Pre-Calculus Lesson 1 Objectives

1. Definition of a function 2. Function notation 3. Domain and Range 4. Vertical line test 5. Increasing, decreasing and constant functions 6. Relative minimums and maximums Materials and Handouts
1. Time 5 minutes Activity

Homework

40 minutes

Warm-up: Definition of Variable 1. Ask them what they know of variables. List everything they know up on the board. They probably dont know what independent vs. dependent variables are. 2. Have them consider the scenarios in the class work section. Discuss their answers Direct Instruction over Functions 1. Explain that there are 2 types of variables a. The variables that represent unknown numbers b. The variables that can change i. Independent variables ii. Dependent variables 2. Talk about what a function is: a function is a series of steps that can be done to an input that we choose that results in an output. In our new vocabulary, we input an independent variable, the function performs a series of operations and the result is a dependent variable. a. Draw function machine for double the input. Then rewrite it in algebra, then rewrite it in function notation b. Draw function machine for square the input. Rewrite in algebra then in function notation c. Draw a function machine for mash, run through a French fry machine, then deep fry. 3. Define domain and range and determine the domain and ranges for the three examples above. 4. Graphing functions a. Review the Cartesian coordinate grid as relating two different but related quantities. Show them a fun x expensive Cartesian coordinate grid. b. Because functions show us the relationship between two variables that are related, we use this grid to visualize the functions. c. Make tables for the first two examples by showing students how to evaluate the function using function notation. Then graph them. 5. Discuss restrictions on functions. a. In the potato example- explain that there are several different kinds of starchy white potatoes. We can input the big starchy white potatoes to get French fries, or we can input the small starchy white potatoes to get French fries. Its ok to input two different things, and get the same output. But what would it mean if I input white potatoes and got regular fries, and then I input white potatoes again, but this time, sweet potato fries pop out! This doesnt make sense. Its not ok to input the same thing, but to output two different things. b. Talk about what this looks like on a graph: vertical line test c. Talk about what this looks like on a table. Give a few examples of tables that do or do not pass the vertical line test. 1.

Pre-calculus Lesson 1

Name:_______________ Date:_________

Class Work
Summary of the lesson: When were done with the lesson today, come back to this box and summarize what you learned in large, clear handwriting so you can easily come back to it. Write down any questions or confusions you have as well.

What do you think a variable is?

Warm-up: Consider the following scenarios. In any algebra scenario, we can control how many of something we consider, but the number of things we consider makes some other quantity change. 1. 3 pickles come on every sandwich. a. What number in this scenario can we control? b. What number depends on the number we chose in part a? 2. Im driving at 50 miles per hour. a. What number in this scenario can I control? b. What number depends on the number I controlled in part a? Types of variables

Definition of a function:

1. Ex 1: a. In words: b. As a function machine:

2. Ex 2: a. In words: b. As a function machine:

3. Ex 3: e. In words: f. As a function machine:

c. In algebra: d. In function notation:

c. In algebra: d. In function notation:

g. In algebra: h. In function notation:

Definition of Domain and Range:

1. Domain and range of Ex 1

2. Domain and range of Ex 2

3. Domain and range of Ex 3

Graphing Functions 1. What is the Cartesian coordinate grid? Why do we use it? Summarize what we discuss here.

2. Evaluating functions and graphing them. 1. For Ex 1 from above, lets fill out the following chart by evaluating the function. 2. For Ex 2 from above, lets fill out the following chart by evaluating the function.

3. A final note on evaluating functions. We stick anything we want to as an input. a. Ex 4: if b. Ex 5: if Analyzing the graphs of functions then then

1. Look at the graph for example 1. Tell me the domain on which the function is: a. Increasing: b. Decreasing: c. Constant: d. Reaches a maximum: e. Reaches a minimum: What can we call a function and why? 1. Common sense reasoning:

2. Look at the graph for example 2. Tell me the domain on which the function is: f. Increasing: g. Decreasing: h. Constant: i. j. Reaches a maximum: Reaches a minimum:

2. Graphically

3. Looking at a table

Pre-calculus Lesson 1

Name:_______________ Date:_________

Homework
There are seven functions below (numbered #1-6). For each function,
a. c.

Write the same function in function notation Determine the domain and range of the function

b. Generate points from the function and graph it.

For instance, if the function were Add five the algebraic notation would be x+5. The three points might be (2,7), (3,8), and (5,0). 1. Triple the number, then subtract six. a. Function notation b. Table and graph

c. Domain and range

2. Return 4, no matter what. a. Function notation

b. Table and graph

c. Domain and range

3. Add one. Then take the square root of the result. two. a. Function notation

Then, divide that result into b. Table and graph

c. Domain and range

4. Add two to the original number. Subtract two from the original number. Then, multiply those two answers together. a. Function notation b. Table and graph

c. Domain and range

5. Square, then subtract four. a. Function notation

b. Table and graph

c. Domain and range

6.

Add three. Then, multiply by four. Then, the original number. d. Function notation

subtract twelve. Then, divide by e. Table and graph

f.

Domain and range

7. Of the following sets of numbers, there is one that could not possibly have been generated by any function whatsoever. Which set it is, and why? (No credit unless you explain why!) a. (3,6)(4,8)(2,4) b. (6,9)(2,9)(3,9) c. (1,112)(2,4)(3,3) 8. Which table or tables describe functions? Explain your reasoning -2 -8 10 3 -1 -1 7 6 0 0 4 9 1 1 7 12 2 8 10 15 d. (3,4)(3,9)(4,10) e. (2,4)(1,1)(0,0)(1,1)(2,4)

9. Laura is selling doughnuts for 35 each. Each customer fills a box with however many doughnuts he wants and then brings the box to Laura to pay for them. Let n represent the number of doughnuts in a box, and let c represent the cost of the box (in cents). a. If the box has 3 doughnuts, how much does the box cost? b. c. If c = 245, how much does the box cost? How many doughnuts does it have? If a box has n doughnuts, how much does it cost?

d. Write a function c(n) that gives the cost of a box, as a function of the number of doughnuts in the box.

10. Worth is doing a scientific study of graffiti in the downstairs boy's room. On the first day of school, there is no graffiti. On the second day, there are two drawings. On the third day, there are four drawings. He forgets to check on the fourth day, but on the fifth day, there are eight drawings. Let d represent the day and g represent the number of graffiti marks that day. a. Fill in the following table, showing Worth's four data points. d (day) b. If this pattern keeps up, how many graffiti marks will there be on day 10? g (number of graffiti marks)

c. if this pattern keeps up, on what day will there be 40 graffiti marks?

d. Write a function g (d)) that gives the number of graffiti marks as a function of the day.

11. Each of the following is a set of points. Next to each one, write "yes" if that set of points could have been generated by a function, and "no" if it could not have been generated by a function. (You do not have to figure out what the function is. But you may want to try for fun. I didn't just make up numbers randomly...) a. (1, 1) (3, 3) (1, 1) (3, 3) d. (1, 1) (1, 1) (4, 2) (4, 2) (9, 3) (9, 3) b. (1,) (3,) (9,)(, ) e. (1, 1) (2, 3) (3, 6) (4, 10) c. (1, 1) (1, 1) (2, 4) (2, 4) (3, 9) (3, 9) 12. f (x)= x2 +2x +1 a. b. c. ( ) d. e. f. g. ( )