Goal(s) of
Lesson
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Write equations using function notation.
Recognize multiple representations of functions.
Determine and recognize characteristics of functions.
Determine and recognize characteristics of function families.
Common Core Standards
Addressed
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A-SSE.A.1
A-SSE.A.2
A-SSE.B.3
A-SSE.B.4
A-APR.A.1
A-APR.B.2
A-APR.B.3
A-APR.C.4
A-APR.C.5
A-APR.D.6
A-APR.D.7
A-CED.A.1
A-CED.A.2
A-CED.A.3
A-CED.A.4
A-REI.A.1
A-REI.A.2
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A-REI.B.3
A-REI.B.4
A-REI.C.5
A-REI.C.6
A-REI.C.7
A-REI.C.8
A-REI.C.9
A-REI.D.10
A-REI.D.11
A-REI.D.12
F-IF.A.1
F-IF.A.2
F-IF.A.3
F-IF.B.4
F-IF.B.5
F-IF.B.6
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F-IF.C.7
F-IF.C.8
F-IF.C.9
F-BF.A.1
F-BF.A.2
F-BF.B.3
F-BF.B.4
F-BF.B.5
F-TF.A.1
F-TF.A.2
F-TF.A.3
F-TF.A.4
F-TF.B.5
F-TF.B.6
F-TF.B.7
F-TF.C.8
F-TF.C.9
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F-LE.A.1
F-LE.A.2
F-LE.A.3
F-LE.A.4
F-LE.B.5
G-CO.A.1
G-CO.A.2
G-CO.A.3
G-CO.A.4
G-CO.A.5
G-CO.B.6
G-CO.B.7
G-CO.B.8
G-CO.C.9
G-CO.C.10
G-CO.C.11
G-CO.D.12
G-CO.D.13
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Date
September 10 - 12
Resources
Needed
Lesson Title: Recognizing Algebraic & Graphical
Representations of Functions
book
calculators
scissors
tape
glue sticks
graphing calculators
G-SRT.A.1
G-SRT.A.2
G-SRT.A.3
G-SRT.B.4
G-SRT.B.5
G-SRT.C.6
G-SRT.C.7
G-SRT.C.8
G-SRT.D.9
G-SRT.D.10
G-SRT.D.11
G-C.A.1
G-C.A.2
G-C.A.3
G-C.A.4
G-C.B.5
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G-GPE.B.4
G-GPE.B.5
G-GPE.B.6
G-GPE.B.7
G-GMD.A.1
G-GMD.A.2
G-GMD.A.3
G-GMD.B.4
G-MG.A.1
G-MG.A.2
G-MG.A.3
S-ID.A.1
S-ID.A.2
S-ID.A.3
S-ID.A.4
S-ID.B.5
S-ID.B.6
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S-ID.C.7
S-ID.C.8
S-ID.C.9
S-IC.A.1
S-IC.A.2
S-IC.B.3
S-IC.B.4
S-IC.B.5
S-IC.B.6
S-CP.A.1
S-CP.A.2
S-CP.A.3
S-CP.A.4
S-CP.A.5
S-CP.B.6
S-CP.B.7
S-CP.B.8
S-CP.B.9
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S-MD.A.1
S-MD.A.2
S-MD.A.3
S-MD.A.4
S-MD.B.5
S-MD.B.6
S-MD.B.7
G-GPE.A.1
G-GPE.A.2
G-GPE.A.3
Function notation is introduced. Steps are provided to guide students
through entering and viewing the graph of a linear function on a
graphing calculator. The terms increasing function, decreasing function,
and constant function are defined. Students will sort the graphs from the
previous lesson into groups using these terms and match each graph with
its appropriate equation written in function notation. The terms function
family, linear function, and exponential function are then defined.
In the final activity, students will complete a graphic organizer for each
function family that describes the graphical behavior and displays the
various graphical examples.
Day 1: Problem 1 and Problem 2 (HW: selected skills practice
problems)
Teacher observation
Rubric
Checklist
Homework
data collection
warm-up
check for understanding
exit slips
performance task
 oral response
 written test/quiz
 project/presentation
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essay
guided practice
student conference
journal/reflections
other _________
Assessment(s)
Outline of Teaching Procedure
Next, the terms absolute minimum and absolute maximum are defined.
Students will continue to sort the remaining graphs into groups using
these terms and match each graph with its appropriate equation written
in function notation. The terms quadratic function and linear absolute
value function are then defined. Finally, linear piecewise functions are
defined and students match the remaining graphs to their appropriate
functions.
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Day 2: Problems 3 – 5 (HW:1.3 Skills Practice; Vocab 1-12, 14-30)
Day 3: Create classroom posters for the function families (linear,
quadratic, exponential, linear absolute value, linear piecewise, and
constant)
Anchor Activities
Bloom's Taxonomy
Centers
Choice Boards
Compacting
Flexible Grouping
Graphic Organizers
Group Investigations
Independent Study
Jigsaw
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Learning Contracts
Menus
Multiple Intelligence Options
Portfolios
Problem Based Learning
Socratic Seminar
Think, Pair, Share
Tic-Tac-Toe
Tiered Assignments
Web Quests
Math Practices
Addressed
Differentiation
Strategies
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MP 1
MP 2
MP 3
MP 4
MP 5
MP 6
MP 7
 MP 8
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Make sense/persevere
Reason abstract/quantitatively
Construct arg/critique reasoning
Model with mathematics
Use appropriate tools
Attend to precision
Look for/make use of structure
Look for/express regularity
Reflection/
Modifications