Name: John Toney Date: 9-29-14 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: 9/29 Day: A “Do Now” – Collins Type 1 Writing – Write in five lines everything you know about y=mx + b. “Mini Lesson” – Sketching graphs and finding intercepts. Students will work on graphing equations and finding x- and yintercepts. Textbook – Page 114 #119 odd, 53-59 odd Tuesday Date: 9/30 Day: B “Do Now” – Finding xand y-intercepts. “Mini Lesson” – Testing for symmetry with respect to x- and y-axes. Students will test for symmetry by replacing x and y with –x and –y and by observing graphs. Textbook – Page 114 #21-37 odd Wednesday Date: 10/1 Day: A “Do Now” – Use the distance formula to find the distance between two points. “Mini Lesson” – N/A Students will work in small groups on sketching graphs and determining if functions are symmetric with respect to the x- and yaxes (Textbook – Page 114 #39-51 odd, 61, 63). Find the radius of the smaller circle in a pair of concentric circles given two points on the larger circle and one point on the smaller. Thursday Date: 10/2 Day: B “Do Now” – Go over the concentric circle problem. “Mini Lesson” – Finding the standard form of the equation of a circle, writing standard form given the endpoints of a diameter, and sketching circle graphs. Students will write the standard form of circles, and sketch their graphs. Textbook – Page 114 #69 – 83 odd *Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections Friday Date: 10/3 Day: A “Do Now” – Write an equation of a circle in standard form given endpoints of a diameter. “Mini Lesson” – N/A Will go over questions for Chapter P Tests. No homework