Observation 3 Lesson Plan

Absolute Value & Cubic Functions

Kent Innovation High PreCalculus

Common Core Math Standards

HSF.IF.C.7.B Graph square root, cube root, and piecewise-defined functions,
including step functions and absolute value functions.
HSF.IF.B.4 Interpret key features of graphs and tables.
Objective/Target
In this unit, students are learning about different parent functions such as square root functions,
cube root functions, cubic functions, and absolute value functions. Students are learning how to
graph these different types of functions as well as graph and interpret any transformations
(such as shifts, reflections, dilations, etc.) that occur and how they relate to the parent
functions. Students have already learned how to graph absolute value functions in a previous
lesson so this lesson will focus more on translations of absolute value functions. After we have
done a group activity on transformations of absolute value functions, students will also get a
brief introduction to cubic functions. They will relate an activity that was done last week to
cubic functions.
Lesson Objectives
I can graph absolute value functions and interpret key features of absolute value functions
I can graph cubic functions and interpret key features of absolute value functions
I can give a verbal description of transformations of a parent function such as the
absolute value function or the cubic function.
I can graph a transformation of a parent function
Lesson Management
Students will work individually for the first five minutes of class to work through their
warm-up problem. This problem should be a review of what they have already learned so
they are expected to do it individually.
Students will be given back a previous quiz and the teacher will go over any problems
that the students feel they need to go over as a class.
Students will work together during the transformations activity to create a human graph
on the ground. The students will also work together to describe the transformations that
have occurred in their human graphs.
Students will take notes in a brief direct instruction piece on cubic functions.
Students will be given time at the end of class to work individually or in small groups to
work on an exploratory activity they began at the end of the previous lesson.

Introduction/Anticipatory Set
Students will begin the class period by doing a warm-up problem that requires them to use the
knowledge they gained in previous lesson in order to solve. The particular problem will ask
students to look at a square root function that has been transformed describe key features such
as domain, range, and the transformations that have occurred. After students have had
approximately five minutes to work on it individually, we will go over the warm-up as a class.
Input
A. Task Analysis
1. Students will have five minutes to complete the warm-up exercise individually.
2. After five minutes, the teacher will go over the warm-up exercise on the board. If
students volunteer to come up and do the warm-up activity, the teacher will allow
the student to come up and demonstrate their understanding.
3. The teacher will pass out a quiz that was taken the previous week. The teacher
will ask if there are any questions about the quiz and if anything needs to be gone
over before we move on. If there are any questions, we will address them as a
whole class.
4. We will move the desks out of the middle of the room and tape down two
coordinate axes on the floor. One will be the x-axis and one will be the y-axis.
The teacher will mark off a tick mark on the tape approximately every foot. Each
of these tick marks will be labeled.
5. Nine of the students will be given a notecard with an x-value on it. They will be
asked to begin by standing on their x-value on the x-axis. For those who do not
have a number, they will be asked to assist in writing down the observations on
the board and helping in making sure their peers are in the same place.
6. The first direction will be given. It is to go to the absolute value of their x-value
on the y-axis. For example, if someone has x=-1, then they will go to the y-value
which is the absolute value of their number, which would be 1.
7. A piece of string will be taped to the floor where each person is standing so we
can use this parent function as a reference.
8. Students will be instructed to go back to their starting position.
9. Students will then be asked to go to the absolute value of their function plus one
on the y-axis. Once students are all there, they should see that this is just a
translation up one unit. The students will record this on their observations sheet
(projected at the front of the board).
10. After a couple of these examples, we will then swap out students to do different
numbers. The students will then be given other transformations (such as
horizontal shifts, flips, compressions, and stretches).
11. As we are going through this exercise, students and the teacher will be discussing
how the new graphs are different from the parent function which is taped to the
floor.
12. We will then move back to our seats and move the room back to how it was.
13. Students will then take out notebook paper so they can take notes.
14. Students will be given an introduction to cubic functions.
i. The teacher will go over an example of the To The Max activity which we
went over in class during the previous lesson.

ii. The teacher will walk the students through an example of the To The Max
activity which was done by the teacher. This will include an example
graph of a cubic function as well a real-world context.
iii. The students will also be shown how to graph cubic functions.
iv. Lastly, the students will be shown how to identify key features of cubic
functions using the example that was given.
15. Students will complete the class by being given time to work on their explorations
from the last class that they did not complete. They will use this exploration to
help in the next couple lessons.
B. Thinking Levels:
1. Remembering recall how to graph an absolute value function. Recall real-life
examples where cubic functions would be used (i.e., volume)
2. Understanding explain how certain transformations differ from their parent
functions.
3. Applying use knowledge of transformations of absolute value functions to
explain how they are similar to transformations of cubic functions.
4. Analysis Analyze a function which has been transformed to explain the effects
transformations have on parent functions such as absolute value functions or
cubic functions.
C. Accommodations
1. For those students who have not reached the target, the teacher will provide
additional support while the other students are working individually on their
explorations.
2. For those who have reached the target, additional practice problems will be given
upon request. These students will also be able to further show their learning and
understanding of the content by helping answer the questions of their peers.
3. For those who learn visually, those students will benefit from this lesson by
paying attention to the visuals presented during the review of the warm-up as well
as seeing the human graph being made in the center of the classroom.
4. For those who learn better through hearing, those students will benefit from
listening to the workshop that is given at the front of the class.
5. For those students who learn better kinesthetically, being up and out of their seats
will be a good way to learn and see the transformations that occur.
6. For those who work better in groups, those individuals will benefit from the group
activity which will require students to work as a team to come up with the graph.
A. Methods, Materials, Technology
a) Methods
i. This lesson will integrate a couple teaching methods including direct
instruction, brief group discussion and dialogue, and group collaboration
in a project-based learning environment.
b) Materials
i. Writing utensil
ii. Whiteboard
iii. Whiteboard markers
iv. Tape
v. String

c) Technology
i. Laptops
ii. Projector (for warm-up projection)

Modeling
The teacher and the other students will model how to correctly make the human graphs during
the group activity. Also, the teacher will be able to model for students how to graph cubic
functions correctly and how to apply transformations correctly to cubic functions.
Check for Understanding
The teacher will walk around during the warm-up problem and monitor students work on their
warm-up question. This will be collected after students are done working on it so the teacher can
check for understanding. The teacher will also be able to check for students understanding
during the human graphs portion of the class where students are making physical graphs of the
transformations. If students are doing it incorrectly or not understanding, it will be easy to tell
and to fix.
Collaborative Practice
Students will work together as a group to make the correct human graphs. They will need to
communicate with each other in order to create the correct graphs and thus understand exactly
how transformations apply to absolute value functions.
Closure
The students working on the exploration activity will serve as a closure because it sums up
everything that the students have already learned and what was learned in the current lesson by
applying it to a new function: the rational function.
Assessment
Informal formative assessments such as walking around while students work, checking work
visually, and asking students questions will serve as informal formative assessments throughout
the class period.