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Planning Guide for Functions Unit

The purpose of this unit is:


Introduce Functions

Content Standards/Elements for this lesson and/or this unit:


MCC9-12.F.IF.1: Understand that a function from one set (called the domain) to another set
(called the range) assigns to each element of the domain exactly one element of the
range.
MCC9-12.F.IF.2: Use function notation, evaluate functions for inputs in their domains, and
interpret statements that use function notation in terms of a context.
MCC9-12.F.IF.4: For a function that models a relationship between two quantities, interpret
key features of graphs and tables in terms of the quantities, and sketch graphs showing
key features given a verbal description of the relationship.
MCC9-12.F.IF.5: Relate the domain of a function to its graph and, where applicable, to the
quantitative relationship it describes.

Enduring Understandings:
Students will know how to:
Distinguish when a relation is a function.
Know how to find the domain.
Know how to find the range.
Know how to properly write in set notation the domain and range of a function.

Essential Questions:
1. What are some phrases used to describe a graph that slants upward? Downward?
Remains constant?
2. How do you know when to use discrete points instead of connected segments or curves?
3. Which of the displays (mapping, diagram, or graph) is easiest for determining if a
relation is a function? Why?

Misconceptions/Proper Conceptions:

Multiple x-values can map to the same y-value in a function, but one x-value cannot map to
multiple y-values.

Concepts/Language:
Explain, Graph, Interpret.
Assessment:
Formative assessments:
Homework problems, guided practice problem sets, small quizzes.

Teaching Plan: 8-1 Graphing Relationships


Teacher: Peter Yu
Course: Coordinate Algebra
Date: 11/11/2014

Unit: Functions

__________________________________________________________
OPENING
DO-NOW: Give a graph with axis labeled Distance (y) and Time (x). Sketch a (simple) graph on it that has
flat, increase, decrease, and sharp increase / decrease sections. Ask the students to tell a story.
Activating strategy: Students are recollecting material they know about functions.
________________________________________________________________________________________________
WORK SESSION
Direct Instruction:
(8-1)
*Relating Graphs to Situations
Sketch Graphs for Situations
-*Continuous vs discrete
Writing Situations for Graphs
*Asterisks denote possible student familiarity of material.
Block 4 is ahead of Block 3, so depending on my pre-assessment, I will have to revisit certain
material for Block 3 more than I would for Block 4. Mode of instruction will be using the white
board.
Student Practice, cooperative task, lab, other:
page 191
#116, 23, 24, 26-28
___________________________________________________________________________________________________
CLOSING
Student Summarization/ Closure:
Students will begin note-taking portion through flipped classroom session. Their homework will be
on page 194-196.
8-2)
*Showing multiple representations of Relations,
Finding Domain and Range,
Given the domain and range of each relation, tell whether it's a function.
Vertical Line Test

_________________________________________________________________________________________________

Teaching Plan: 8-2 Relations and Functions


Teacher: Peter Yu
Course: Coordinate Algebra
Date: 11/12/2014

Unit: Functions

__________________________________________________________
OPENING
DO-NOW: Give a graph with axis labeled Speed (y) and Time (x). Sketch a (simple) graph on it that has
flat, increase, decrease, and sharp increase / decrease sections. Ask the students to tell a story. Ask
additional questions about independent and dependent variables of the example graph. (More Practice)
Students will take out their practice questions, and check to see if they answered the questions
correctly.
Activating strategy: Students are seeing where they made mistakes in questions, so that they
can self-correct their own work. Seeing which problems a majority of students need help on is
also a form of pre-assessment, and I can gauge how to lead the work session based off what
lapses in knowledge students may possess.
________________________________________________________________________________________________
WORK SESSION
Direct Instruction:
1) First introduce the definition of a relation.
A relation is a set of ordered pairs.
2) Show multiple representations of Relations,
(1,5) (2,4) (3,3) (4,2)

I will draw a table, graph, and a mapping diagram of this relation.


Explain domain and range, and point to each representation to show how to find domain and
range.
3) Introduce the definition of domain and range.
For a given relation, the set of all first values (or x-values) is the
domain.
The set of all second values (or y-values) is
the range
4) Domain and Range Example
Graph a continuous relation.
Solid line from (2,1) to (4,3)
D: (2 < x < 4)
R: (1 < y < 3)
5) Introduce Functions

Given the domain and range of each relation, tell whether it's a function.
Definition: A function is a relation in which each domain value
is paired with exactly one range value.

Vertical line test with the graph of a circle.


Student Practice, cooperative task, lab, other:
page 197 #1-13
___________________________________________________________________________________________________
CLOSING
Student Summarization/ Closure:
Go over definitions of terms one last time to cement further knowledge.
__________________________________________________________________________________________________

Teaching Plan:
Teacher: Peter Yu
Course: Coordinate Algebra
Date: 11/13/2014

Unit: Functions

__________________________________________________________
OPENING
DO-NOW: kahoot.it
Activating strategy: Reviewing terms and content.
________________________________________________________________________________________________
WORK SESSION
Direct Instruction:
Students will take out their homework, and check to see if they answered the questions
correctly. I will go over any problems they had with their homework.
http://archive.geogebra.org/en/upload/files/english/AlisonS/Precalc/dom_rang.html
Student Practice, cooperative task, lab, other:
page 197 #15-28
___________________________________________________________________________________________________
CLOSING
Student Summarization/ Closure:
Flipped Classroom: take notes at home pg 203 206
examples 1 & 2
function notation

Teaching Plan: 8-3


Teacher: Peter Yu
Course: Coordinate Algebra
Date: 11/14/2014

Unit: Functions

__________________________________________________________
OPENING
DO-NOW: Students will take out their homework, and check to see if they answered the
questions correctly.
Activating strategy: Students are seeing where they made mistakes in questions, so that they
can self-correct their own work. Seeing which problems a majority of students need help on is
also a form of pre-assessment, and I can gauge how to lead the work session based off what
lapses in knowledge students may possess.
________________________________________________________________________________________________
WORK SESSION
Direct Instruction:
https://www.youtube.com/watch?v=VUTXsPFx-qQ
Student Practice, cooperative task, lab, other:
page 207 1-14
___________________________________________________________________________________________________
CLOSING
Student Summarization/ Closure:
Assign pages 204 206
examples 4 and 5
Students will take notes at home / flipped classroom.
__________________________________________________________________________________________________
Attach all handouts, materials and assessments.
List Preparations/Materials needed