent that they were engaged in the
previous couple of lessons. I believe that is because there was no concrete example like the
vending machine example that was used in the first two lessons. I think that students
would have been more engaged if they could have more hands-on experience with plugging
numbers into functions and seeing what they get out. This would have helped students
understand the difficult concept of evaluating functions at different values of x.
The timing of the lesson is something that could be improved. The direct instruction
portion of the lesson could have been reduced in length so that students did not get bored
so quickly. Some students have seen this before and others have not, so it was hard to keep
all students engaged in the direct instruction piece of the lesson. In future lessons, I should
decrease my time spent on direct instruction and give students more responsibility in
discovering the mathematical concept of evaluating functions.
24
Lesson 4
Domain & Range
Independent/Dependent Variables
Subject: Algebra 1
Introduction
In the previous lesson, students received instruction on evaluating functions at certain xvalues and graphing those functions. Students will use their knowledge of graphing and
evaluating functions to help them determine what the domain (all possible x-values) and
the range (all possible y-values) are for equations given as simple equations or in word
problem format. Students will also, through the example of a science experiment, learn
about independent and dependent variables and how those are represented in equations.
Students will pull all of this knowledge as well as what they learned in previous lessons
together to work on their ongoing project.
Objective/Target
Upon completion of this lesson, students will be able to correctly identify the domain and
range of different equations and situations given a context. Students will understand that
although the domain and range may not be restricted for a given equation, they may have
to be restricted if a context is given such as in a story problem. Some situations will
require students to restrict the domain to something different than if it were just given as
an equation. Students will also be able to label and identify different variables in an
equation and in story problems as either independent or dependent depending on what
they represent. Students will use all of this new information to help them identify the
domain (and range) in their ongoing project as well as identify what the independent and
dependent variables represent in the context of the project.
25
Lesson Objectives
I can distinguish between the domain and range of an equation.

I can correctly identify the domain and range of an equation.
I can correctly tell when the domain and range may be restricted given a story
problem context.
I can identify the domain and range of an equation by looking at its graph.
I can tell what an independent variable represents/measures.
I can tell what a dependent variable represents/measures.
I can distinguish between independent and dependent variables given in either
equations or story problem formats.
Lesson Management
Part of this lesson will be taught using traditional direct instruction techniques.
Students will be given a foundational understanding of what the domain and range of
an equation represent. That is, students will be given some examples using both word
problems and equations and have to find the domain and range of each problem. After
modeling some of the examples, the teacher will then give students example problems
that they will need to first find the domain and range of in their groups and then will
have to report out to the rest of the class on their findings.
Another part of the lesson will consist of students doing their own discovery-type of
learning to discover what independent and dependent variables are. They will be
presented with a science experiment where there is an independent variable and a
dependent variable. Instead of telling students what these are, the students will have
to use their prior knowledge and their resources (technology) to find out what they
mean. Once the students know what these are, they will report to the class what they
have found.
The last part of the lesson (day 2) will consist of students working in collaborative
groups to work on the parts of the project that they can work on now that they have
had instruction on domain and range and independent and dependent variables.
Students will be given a word problem involving an equation. The word problem is: John
is saving up money to buy a new car. He has already saved up $140. Each week, John
makes $300 working at Meijer. The equation for the amount of money John saves up for
his car can be expressed in the equation y=300x+140. The students will be asked to
think in their small groups what the variables in the equation are representing as well as
what the possible x-values and y-values for the equation could be. It is the hope that
students will understand that you cant have negative x-values since you cant have a
negative week. Students may also understand that the x variable represents the
independent variable and the y variable represents the dependent variable.
26
Input
A. Task Analysis
1. Direct Instruction (Domain & Range)
i. After the introductory activity, students will receive notes in the form
of a lecture. The students will write these down and follow along.
ii. Students will be given the definitions of domain and range.
iii. Students will be walked through two examples of finding the domain
and range given an equation and its graph.
iv. After students have seen the teacher model how to find domain and
range, they will be given examples as a group which they will need to
practice.
v. Students will then be given notes on how to find the domain and
range of equations that are given in the form of word problems.
vi. After a couple examples are modeled by the teacher, the students will
have the opportunity to practice a couple word problems on their
own.
vii. Students will also come up with their own word problems which their
peers will have to find the domain and range of.
2. Discovery learning (Independent & Dependent Variables)
i. Students will be given an example of a simple scientific experiment
which has clearly defined independent and dependent variables. In
previous science classes, students should have had experience with
identifying independent and dependent variables in experiments so
this should connect well with the mathematics.
ii. Students will need to look up online or use their prior knowledge
from science class to help them remember and identify the
independent and dependent variables in an equation.
iii. Students will share with the entire class what they found in their
research and what they found in the science experiment to be the
independent and dependent variables.
iv. Students will then be given some story problems in their small groups
as a practice of identifying independent and dependent variables in
mathematical contexts.
3. Project Work Time (Day 2)
i. Students will have the entire class period to work with their groups
on the ongoing project.
ii. For this part of the project, students will need to identify the domain
and the range of each of the functions that they create. Students will
also need to identify the independent and dependent variables in each
of the equations and explain what these variables mean in the context
of the project.
27
B. Thinking Levels
i. Remember recall from other classes what independent and
dependent variables are. Recall how to graph a function.
ii. Understand explain how independent and dependent variables are
similar and how they are different. Explain how the domain and range
are found.
iii. Apply Given a word problem, identify the domain, range,
independent, and dependent variables for the equations.
what exactly domain and range are and how they are found given equations
and word problems.
see how the domain and range correspond to the x- and y-values that are in
the graph.
1. Methods
direct instruction, individualized practice, discovery learning).
2. Materials
ii. Paper & Pencil
3. Technology
Modeling
The teacher will model how to correctly find the domain and range of a function given the
function or in the context of a word problem. Students will have the opportunity to
practice this skill individually after the teacher first models it.
28
The teacher will check for understanding in an informal way while students are
working in small groups to solve the problems that they are given after direct
instruction. This will help the teacher see which students are progressing toward the
learning target and which ones might still need help.
The collaborative group project work time will be a time for the teacher to walk
around and check for students understanding as well as a time for the students to selfmonitor and ask questions.
on the new parts of the project. Since there are two functions and two students in the
group, each student can be working on the work for one of the two equations. When
they are done, they can switch and make sure that they each did the correct work.
Closure
Assessment
instruction and planning.
29
Lesson 4 Reflection
What went well?
There were a couple of great things that happened in this lesson. The first was during
the instruction of what domain and range are and how to find them in a variety of different
contexts. After giving students a couple of examples of finding domain and range, I had
students split up into small groups and come up with their own story problems. This
allowed students to be very creative and use their prior math knowledge to help them
come up with some rich examples of word problems. After that, I had students trade their
story problems with another group so that they could check the story problem as well as
figure out the domain and range of each of the story problems. Kids seemed to love this
activity because they were coming up with some very creative examples and those
examples that I heard seemed to be mathematically valid.
Another activity that went really well was giving students examples of scientific studies
and having them identify the independent and dependent variables in the studies. This
helped activate prior knowledge in a different content area and helped make the
connection between independent and dependent variables in science and in mathematics.
Students really liked this because of the link to science. I took something that they already
knew well and linked it to something that the students needed to learn in math which
seemed to really make it engaging.
One big thing I learned from teaching this lesson was how much fun students can have
with the activity if it allows them to be creative or to activate their prior knowledge. I could
have given a couple word problems to the students and had them identify the domain and
range and independent and dependent variables but it made it more fun and meaningful
for the students to do it on their own.
The learning goal for this lesson was to get a better understanding of domain and range
and independent and dependent variables and apply them to story problems. I believe
through the activities explained above, the students did reach these learning goals.

There is not a lot I would change about this lesson. It was very engaging for the students
and really helped make meaningful connections and solidify the learning of the new
material. The learning that the students did in the first part of the lesson transferred over
to the project nicely. Students used the knowledge they gained in the first part of the lesson
to help them complete the corresponding parts of the project.
30
Lesson 4 Reflection (Continued)

What I have learned
I have learned that students really get into learning when they can make it their own.
When students have an opportunity to create something new and exciting (such as their
own story problem) or make valuable connections to something they know well, it makes
learning more meaningful for them. The students loved creating their own word problems
and really understood the important mathematics behind the story problems.
The students were really engaged in this lesson because it allowed them to show their
creativity and to make connections with what they already know. Students showed their
creative sides and were comfortable sharing with their peers during this activity. When it
came to putting in the work for the project, the students were still engaged because they
were confident in their understanding of the material.
31
Lesson 5
Discrete & Continuous Variables
Subject: Algebra 1
Introduction
In the previous lesson, students learned about independent and dependent variables in
equations and functions as well as, more importantly, how to find the domain and range
of different functions and equations. As is the case in mathematics, there is usually some
type of context also involved in math problems; most likely this is in the form of a word
problem. When word problems are introduced to students, this new context seems to
throw them for a loop. It is the hope that this lesson will help students dissect word
problems so they can create functions from them. With a context comes the need to have
a restricted domain. Some variables can be continuous (meaning they can take on any
value) or discrete (meaning they can only take on certain values such as whole numbers).
In this lesson, students will analyze word problems to identify the variables as either
discrete or continuous and they will also get some practice graphing these different types
of functions. Students will pull all of this information together to help them complete
their Cell Phone Projects, which will be turned in at the beginning of the next lesson.
32
Objective/Target
Upon completion of this lesson, students will be able to understand that different
functions can have either a continuous or a discrete domain depending on the situation
that it models. They should understand that some variables are inherently continuous
(such as time) and some are inherently discrete (any type of object). Students will be able
to dissect word problems to come up with functions and graphs of those functions that
are drawn correctly to reflect the type of variables that are represented in the problem.
Students will be required to pull together all of the knowledge they have gained in the
previous lessons to help them in completing this lesson. Students will lastly be able to
finish their Cell Phone Projects since this is the last concept that will be required on the
project.
Lesson Objectives
I can explain the difference between a discrete variable and a continuous variable.
I can explain when discrete variables are used over continuous variables and vice
versa.
I can analyze functions or situations to determine which type of variable is being used.
I can graph a function that uses discrete variables.
I can graph a function that uses continuous variables.
I can describe the key features of the graph of a continuous function and a discrete
function.
Lesson Management
The first portion of this lesson will be a traditional direct instruction lesson. Students
will have a brief 15 minute workshop where they will learn about discrete and
continuous variables and functions and how they differ from each other. Students will
get a number of real-world examples that will help them better understand what
exactly discrete and continuous variables and functions are.
The second portion of the lesson will consist of students working in small groups on
example problems that deal with discrete and continuous variables. Students will
have to work together to figure out if a situation (given in the form of a word
problem) will be discrete or if they will be continuous.
Another part of the lesson will require students to again work in their small groups.
Students will each be given a separate situation which they must determine is either
discrete or continuous, solve the equation, and graph it.
The last part of the lesson will be project work time. Students should, at this point,
have enough information to complete the Cell Phone Project, which will be turned in
during the next class period. Students will have to determine if their functions for
each of the situations are discrete or continuous and state that in the projects final
product.
33
A number of different real-world situations will be written on the board. Students will
need to discuss with their peers in small groups what the domains for each of the
functions are. There will be a mix of discrete and continuous situations. Students will
write up what they believe the domains are for each of the functions. After this,
discussion will entail which will get students thinking about how the domains are not
always all real numbers and eventually lead into the workshop on discrete and
continuous functions and variables.
Input
A. Task Analysis
1. Direct Instruction (Discrete & Continuous)
i. After the introductory activity, students will receive notes in the form
of a lecture. The students will write these down and follow along.
ii. Students will be given the definitions of discrete and continuous
variables. The teacher will go through the definitions word-for-word
to make sure students understand every part of the definitions.
iii. For discrete and continuous variables/functions, student will be given
a multitude of examples that will help them see the differences
between the two types of functions/variables.
iv. The teacher will then model how each of these different variables
looks when graphed on a coordinate plane. The discrete functions will
be unconnected dots and the continuous functions will be a connected
line.
v. Students will be given examples that they will have to work out
independently and then the teacher will go over them at the board to
make sure all students understand.
2. Independent Practice
i. Students will be given a worksheet where they will be given a variety
of word problem situations and be asked to identify them as
independent or dependent variables.
ii. Students will work with their groups to determine what each of the
functions are (discrete or continuous). They will also work together to
graph the functions.
iii. After students complete these practice situations, each group will be
given a different situation and be asked to complete the problem.
iv. Students will have time to work in their groups on their individual
group problems.
v. Students will each share what their group found with the rest of the
class.
3. Project Work Time
i. Students will have the rest of the class period to work with their
groups on the ongoing project.
34
ii. For this part of the project, students will need to identify each of the
functions they created as discrete or continuous. Also, students will
need to graph the functions which will require them to keep in mind if
they are discrete or continuous.
iii. Students should be finished with the project by the end of the lesson.
If they do not complete it, they will be required to finish it as
homework, due at the beginning of the next class period.
B. Thinking Levels
i. Remember recall what the domain of a function is. Recall how to
create functions given a real-world situation (word problem).
ii. Understand explain how some situations are continuous and how
some are discrete. Explain the difference between discrete and
continuous functions/variables.
iii. Apply Given a real-world situation, use your knowledge of discrete
and continuous functions/variables to determine if the situation is
discrete or continuous.
iv. Analysis analyze a situation to determine if a situation is discrete or
continuous.
the difference between discrete and continuous functions.
see visually how discrete functions look and how continuous functions look
and how they are different.
done either in groups or separately) will be an excellent activity.
1. Methods
direct instruction, individual/group practice).
2. Materials
ii. Paper & Pencil
3. Technology
35
Modeling
The teacher will model how to dissect certain situations and determine if the functions
that model those situations are discrete or continuous. The teacher will also model how
to graph certain functions keeping in mind the fact that they might be either discrete or
continuous.
on the final parts of the project. Students will be working together to make sure they
understand how each of their functions is either discrete or continuous depending on
the situations they are representing.
Closure
Assessment
instruction and planning. Students will receive a quiz review activity which will help
prepare them for the mid-unit quiz which will be the following day. This quiz will assess
students understanding of the material up to this point in the unit.
36
Lesson 5 Reflection
What went well?
The part of the lesson that went well was students making real-world connections
between the math and real-life examples. Students seemed to be able to dissect word
problems and real-life examples to help them understand what discrete and continuous
functions are and how they differ. For example, students seemed to understand what
examples of discrete functions were and what examples of continuous functions were and
why they were one or the other.
In this lesson, I helped students learn by providing them with a number of real-world
examples of continuous and discrete functions and made sure to emphasize why exactly
each one was one or the other (and definitely not both). This helped students connect the
definitions of discrete and continuous that were given to them and relate them to
something in the real-world. This helped make the learning of the content meaningful and
real to the students.
The students were successful in reaching the learning target which was to identify
discrete and continuous variables and functions in real-world and mathematical contexts
and to distinguish between them. Through a number of different examples, students
showed me that they understood the difference between discrete and continuous variables.

One thing that did not go so well was helping students understand what discrete
variables and functions looked like on a graph and why they looked that way. I only gave
one example and Im not sure students really understood why it was not a connected line. I
believe if I would have given a couple more examples and actually explained why the graph
is not a line but instead is a series of un-connected dots that students would understand it
better.
What I have learned

Once again I learned how important it is to make real-world connections. Simply
explaining the definition of discrete and continuous variables and functions would have
been boring and had not relevance to students. Instead, I gave a number of real-world
examples which helped make the learning more relevant and easy to understand.
The students were fairly engaged in the lesson. When I gave them the opportunity to
come up with their own word problems dealing with discrete and continuous variables or
when I had them think of situations where something would be discrete, students seemed
to get into it more.
I should have spent less time explaining the difference between discrete and continuous
functions and had students research different examples and teach each other what the
differences were. Having students spend more time doing than listening would have been
more beneficial for me and the students.
37
Lesson 6
Intercepts of Functions
Subject: Algebra 1
Introduction
At this point in the unit, students have completed the first half of the content. They have
finished up the Cell Phone Project and taken a quiz on that content. The students should
already know how to write equations using function notation, how to evaluate functions
at certain x-values, how to graph functions, how to find the domain and range of
functions, how to distinguish between independent and dependent variables, and how to
identify function and variables as either discrete or continuous. In this lesson, students
will be introduced to a new project which will require students to use the information
they learned in the first half of the unit and also the new material. Upon completion of
this lesson, students should be able to correctly identify x- and y-intercepts of functions
when given a graph and by looking at a table.
line).
Objective/Target
Students will be given a brief lesson on what exactly intercepts are and the difference
between an x-intercept and a y-intercept. The teacher will model how to correctly
identify x- and y-intercepts given a table of values, given a graph, or given a real-world
situation (word problem). Upon completion of the lesson, students will be able to tell the
difference between an x-intercept and a y-intercept and how to correctly identify them
from a table, a graph, or a real-world situation. Students will transfer this learning to their
new projects which will require them to analyze graphs and tables in order to find
intercepts.
38
Lesson Objectives
I can tell the difference between an x-intercept and a y-intercept.

I can explain what intercepts are and what they look like in graphic form or tabular
form.
I can look at a graph or table to identify intercepts.
I can analyze a word problem to figure out what the intercepts of the function it
represents are.
Lesson Management
The first part of the lesson will be an introduction to the concept of intercepts.
Students will be given a number of different examples in a variety of forms (e.g., a
graph, a table, an equation, and a word problem). This part of the lesson will be
traditional direct instruction.
The second part of the lesson will consist of students practicing what they learned in
the direct instruction portion of the lesson. Students will work in small groups to
work on an activity where each group is given a graph, a table, an equation, or a word
problem and asked to find the intercepts of their problem and explain what they mean
in the context of this problem. After students have had time to work on these group
problems, they will report out what they have learned to the rest of the class.
The last part of the lesson will consist of students working together in the same
groups they worked on the Cell Phone Project with to work on a new project, the
Happy Tikes Project (part 1). This will require students to use what they have learned
so far to come up with a solution to a real-world problem.
Students will be shown a graph that intercepts both the x-axis and the y-axis. The teacher
will have the students discuss in pairs what they think is happening to the equation when
it is touching the x- and y-axes. The teacher will also probe students prior knowledge to
see if they understand what it is called when a line touches or crosses either of the axes.
Input
A. Task Analysis
1. Direct Instruction (Intercepts)
i. After the introductory activity, students will be thinking about what is
happening when a line touches or crosses an axis and activating their
prior knowledge of what intercepts are.
ii. Students will receive a number of examples including a graph, a table,
an equation, and a word problem that will all make it obvious that the
situation will have intercepts. The point that will be emphasized is
that there are defining characteristics of each of these situations that
point to each of them having intercepts.
39
iii. The teacher will write up definitions for what x- and y-intercepts are
and how they are similar and different.
iv. The teacher will present each form of example (table, graph, equation,
word problem) and show how both the x-intercepts and y-intercepts
are found. The teacher will provide 1-2 examples and students will
then be given an example to complete on their own with the guidance
of the teacher.
v. Once students have seen the examples modeled and are given a
chance to practice, the teacher will the pull the whole group together
to discuss what they have learned in this class period.
2. Individual Practice
i. In small groups, each group will be given a different problem (either a
graph, a table, an equation, or a word problem) and be asked to
identify and interpret the intercepts for the problem they are given.
Students will share with the rest of the class what they have learned.
ii. After students have shared the solutions to their problems, the
teacher will then hand out a worksheet. This worksheet will have a
couple examples of x- and y-intercepts and will help solidify students
learning from the current lesson.
i. Students will read over the entry document for the Happy Tikes
Project (part 1) which students will have a day to complete. This part
of the project does not require students to know any additional
content so they should be able to complete it in a short amount of
time. This will serve as review for what students have already learned.
ii. Students will begin by doing a Knows & Need to Knows for the new
entry document. Once students have their KNTKs, they will read off
their Need to Knows so we can compile a list as a class.
iii. Answers to student Need to Knows will be given by the teacher. For
those questions about content, the teacher will offer an additional
workshop to answer questions while the students are working on the
project.
iv. Students will complete the project in class and will turn it in at the
end of the class period.
B. Thinking Levels
i. Remember recall how to graph a function. Recall how to evaluate a
function at given values. Recall what the domain and range of a
function are. Recall what happens when a line crosses one of the axes.
ii. Understand explain what happens algebraically and in context when
a line crosses either one of the axes. Explain the difference between an
x-intercept and a y-intercept and the difference in finding each one.
iii. Apply Given a real-world situation, determine the equation and what
the intercepts would be both algebraically and in the context of the
problem
iv. Analysis analyze graphs, tables, equations, and word problems to
help identify the intercepts. Interpret what these intercepts mean.
40
of the direct instruction piece where students listen to the teacher provide
examples of both types of intercepts and how they are found.
see visually what it looks like when an equation has an x-intercept or a yintercept and how they are found.
with their peers to complete the parts of the project that they need to. If
students need to be up and drawing on the whiteboard to draft out what they
are going to do, that is also fine and will benefit those students.
1. Methods
2. Materials
ii. Paper & Pencil
iii. Happy Tikes Part 1 Entry Doc
iv. Worksheet
3. Technology
Modeling
The teacher will model how to find the intercepts given an equation, a table, a graph, or a
word problem and provide plenty of examples so students have a chance to see exactly
what intercepts are and how they are found.
41
on the first part of the Happy Tikes Project. Students will be working together to make
sure they understand how to complete the required parts of the project and that they
are each understanding the content that is required to know.
Closure
Assessment
instruction and planning. Students will act as critical friends at the end of the project to
look over other groups final products and make sure they are ready to be turned in at the
completion of the test. Students final products on their projects will serve as an
assessment piece because they will be graded based on a rubric which will show
students level of proficiency for each of the learning targets.
42
Lesson 6 Reflection
What went well?
As in previous lessons where I gave students a different problem per group and had
them work on it, that part of this lesson also went well. Students really liked working in
their groups to solve a problem that was different from other groups problem. The fact
that students would have to explain their work to their peers after completing the
problems made the students really get into solving the problems. The students did a great
job of explaining how they completed their problems and made it clear to me that they
understood the problems. This activity also allowed me to give the struggling students a
less challenging but still appropriate problem while giving the students who understand a
more challenging problem.
I helped students learn in this lesson by providing them with individual practice
problems that they could work on in groups. This collaboration really helped students
understand what intercepts are and helped in building up the classroom community.
The learning goals for this lesson were to understand what intercepts are and how to
find them given a table or a graph. Students were progressing during the direct instruction
and the group practice but I dont think they were completely there at that point. I think
they reached the goal when they were working on their projects because I could see them
applying their learning to the project effectively.

One thing I would change is trying to make the activity more engaging and relevant. It
was kind of difficult coming up with an engaging and relevant task for students that dealt
with intercepts. It is one of those concepts that does not have a lot of real-world application
so it was hard to find something that could grab students attention. I would find something
in future lessons that would hook students in more and get their attention better.
What I have learned

I learned just how hard it can be to get students to understand something when it is not
as relevant and has real-world application like other concepts we have talked about. I
would have liked to have students more engaged in the lesson but it was hard to do
because of the lack of context for the problem. I learned how important that context is for
students in engaging them and creating understanding.
The students were not as engaged as I would have liked them to be but I feel that is due
to them not seeing the relevance and the real-life application in the problems. I would like
to have had students more excited for what they were learning. I will need to work on this
for future lessons.
43
Lesson 7
Increasing/Decreasing, Max/Min, End Behavior
Subject: Algebra 1
Introduction
Students have now completed one project (Cell Phone Project) and the first part of
another project (Happy Tikes Project part 1). After the current lesson, students will
have all of the content they need for the second part of the Happy Tikes Project. This
project will require students to look at tables and graphs and identify periods of
increasing and decreasing, maxima and minima in the data, and the end behavior of the
data. Students will learn what these are and how to find them in the current lesson.
Students will finish the lesson by pulling everything they have learned together in the
form of the second part of the project. This lesson will serve as the culminating lesson
because it pulls everything learned in the unit together.
line).
Objective/Target
Upon completion of this lesson, students will be able to analyze equations, tables, graphs,
and word problems to identify key features such as when the function is increasing or
decreasing, at what points the function has a minimum or maximum value, and what
happens as the independent variables get bigger or smaller (end behavior). Students will
be able to identify these in different situations and explain what they mean in the context
of the problems they are given.
Lesson Objectives
I can tell the difference between increasing and decreasing.

I can identify when a function is increasing or decreasing by looking at a table or a
graph.
44
I can explain what a function increasing or decreasing means in the context of the
problem.
I can identify when a function has a maximum or minimum and explain what that
looks like in a table and on a graph.
I can explain what the difference between a maximum and a minimum is.
I can describe what happens to a function as the x-values approach smaller or larger
values.
I can explain what end behavior is.
Lesson Management
Students will be given a real-world example of a graph: a roller coaster at Michigans

Adventure called Shivering Timbers. This is a real-world example that will relate a
graph to something tangible in real-life that students can relate to. Students will be
presented with terms such as increasing and decreasing, maximum and minimum,
and end behavior and these will all be related back to the example of the roller
coaster. This will be a blend of direct instruction and discussion as students are
introduced to the different terms and will be asked to discuss how they are related to
the example of the roller coaster.
The second part of the lesson will be an individual/group activity where students will
be working together to work through practice problems dealing with
increasing/decreasing, maxima and minima, and end behavior. This will involve
students working individually or in small groups and asking the teacher questions if
necessary.
The second day of the lesson will first consist of a quiz going over all of the previous
content plus the current lessons content as well as time to work on the second part of
the Happy Tikes Project. This will require students to use what they have learned in
previous lessons and what they have learned in the current lesson and apply it to a
real-life context that they have seen before in the first half of the project.
The teacher will show students a video
(https://www.youtube.com/watch?v=eYDeV1rpQBA) which is a point-of-view of
someone riding the roller coaster Shivering Timbers at Michigans Adventure Amusement
Park. Many people will have already been to this ride and experienced it but this will help
get students excited about what they are going to learn in the current lesson.
45
Input
A. Task Analysis
1. Roller Coaster Example
i. After students have seen the video that is shown in the anticipatory
set, they will be thinking about how this relates to mathematics.
Students will also be show the picture above (which is Shivering
Timbers at Michigans Adventure) and asked the following questions:
1. If we created a function for the roller coaster, how would it
look on a graph? Could you graph what it would look like?
2. What are the key features of the roller coaster that you would
have to include on the graph?
ii. After we have had a chance to weigh in on these questions, the
teacher will have students graph a function of the roller coaster using
graph paper. This will be a rough graph but the key features (such as
maxima and minima) should be included.
iii. The terms increasing and decreasing will be introduced to students.
The definitions will be given and the roller coaster will be referenced
(i.e., the function increases when the roller coaster is climbing and the
function is decreasing when the roller coaster is going down).
1. Students will identify the periods when the function that they
each drew representing the roller coaster is increasing and
when it is decreasing. Students will draw these periods on
their graphs.
2. Students will come up with a way of remembering what
increasing and decreasing are on a graph as it relates to a roller
coaster.
iv. The terms maximum and minimum will be introduced. Students will
be given an example and then be given the connection to the roller
coaster (i.e., a maximum is when the roller coaster hits a high spot and
a minimum is when the roller coaster hits a dip or a low spot).
1. Students will identify the maxima and minima on the graphs
they drew to represent the roller coaster. They will label the
different parts of the roller coaster as either maximums or
minimums.
2. Students will come up with a way to remember what maximum
and minimum are on a graph as it relates to a roller coaster.
46
v. Students will be given the term end behavior as well as a couple

examples explaining what it is. The teacher will explain how to find
end behavior by going to the left (when x-values are going toward
negative infinity) and when they are going to the right (when x-values
are going toward positive infinity).
1. Students will identify the end behavior of their roller coasters.
They will practice writing end behavior by explaining what
would happen to the height of the roller coaster if they went to
the left or to the right in the picture.
2. Students will come up with a way of remembering end
behavior and how to write it as it relates to a roller coaster.
2. Roller Coaster Practice
i. Students will be split into groups of 3-4 to work on this activity.
ii. In small groups, students will be given a large piece of paper and
markers. They will use the large piece of paper to make a roller
coaster of their own. Students will need to come up with a clever
name for their roller coaster. The roller coaster must have the
following features:
1. At least two periods where the roller coaster is decreasing.
2. At least two periods where the roller coaster is increasing.
3. An overall maximum (the highest point) and at least two other
small maximums.
4. At least one minimum point.
5. An end behavior such that as we move to the right, the roller
coasters height is increasing.
iii. Students will identify the key features of their roller coaster to make it
easier for the lay person to understand what the key features of their
roller coaster mean in a mathematical context.
3. Inc/Dec, Max/Min, & End Behavior Practice
i. Students will be given a practice worksheet with a number of example
problems on them dealing with increasing and decreasing functions,
minima and maxima, and end behavior. Students will work
individually or in pairs to complete this activity.
ii. While students are working on this activity, they will be able to ask
their peers as well as the teacher for help.
i. Students will be given the Entry Document for Happy Tikes Part 2.
ii. Students will work in the same groups they were in for Part 1 of the
project to complete this part of the project.
iii. Part 2 involves students looking at graphs and tables and identifying
key features such as when the graph/table is increasing or decreasing,
any maximum or minimum points, and the end behavior. It also asks
to identify x- and y-intercepts and what they mean in the real-life
context of the problem.
iv. Students will have the entire hour to work on this part of the project.
At the end of the class period, the project will be due.
47
5. Closure/Wrap-up
i. Students will again be shown the video of Shivering Timbers. This
time the teacher will play the video and ask at each step what is
happening (e.g., is the function increasing or decreasing right now?,
when does the roller coaster reach its maximum?
ii. Students will be able to explain the behavior of the roller coaster in
terms of the new mathematical content that they have learned over
the course of this lesson.
B. Thinking Levels
i. Remember recall how to graph a function. Recall how to evaluate a
function at given values. Recall what the domain and range of a
function are. Recall what happens when a line crosses one of the axes.
ii. Understand Explain the difference between a function that is
increasing and a function that is decreasing. Explain how to identify
when a function is increasing and when a function is decreasing.
Explain the difference between a maximum and a minimum point.
Explain what is happening at the end points of a graph.
iii. Apply Given a real-world situation such as a roller coaster, use
mathematical concepts such as increasing/decreasing,
maximum/minimum, and end behavior to explain what is happening
on a roller coaster.
iv. Analysis analyze graphs and tables to identify key features such as
period of increasing or decreasing, maximum and minimum values,
and what is happening to a function as its x-values increase or
decrease toward positive or negative infinity.
of the direct instruction piece where students listen to the teacher provide
examples of key features of graphs.
because the visuals that are used (i.e., the roller coaster picture and video)
make it easy to see the mathematical concepts of the lesson. Also, these
students will benefit from seeing the posters of roller coasters that the
different groups are making.
with their peers to complete the parts of the project that they need to. If
students need to be up and drawing on the whiteboard to draft out what they
are going to do, that is also fine and will benefit those students.
48

1. Methods
2. Materials
ii. Paper & Pencil
iii. Happy Tikes Part 2 Entry Doc
iv. Large Paper
v. Markers
3. Technology
Modeling
The teacher will use the example of a roller coaster to help model for students how to
identify key features such as periods of increasing and decreasing, maximum and
minimum values, and end behavior. The teacher will relate each of these concepts to the
roller coaster example. The teacher will also model how to find these given a normal
graph and a table.
working on creating their own roller coasters as well as on the practice problems. This
will consist of the teacher walking around and probing students by asking questions to
get a better understanding as to where they are at in their progress toward reaching
the learning targets of the lesson.
The teacher will also walk around during the project work time to see how students
are progressing in their understanding of the content. If it appears students are not
understanding what they should, small workshops may be provided to students who
need it.
on the second part of the Happy Tikes Project. Students will be working together to
make sure they understand how to complete the required parts of the project and that
they are each understanding the content that is required to know. Students will also
be working together to create a poster of their own roller coaster.
49
Closure
The video that was shown as an introduction will be revisited. Students will discuss what
is happening at each part of the roller coaster and will be able to identify key features of
the roller coaster as if it were a graph. This will help reinforce the important parts of the
lesson that students should understand.
Assessment
students progress toward reaching the learning targets as well as help guide instruction
and planning as far as what needs to be reviewed most heavily in the review session that
will take place in the next class period. After a day of review, students will be given their
final unit assessment where they will demonstrate their understanding of the content
learned throughout the course of this unit.
50
Lesson 7 Reflection
What went well?
This lesson went extremely well! The students were engaged in the lesson and seemed
to understand it very well. One of the reasons I think it was so successful was the real-life
context that I provided. I began the lesson with a video of someone riding a roller coaster.
This roller coaster is at Michigans Adventure Amusement Park where Im sure many of the
students have been before. This immediately grabbed the attention of many of the students.
I also showed them a picture of the roller coaster which made it connect with mathematics
by seeing the ride as a graph. The real-life context and connection really hooked students in
and got them engaged in the lesson. Also, having students make graphs of their own roller
coasters and having them identify key features of the roller coasters graph, the students
were more engaged in the lesson and seemed to genuinely learn the content.
I helped students learn by providing them with a real-world example of a graph and I
made connections between the mathematics that we were learning in the lesson and the
graph of the roller coaster. This helped students see a visual connection to what they were
learning. By providing a solid example for students to go back to, I provided students with
an opportunity to make connections between the mathematics and something they were
really interested in.
The objective of the lesson was to identify key features of graphs and tables such as
periods of increasing and decreasing, maxima and minima, and end behavior. Students
understood this given the real-life example and showed through their work on the project
that they had reached the learning target for the lesson.

I would not change anything about this lesson after teaching it. This lesson was highly
engaging and fostered genuine learning from the students.
What I have learned

I learned, once again, how engaged students can be and how much genuine learning can
take place when students are given a relevant and engaging example or task. For this
lesson, students made the real-life connection with a roller coaster and used that
connection to help them better understand the mathematics.
The students were highly engaged in this lesson because of its real-world application
and its relevance to their lives. I believe the students learned so much more by doing this
activity because they found it engaging and they found a way to connect something they
found interesting or exciting to the material they were learning in class.
51
Overall Reflection of Unit

One of the most important steps in a students mathematics career is that which
occurs from middle school mathematics to high school Algebra. A lot of changes take place
in mathematics from middle school to high school. Instead of working with numbers, kids
are now introduced to variables which represent unknown or changing values. Another big
step is the introduction of functions, which are one of the building blocks of higher level
mathematics. With that said, it is important to teach Algebra and, more specifically,
functions in such a way that makes the connection between what students have worked
with in lower level math classes and connect it with the new material. This needs to be
done in such a way that students are given plenty of concrete examples so they can move to
more of an abstract understanding of the mathematics. I constantly had this important idea
in my mind throughout the entire process of planning, teaching, and reflecting upon this
unit.
Overall I believe I planned and taught this lesson very well. I made sure that at each
step of the way I was providing students with plenty of real-world examples that would
help them make concrete connections between something they have had experience with
before and something they had never seen before. In the previous unit, we discussed what
equations and expressions are and what role variables play in these. I believe that
providing students with the solid framework for what variables are and how they can be
used to represent something we dont know helped students understand the concept of
functions much better. I also think something that helped make this unit a success was
providing students with concrete examples so they could understand the abstractions in
the mathematics much easier. A couple of the prominent examples I used were the vending
machine activity (to understand what functions are) and the roller coaster example (to
understand key features of graphs of functions). These examples helped students
understand the key concepts better and ultimately helped them do well on their final
assessments.
One of the areas I would improve on if teaching this unit again in the future would
be to improve the project component of the unit. There were two different projects
during this unit that required students to use the content they learned in class to help them
complete the projects. To me, the projects just felt like extra work. I would have liked to
have an authentic audience for the students and actually have them make something that
could be shared and used in real life. This would have made the project more real and
meaningful for the students instead of them just feeling like extra work. I would like to
improve upon the projects to see if I can make them more real for the students and give
them a sense of ownership for completing the projects instead of students just feeling like
they need to complete the project because I said so.
52
Overall Reflection (Data & Analysis)

Final Assessment Grade Distribution
30
Frequency
25
20
15
10
5
0
A
NC
After grading the final assessments for the unit, I was very pleased with how the students
did overall. Out of three Algebra classes (75 students), many of the students were in the A
and B range with only a couple from each class falling in the C or No Credit (anything under
a C-) range. I expected there to be a couple more in the C range because that is how they
have been doing on the previous unit post-assessments. Many of the mistakes that I noticed
in grading were just minor mathematical mistakes. A majority of the students really
understood the major concepts that were taught over the course of the semester.
After analyzing the unit as a whole and looking at the data, there is one major thing about
how I taught the unit that I would change for the future. One benefit of being in a classroom
with my CT this semester is that we had the ability to pull students out and split the class
up depending on how students were progressing in the class. Now that I think of it, I should
have analyzed the data from the first two formative assessment (quizzes) to better identify
those students who were struggling. Being in a team-taught class, we could have then
pulled those students who were struggling out of class and gave them extra support and
practice while one of us was still in the classroom continuing with the students who did
well on the quizzes. This differentiation would have helped those who were not doing so
well on the quizzes so that when it came time for the final assessment, those students could
have possibly done better.
53
Materials/Worksheets/Assessments
Lesson 1
Cell Phone Project Entry Document ............................................................................... 54
Lesson 2
Function Notation Practice Worksheet ......................................................................... 55
Lesson 3
No documents handed out
Lesson 4
Functions Exploration (review) ....................................................................................... 56
Lesson 5
No documents handed out
Lesson 6
Happy Tikes Project (Part 1) Entry Document .......................................................... 57
X- and Y-intercepts Practice Worksheet ....................................................................... 58
Lesson 7
Happy Tikes Project (Part 2) Entry Document .......................................................... 59
Inc/Dec, Max/Min, and End Behavior Practice Worksheet ............................ 60-61
Quizzes/Assessments
Unit Pre-Assessment ..................................................................................................... 62-63

Quiz 1 (Formative) ................................................................................................................ 64
Quiz 2 (Formative) ......................................................................................................... 65-66
Final Assessment (Summative) ................................................................................. 67-71
54
Cell Phone Project Entry Document (Lesson 1)

Verizon Wireless is one of the most popular cell phone companies today.
They have various cell phone plans to choose from. Some people choose to
pay for unlimited texting and data packages, whereas others prefer to pay
as they go. Verizon charges $0.20 per text message and $0.25 per picture
if you choose to pay as you go. You can use the equation y = 0.20x to
represent the cost of text messages and y = 0.25x to represent the cost of
pictures. For each equation, you need to do the following:
write each equation in function notation using f and g.
find f(0), f(10), f(20), f(30), g(0), g(10), g(20), and g(30) and show your steps.
describe the domain of each equation
determine if each equation is discrete or continuous and explain your reasoning.
create a graph for each equation on separate coordinate planes. Include labels and a
title for each.
This project is to be done in google docs. The graph needs to be done on paper and
uploaded into the google doc. Your answer needs to be clear and organized.
---------------------------------------------------------Scoring-------------------------------------------------Below is the rubric that will be used to grade you final product. You will be given two
grades based upon the school-wide learning outcomes. These two grades are for Agency
and Communication and Collaboration.
School-Wide
Learning
Outcome
0
1
2
3
4
None of the
Some of the
A majority of
All of the
All of the
requirements
requirements
the
requirements
requirements
for the project were met but
requirements were met but
were met and the
were met.
the final
were met but
some of them
final product was
Agency
Nothing was
product is
some of them
contained
correct and easy
turned in.
missing the
may be
mathematical
to follow.
most
missing or
mistakes
important
incomplete
elements.
The group
The group
The group
The group
The group
members did
members
worked
worked well
worked well
not work
showed
together on
together and
together and
together as a
minimal
parts of the
showed
exhibited great
Communication
team and did
communication project but did collaboration
collaboration and
&
not show any
and
not
and
communication
Communication
communication collaboration
collaborate or communication skills which
or
skills
communicate
skills that were contributed to a
collaboration
effectively
not maximally well-done end
skills
effective
product
55
Function Notation Practice Worksheet (Lesson 2)

Recall that a function is a special type of relation where each input has exactly one unique
output. Determine if the following situations model a function or if they do not. Explain.
1.
3.
2.
4.
Write the following using function notation:

1. = 10 + 3
2. = 7
3. = 2 + 3
4. =
5. = 1000 500
6. = 41 + 12
56
Functions Exploration (Lesson 4)

Directions: Make a copy of this doc. Complete the questions below. Notice that there
are links (resources) for each part in case you do not know something.
Part 1 -- Function Notation Resource
1. Rewrite y = 5x + 1 in function notation.
2. Rewrite y = -10x in function notation.
3. Look at the table below. Try to find an equation that matches this table and then rewrite
it into function notation.
x
Equation:
Function Notation:
Part 2 -- Evaluating Functions Resource

4. Evaluate f(3) given that f(x) = 4x + 1. Show your steps.
Part 3 -- Domain Resource #1 Resource #2

5. What is the definition of domain?
6. Look at the table below. What numbers are in the domain?

x
7. Suppose that Molly is an employee at Wendys. She makes $8 per hour that she works.
Her total earned could be represented by the function f(x) = 8x. What is the domain of the
function?
57
Happy Tikes Project Part 1 Entry Doc (Lesson 6)

MEMO:
To: Financial Advisor
From: Christina Smith, Owner of Happy Tikes
Hello,
My name is Christina Smith. I am the owner of Happy Tikes, which is a day care facility
in Grand Rapids. I am planning to change the rates for my day care center. I need you to help
me decide what to do. Please take a look at my two options and help me figure out what is best
for my business by completing the tasks described:
Option 1: Charge my customers $3 per hour plus a one-time initiation fee of $100.
Write a function to represent the amount of money I would earn if a parent sends his/her
child to my center for h hours.
Create a table to show how much money I would earn if a parent sent his/her child to my
center for 0 hours, 8 hours, 16 hours, 24 hours, 32 hours, and 40 hours.
Determine if the function is discrete or continuous and explain.
Create a graph to represent the relation in the table.
Define the domain, range, independent and dependent variables for the function.
Describe what the graph of the function represents.
Option 2: Charge my customers $35 per day plus a one-time initiation fee of $75.
Write a function to represent the amount of money I would earn if a parent sends his/her
child to my center for d days.
Create a table to show how much money I would earn if a parent sent his/her child to my
center for 0 days, 1 day, 2 days, 3 days, 4 days, and 5 days.
Determine if the function is discrete or continuous and explain.
Create a graph to represent the relation in the table.
Define the domain, range, independent and dependent variables for the function.
Describe what the graph of the function represents.
Please write back to me in a letter in Google docs. Your letter needs to include all the items that
I described above and also be sure to tell me which option you think is best. I need your decision
by Tuesday, October 14th.
Sincerely,
Christina Smith
Owner of Happy Tikes
58
Intercepts Practice Worksheet (Lesson 6)

Practice Problems -- X and Y Intercepts
1. What is the definition of an x intercept?
2. What is the definition of a y intercept?
3. Look at the table below. What is the y intercept?

x
f(x)
-1
4. Look at the table below. What is the x intercept?

x
f(x)
-1
5. Recall that when a graph has an x intercept, the y coordinate of the point is equal to 0.
Find the x intercept of the equation below by setting y equal to 0 and solving for x.
y = 4x - 8
6. Recall that when a graph has a y intercept, the x coordinate of the point is equal to 0.
Find the y intercept of the equation below by setting the x equal to 0 and solving for y.
y = -5x - 10
59
Happy Tikes Project Part 2 Entry Doc (Lesson 7)

MEMO:
TO: Financial Advisor
FROM: Christina Smith, Owner of Happy Tikes
Hello,
I received your letter about my two options for my daycare. I have one more thing for you
to help me with. I am attaching a graph and table with this letter. The graph shows you my
monthly income for this past year. The table shows the average number of kids in my
daycare for the past year. I need you to give me some suggestions for how I can increase
my profits based on your analysis of the data. Please write me back in another letter and
include the following:
identify and interpret the relative max, the relative min, the y-intercept, and
the x-intercept of the table.
identify and interpret when the table is decreasing and increasing.
identify and interpret the relative max, the relative min, the y-intercept, and
the x-intercept of the graph.
identify and interpret when the graph is decreasing and increasing.
identify and interpret the end behavior of the graph.
suggestions for how I can increase my profits.
I need your letter back to me by Friday, October 17th.
Thank you,
Christina Smith
Owner of Happy Tikes
60
Interpreting Functions Worksheet (Lesson 7)

Practice with x- and y-intercepts, increasing/decreasing, & end behavior
Please complete and turn in as a homework grade on Wednesday, October 15.
Part 1 - Intercepts
Look at the graph below and answer the questions that follow:
1. Identify the x-intercept(s) of the function in the graph
2. Identify the y-intercept(s) of the function in the graph
Use the table below to answer questions 3-??

x
f(x)
-1
3. Identify the x-intercepts of the function
4. Identify the y-intercepts of the function
61
Part 2 - Inc/Dec & Max/Min

Use the table below to answer the questions that follow:
x
f(x)
10
20
25
15
10
1) Identify when the function is increasing
2) Identify when the function is decreasing
3) Identify the maximum of the function
4) Identify the minimum of the function
Part 3 - Mystery Function

Directions: Read the description of the key features of the function below and create a
graph (on a separate sheet of graph paper) for the function.
The mystery function has...
an x-intercept at (5,0)
a y-intercept at (0,8)
a relative maximum at (4,10) and (6,3)
a relative minimum at (9,1)
end behavior such that as x increases, the function increases and as x decreases, the
function decreases.
62
Unit Pre-Assessment
Functions & Relations Pre-Assessment
1. Explain what a function is.
Name:____________________________
Re-write the following using function notation

2. = 3 + 2
3.
= 2 + 5
4.
= 10 10
5.
= 7 + 8
Use the function () = 4 5 to find the following:

6. (2)
7.
(2)
8.
(5)
9.
(0)
Directions: Determine if the situation describes a situation that is discrete or continuous.

Explain. Create a mini graph and table for each situation.
1. Mary Beth is going to fly to Florida. Tickets cost $350 each. The function for the
situation is h(x) = 350x.
2. Bob is going to drive to Florida. He is driving at a speed of 65 miles per hour. The
function representing his distance at any time is g(x) = 65x.
Directions: Determine the domain for the following below.
63
1. Mary Beth is going to fly to Florida. Tickets cost $350 each. The function for the
situation is h(x) = 350x. What is the domain?
2. Bob is going to drive to Florida. He is driving at a speed of 65 miles per hour. The
function representing his distance at any time is g(x) = 65x. What is the domain.
3. f(x) = 2x + 1 What is the domain for the function?
4. Find the domain for the relation described by these set of points {(1,2), (3,8), (9,10)}.
5. Find the domain for the table.

x
f(x)
10
64
Quiz 1 (Formative Assessment)

Quiz #1 - Cell Phone Project
1. Explain what a function is.
2. Use function notation to re-write the following equations as functions:

a. = 5 2: _______________
b. = 2 + 5: _______________
c. = 5 2 2 :_______________
d. =
3+2
5
: _______________
3. You are given the function () = 3 10. Find the following:

a. (4)
b. (0)
c. (5)
4. Directions: Determine if the situation describes a situation that is discrete or

continuous. Explain.
a. Mary Beth is going to fly to Florida. Tickets cost $350 each. The function for
the situation is h(x) = 350x.
b. Bob is going to drive to Florida. He is driving at a speed of 65 miles per hour.

The function representing his distance at any time is g(x) = 65x.
5.
Find the domain and range for the relation described by these set of points
{(1,2), (3,8), (9,10), (6,-3), (10,5)}.
65
Quiz 2 (Formative Assessment)

Quiz #2 - Happy Tikes & Cell Phone Project
October 15, 2014
Part 1 - Functions
1. Find (2) and (5) for each of the following functions below
a) () = 4 2
b) () = 10 4
2. Use the following situation to answer the questions that follow.

Bob is going to get a gym membership. It costs $30 per month. He is not sure if he
wants to sign up because the gym says that he cant cancel early and must pay for an
entire month at a time. The function for the situation is f(x) = 30x.
a) What is the independent variable in the situation? (dont just give a letter, give
the variable in words)
b) What is the dependent variable in the situation? (again, give the variable in
words)
c) State the domain and range of the function described in the situation.
d) Is this function discrete or continuous? Explain.
e) Bob decides he wants to join the gym but only for ten months. Figure out how
much he will pay for a 10-month long membership. Show your work.
66
Part 2 - Intercepts, Increasing/Decreasing, Max/Min, End Behavior

3. Directions: Look at the table below and answer the questions that follow.
x
-2
-1
a) Identify the x-intercept(s):
b) Identify the y-intercept(s):
c) When is the function increasing?
d) When is the function decreasing?
4.
Use the graph of the function below to answer the questions that follow
a) Describe the end behavior of the function.
b) Identify the maximum(s) and minimum(s) of the function.
67
Final Assessment (Summative Assessment)

Unit Test -- Happy Tikes & Cell Phone Project (Functions & Graphs)
Part 1 -- Functions
1.
What is a function?
a) a relation in which every output (y value) has exactly one input (x value)
b) a relation in which every input (x value) has exactly one output (y value)
c) a relation in which no inputs or outputs can repeat
d) none of these
2.
Look at the graph below. Is this a function? Explain how you know.
3.
Consider the table below. Complete the table so that it does not represent a
function.
4.
Suppose that f(x) = 1x - 2. Find f(0).

a) -2
b) 1
c) 2
d) -1
68
5.
Suppose that g(x) = 5x + 2. Find g(-3). Show your steps.
6.
Consider the scenario below:

A logging company charges $200 per whole log. The company is strict and will not
allow a buyer to purchase partial logs. The function for the situation is f(x) = 200x.
What would the domain for the situation be?
a) all negative numbers
b) all positive numbers
c) all positive whole numbers
d) all real numbers
7.
Consider the scenario below:

A doll company is making its newest doll Baby Cries A Lot. The company can make
550 dolls per minute. The company has already made 1000 dolls. The function for
the situation is g(x) = 550x + 1000.
What is the independent variable for the situation? What is the dependent variable?
a) The independent variable is the number of dolls and the dependent variable
is the number of minutes.
b) The independent variable is the number of minutes and the dependent
variable is the number of dolls.
c) Both the independent and dependent variables are the number of minutes.
d) Both the independent and dependent are the number of dolls.
8.
Consider the relation {(4,5), (0,-1), (10,11)}. What numbers are in the domain?
9.
Consider the situation below:

Greg is a professional car buyer. He buys 6 new cars every month. He already has
10 cars. He only buys cars one day each month. The function for the situation is
C(m) = 6m + 10.
Would you consider this situation discrete or continuous? Explain your reasoning.
69
10.
hours
A patient is donating blood at a rate of 2 liters per hour. The patient has already
donated 1 liter of blood. Create a graph to model the situation. Be sure to decide if
the situation is discrete or continuous before drawing your graph.
liters
0
1
2
3
11.
Consider the table below:
-9
10
What numbers are in the range
Part 2: Intercepts, Increasing/Decreasing, Max/Min, End Behavior

Use the graph below for questions 12 thru 14.
12.
Identify the x intercept.

a) (1,0)
b) (0,1)
c) (.5,0)
d) (0,.5)
13.
Identify the y intercept.

a) (1,0)
b) (0,1)
c) (.5,0)
d) (0,.5)
70
14.
Describe the end behavior of the graph for y = 3x + 1.

a) As x increases, the graph decreases.
b) As x decreases, the graph increases.
c) As x increases and decreases, the graph decreases.
d) As x increases, the graph increases. As x decreases, the graph decreases.
15.
Consider the graph below. Circle any maximums and minimums. Label each
circled point as a max or min.
16.
Draw a graph that has an x intercept at (1,0) and a minimum at (-2,-3).
71
17.
A dog shelter houses dogs in order to find them homes. The number of dogs at the
shelter varies as time passes.
Month
# Dogs
10
10
a) If a graph were created to model the table, when would the graph be decreasing?
b) Identify and interpret any intercepts in the table. If there are no intercepts, say
none and explain what this means for the dog shelter.
72
Bibliography
Cell Phone Project, Happy Tikes Project (Part 1), and Happy Tikes Project (Part 2)
were designed by my Cooperating Teacher, Julia Bierema. Although she did design
these projects, I did adapt them as we went along to fit the needs of the students as
decided by formative assessments.
All practice worksheets and assessments were designed by either myself or Julia
Bierema. Many of the worksheets and assessments were already created and were
tweaked to either add or delete pertinent information that I decided students either
needed or did not need.
The National Council of Teachers of Mathematics (NCTM) website was consulted
throughout the planning and implementation of this unit for instruction ideas.
73

Snyder - Edi 431 Unit Plan Portfolio Version 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Snyder - Edi 431 Unit Plan Portfolio Version 2

Uploaded by

Copyright:

Available Formats

Tony Snyder

EDI 431 Unit Plan

Common Core State Standards

Goals of the Unit

I can tell what a function is and how it relates to a relation.

Common Core Math Standards

Check for Understanding

What would I change?

What I have learned

Common Core Math Standards

Check for Understanding

What would I change?

What I have learned

Common Core Math Standards

I can evaluate a variety of different functions at certain x-values.

iv. The teacher will then highlight how the x variable in an

Check for Understanding

What would I change?

What I have learned

Lesson 3 Reflection (Continued)

What I have learned (continued)

Common Core Math Standards

I can distinguish between the domain and range of an equation.

Check for Understanding

What would I change?

Lesson 4 Reflection (Continued)

Common Core Math Standards

Check for Understanding

What would I change?

What I have learned

Common Core Math Standards

I can tell the difference between an x-intercept and a y-intercept.

Check for Understanding

What would I change?

What I have learned

Common Core Math Standards

I can tell the difference between increasing and decreasing.

Students will be given a real-world example of a graph: a roller coaster at Michigans

v. Students will be given the term end behavior as well as a couple

D. Methods, Materials, Technology

Check for Understanding

What would I change?

What I have learned

Overall Reflection of Unit

Overall Reflection (Data & Analysis)

Unit Pre-Assessment ..................................................................................................... 62-63

Cell Phone Project Entry Document (Lesson 1)

Function Notation Practice Worksheet (Lesson 2)

Write the following using function notation:

Functions Exploration (Lesson 4)

2. Rewrite y = -10x in function notation.

Part 2 -- Evaluating Functions Resource

Part 3 -- Domain Resource #1 Resource #2

6. Look at the table below. What numbers are in the domain?

Happy Tikes Project Part 1 Entry Doc (Lesson 6)

Intercepts Practice Worksheet (Lesson 6)

2. What is the definition of a y intercept?

3. Look at the table below. What is the y intercept?

4. Look at the table below. What is the x intercept?

Happy Tikes Project Part 2 Entry Doc (Lesson 7)

Interpreting Functions Worksheet (Lesson 7)

1. Identify the x-intercept(s) of the function in the graph

2. Identify the y-intercept(s) of the function in the graph