From Scenarios to Graphs Functions

Comprehension and Communication Lesson: Unit Objective: Define a slope as the rate of change written as rise over run, and describe the function as increasing, decreasing, or constant. Lesson Goal: Students use mathematical language to describe the behavior of linear functions represented by graphs and word stories.

Agenda: Review items for the day and make announcements.

Lesson: 1. Stage 1: The Message is Sent to the Students: (10 minutes) The teacher reviews with the students the definitions and concepts stated in previous classes. The teacher will inquire from the students the definitions. The teacher writes down all the definitions and tells the students to write them down in the space provided in the tasksheet. The teacher will write the refined version of students definition. Students receive the tasksheet theyll be using for the task. o What is a linear function? A linear function is a relation with no independent variable raised to a power higher than one, with a constant rate of change and whose graph traces a straight line. o When is a function increasing? A function is increasing if the y-value increases as the x-value increases. The slope for that interval is greater than zero. o When is a function decreasing? A function is decreasing if the y-value decreases as the x-value increases. The slope for the interval is less than zero. o When is a function constant? A constant function is an horizontal line. The slope for the interval is zero. I recognized that there are many more technical words that the student will need in order to complete task but Im only covering the required in this objective (by this time students have solidify the common terminology used when graphing a function, i.e., slope, Cartesian plane, y-intercept)

2. Stage 2: The Message is Rephrase and Explained: ( 10 minutes) The teacher reinstates the definitions by giving an example to the students. The teacher selects a scenario from the tasksheet, reads it out loud. The teacher tells

From Scenarios to Graphs Functions

the students that she now have to make a choice between all the given graphs and select the one that is depicting the scenario. At this point, the teacher will use reviewed terminology and utilize it when making conjectures about the graph. (After the teacher presents the information the teacher will give instructions on how to present their conjectures) o The teacher instructs the students that for the next part of the lesson the students will be working in small groups of three. The teacher assigns each group a scenario to work with. o The teacher tells that before they work together as a group students need to take 1 minute after reading the scenario and attempt to make a conjecture about its graph. o The teacher tells the students that they will be presenting their conjectures to the classroom. The groups are expected to read the scenario, graph the scenario and explain their logic on choosing such graph. Reading and graphing the selected graph should be assigned prior to presentation but explanation of their logic is the responsibility of all members of the group. Presenters are expected to answer questions after/during their presentation from teacher and peers. After the instructions the teacher walks around the classroom making observations, asking questions, and taking notes on assertive matches. (The teacher will use this information-including the answers provided by the students, to fulfill the next stage.

3. Stage 3: Students are Questioned about specifics in the message: (5 minutes per group) After the groups have finished finding a graph that represents their scenario, the teacher asks for pencils down and eyes on me to get everybodys attention. The teacher expresses the need to be quiet and show respect while their peers are presenting. The teacher reminds the class that each group will be question towards the end of their presentation. Based on assertive matches, the teacher calls on the groups. The teacher calls on each group to present information. The teacher does not announce the order of those presenting to avoid having anxious students. The teacher facilitates the students with blank pages on the smart-board. During the presentation, remainder students are supposed to take notes about the graphs and conjectures made by their peers. The teacher turns the time over to the first presenters. Students present.

Towards the end of the presentation the teacher may ask: (Teacher avoids IRE Cycles and opts for open-ended questions . ) o How does is your initial y-value help you identify the correct graph? o How fast does x changes with respect to y?

From Scenarios to Graphs Functions

o Reading the graph, where does the function increase, decrease or is constant? o What clues do you gather from the graph and the scenario that tell you why the function increases, decreases or is constant? o Label the area where the graph is increasing, decreasing, constant o What intervals did you used to make your conjectures? o Could the graph representing your scenario end up looking something else than a straight line? Explain o If graph is accurate, can you tell me the type of slope it has, positive, negative, or zero slope? o I notice that you have a horizontal line in your graph and you mentioned that your function is constant in that spot (interval). It is correct to assume that the constant function must have a constant slope. Does that mean the increasing and decreasing linear functions dont have a constant slope- their names dont match up as nicely? o Would you have represented the scenario with a different graph, what graph would you have given it? (Questions will depend on the presentation and the information the students cover).

4. Stage 4: Students are provided with Feedback on Their Responses to Questions Raised in Stage 3 (3-5 minute per group) At this point the teacher gives feedback to responses the students produced. The teacher avoids judgmental feedback and compliments students by agreeing with their view or by giving another question that will produce a more complete answer. Some of the feedback to their answers could be: o I agree that the initial y-value is your y-intercept. So your initial y-value can help you determine where on the y-axis your graph should start. Take into consideration that there will be groups that will be not be able to match up the scenario with the correct graph. These examples should not be avoided but brought out after the assertive groups. Allowing these students to come last could be very beneficial. The students can notice mistakes, make corrections, and analyze their mistakes. Erroneous answers can be a vehicle for analyses, discussions, and greater understanding.

From Scenarios to Graphs Functions

Definitions: Linear Function:

Increasing Function:

Decreasing Function:

Constant function:

Match each of the following scenarios with the most appropriate graph given. As you look at each graph from left to right, remember that time is advancing (time is on the x-axis)
1. John and his family are watching a movie and eating popcorn. Every family member has their own popcorn bowl. Every popcorn bowl is the same size. As the movie starts, John starts eating his popcorn enthusiastically. He stops eating after a while and continues so for much of the movie. Towards the end of the movie he starts eating popcorn again but not as before. The movie ends and John didnt finish his bowl of popcorn. The amount of popcorn eaten is the dependable variable. 2. The movie begins and Johns Mother doesnt have her popcorn bowl. After some time she goes and gets her bowl from the kitchen and sits back to watch the movie. She doesnt feel hungry and avoids having popcorn until almost half the movie. About that time she is feeling hungry. She eats vigorously and soon realizes that she might need more popcorn than the amount she originally got. She quickly goes to the kitchen and refills her bowl. She goes back to watch the movie and finishes her popcorn just as the movie ends. The amount of popcorn eaten is the dependable variable.

From Scenarios to Graphs Functions

3. Johns Dad has a great appetite. He sits to watch the movie with his family while eating his popcorn. He finishes his bowl of popcorn just before half of the movie. The amount of popcorn eaten is the dependable variable.

4. Johns sister sits to watch the movie with the rest of her family, she has her bowl of popcorn but doesnt eat much for almost have the movie. She takes a couple of handfuls of popcorn and then goes back to eating it slowly. She stops eating her popcorn again. Towards the end of the movie eats some more popcorn but not enough. She doesnt finish her bowl and puts it in the kitchen. The amount of popcorn eaten is the dependable variable.

5. We rode the roller coaster steadily to the top, then went faster and faster as we went down the other side. The speed of the roller coaster is the dependable variable of the graph, that is, the variable on the vertical axis.

From Scenarios to Graphs Functions

6. I put water in the ice-cube tray and placed it in the freezer. The temperature of the water in the ice-cube tray is the dependent variable.