Name: John Toney
Date: 11-3-14
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Mathematics
Length of Lesson: 20 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Functions and Their Graphs
Big Ideas:
CC.2.2.HS.C.2 Graph and analyze functions, and
use their properties to make connections between
the different representations.
CC.2.2.HS.C.3 Write functions or sequences that
model relationships between two quantities.
CC.2.2.HS.C.4 Interpret the effects transformations
have on functions, and find the inverses of
functions.
CC.2.2.HS.C.5 Construct and compare linear,
quadratic, and exponential models to solve
problems.
CC.2.2.HS.C.6 Interpret functions in terms of the
situations they model.
CC.2.2.HS.D.5 Use polynomial identities to solve
problems.
CC.2.2.HS.D.6 Extend the knowledge of rational
functions to rewrite in equivalent forms.
CC.2.2.HS.D.7 Create and graph equations or
inequalities to describe numbers or relationships.
CC.2.2.HS.D.8 Apply inverse operations to solve
equations or formulas for a given variable.
CC.2.2.HS.D.9 Use reasoning to solve equations,
and justify the solution method.
CC.2.2.HS.D.10 Represent, solve and interpret
equations/inequalities and systems of
equations/inequalities algebraically and graphically.
Understanding Goals (Concepts):
Represent exponential, quadratic, and polynomial
functions in multiple ways, including tab les ,
graphs, equations, and contextual situations, and
make connections among representations; relate
the growth/decay rate of the associated
exponential equation to each representation.
Student Objectives (Competencies/Outcomes):
1. Given an equation:
a. Graph using a table.
b. Identify x-intercepts and yintercepts.
Essential Questions:
What are the advantages/disadvantages of the
various methods to represent exponential functions
(table, graph, equation) and how do we choose the
most appropriate representation?
Vocabulary:
*Symmetry, symmetry with respect to the x-axis,
symmetry with respect to the origin
*Linear extrapolation, linear interpolation
*Function, independent & dependent variables,
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
c. Determine symmetry if it exists.
d. Graph using a graphing calculator.
Relate an equation and its graph.
Apply the distance formula and midpoint
formula
Find the standard form, radius, center, and
graph of a circle.
Find the slope of a line.
Write the equation of a line (slope-intercept,
standard) from given information.
Write the equation of a line parallel or
perpendicular to a given line.
Use the definition of a function to determine
whether a relation is a function.
Using correct notation, write a function, find
its domain and range, and evaluate function
values.
Analyze a function or its graph to determine
behavior and nature.
Transform a function using shifting,
reflection, and stretching.
Apply operations to functions:
a. Sum, difference, product, quotient
b. Composition
Find, verify, and graph the inverse of a
function.
Apply mathematical models through direct,
joint and inverse variations.
How do quadratic equations and their graphs
and/or tables help us interpret events that occur in
the world around us?
How do you explain the benefits of multiple
methods of representing polynomial functions
(tables, graphs, equations, and contextual
situations)?
function notation, piecewise function, implied
domain
*Vertical line test, increasing, decreasing,
constant, greatest integer function, even & odd
functions
*Shift, reflect, stretch, composition
*Inverse, horizontal line test
*Direct variation, directly proportional, constant of
variation, constant of proportionality, inverse
variation, inversely proportional, joint variation
Students will be able to:
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will demonstrate adequate understanding via a chapter test.
Pre-assessments, open-ended questions, Think-Pair-Share
Materials and Resources:
Textbook, notes
STAGE III – LEARNING PLAN
Interventions:
Flexible grouping, students will be encouraged to attend Trig Lab
Assignments
Procedures
Instructional Procedures*:
Monday
Date: 11/3
Day: B
 “Do Now” – Find the
combination of two
functions.
 “Mini Lesson” – Inverse
functions and their
graphs.
 Students will define an
inverse function, and
find inverse functions
informally.
 Textbook – Page 180
#1-9 odd
Tuesday
Date: 11/4
Day: A
 “Do Now” – Find the
inverse of a function
informally.
 “Mini Lesson” – Inverse
functions and their
graphs.
 Students will verify that
given functions are
inverses of each other,
and formally find the
inverse of functions.
 Textbook – Page 180
#11-19 odd, 43-57 odd
Wednesday
Date: 11/5
Day: B
 “Do Now” – Collins Type
1 Writing – In 4 lines,
describe through
composition when
functions are inverses of
each other.
 “Mini Lesson” – Inverse
functions and their
graphs.
 Students will work on
graphing inverse
functions and applying
the Horizontal Line Test
to functions to
determine if inverses
exist.
 Textbook – P. 180
#33-41 odd, 79, 81,
23-31 odd, 59-62
Thursday
Date: 11/6
Day:
 No School
Parent/Teacher
Conferences

*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
Friday
Date: 11/7
Day:
 No School
Teacher In-Service
