9th-10th Grade 25 students 1 IEP student 2 GSSP students
Algebra I Relations and Functions 55 minutes
Line or Curve of Best Fit Lesson #1: Relations and Functions
Context
This lesson will lay the foundation for learning in this unit. This is a very important lesson for students to understand well because without it they will be lost for all future lessons in dealing with graphing functions. Students should have worked on solving equations for one variable already so they have an idea of what a linear equation is. But this material is very different from anything they’ve ever learned in math so other than basic math skills, no prior knowledge is needed. For the student with the IEP, careful individual instruction may be necessary at some point during the lesson to make sure he is grasping this first lesson so that he doesn’t fall behind.
Objectives
Students should be able to identify what the domain and range is in each relation and be able to tell when a relation is a function.
Connections
MA-HS-5.1.5
Students will:
determine if a relation is a function;
determine the domain and range of a function (linear and quadratic);
Assessment Plan
Objective Number Type of Assessment Description of Assessment Depth of Knowledge Level Adaptations and/or Accommodations
1. Group Assignment The students will be split up into pairs to come up with a real-life example of a set of input data relating to a set of output data. Half of the pairs will give an example where the relation is a function and the other half will give an example where the relation is not a function. All pairs of students must explain their reasoning and submit their graphs of their relations for a letter grade. DOK III For the student with the IEP, I will find the best student to pair up with him to make comprehension between the two the easiest. I will come by his group and make sure he understands what the task is and also to make sure he is contributing.
Resources, Media and Technology
Graphing Calculator
Projector and/or ActiveBoard
Procedures
I will start the lesson by graphing several “neat-looking” equations (linear and quadratic) where they can be seen by all on the overhead or on ActiveBoard just to get the students attention on the task at hand. I will then introduce the lesson we are talking about for today’s class on functions and their graphs. To start off, I will give the students a quick, easy definition of both domain and range, and explain to them what it means for the domain and range to have a relation with one another. Then I will give them real-world examples (putting money into the stock market and getting some amount back) to explain exactly the definitions I just gave them. Using more examples, I will explain to them how these relations can be classified as functions. Then I will explain how to represent a relation as a graph. I will show them how a table of values works and show them that using this table is an easy way to keep their data organized and clear to for them to read when it comes time to draw a graph. The students need to take notes and memorize the form of all ordered pairs ((x,y)), and they should be able to identify both the x- and y- axis’. I will graph a few problems on the board. Next, the students will be split up into pairs to work on the assignment (see assessment for obj. 1). I will be moving around the room to help any pair of students that has questions or just looks very confused with the topic. If they don’t complete it in class, the pair of students both must submit different, individual example(s) the following day. The class will be given a short reading assignment over the parts of a graph.
