Kurt Hoelsema 5.

2 Relations and Functions

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Kurt Hoelsema

Date: 11-11-2017 Subject/ Topic/ Theme: Algebra 1, Chapter 5, Lesson 2 Grade: 9th
I. Objectives
How does this lesson connect to the unit plan? This
is the second lesson in this unit. It starts of with the
introductions of relations between two variables, and then goes on to define what sort of relations are
functions. Lastly it defines the domain and ranges of a function. These concepts are necessary to begin to
evaluate and use functions and graphs.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

Identify relations between two variables. An,

Ap, U
Identify functions by analyzing the independent values. Ap,
An
Identify functions by using the Vertical Line Test. Ap,
An
Evaluate functions by making a table from a function rule. E, C
Identify domain and range of a functions. An, R
Common Core standards (or GLCEs if not available in Common Core) addressed:
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. If f is a function and x is an element of its domain,
then f(x)denotes the output off corresponding to the input x. The graph of f is the graph of the equation y =
f(x). (F-IF)
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes. (F-IF)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular
learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
Students must be familiar with the coordinate plan.
A Do Now reviewing the quadrants of the coordinate plan
Pre-assessment (for learning):
and where x and y are positive and negative will be used to remind students of x
and y values in the coordinate plan.
Formative (for learning): The Do Now will inform the teacher of how familiar students
are with the coordinate plan.
Formative (as learning): The teacher will go through a presentation explaining what a
relation is, what a function is, what a function is not (Vertical Line Test), what
the domain of a function is, and what the range of a function is. Four examples of
each will be given. Desmos will be used to graph functions and display them on
the board.
Summative (of learning): At the end of the lesson homework will be assigned and
checked the following day.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Kurt Hoelsema
lesson present? Provide options for self-
regulation- expectations, personal
skills and strategies, self-assessment &
What will it take reflection. Provide options for
sustaining effort and persistence-
neurodevelopmentally, optimize challenge, collaboration,
experientially, emotionally, mastery-oriented feedback. Provide
etc., for your students to do options for recruiting interest-
this lesson? choice, relevance, value, authenticity,
minimize threats
Provide options for
comprehension- activate, apply &
highlight. Provide options for
language, mathematical
expressions, and symbols- clarify
& connect language. Provide
options for perception- making
information perceptible
5.2 Relations and Functions
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies. Provide options
for expression and
communication- increase medium
of expression. Provide options for
physical action- increase options
for interaction

Students will listen to the The concepts will be Students will contribute
teacher explain the presented by the teacher by taking notes and
concepts, work in small orally, be written on the answering questions
groups on example board, and displayed while the concepts are
problems, work visually through presented, working
individually on example Desmos. individually and in small
problems, use Desmos to groups, and by
check understanding, and completing the
have time to start the homework.
homework.

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
How will your classroom be
set up for this lesson?
III. The Plan
Time Components
6 Questions on 5.1 Homework will be
Students will need laptops/Chromebooks. Students will be given an outline of
the notes to help structure their notes. The teacher will need a projector for the
presentation. Students will need the textbook in order to complete the
homework.
The classroom will be set up so that students can work in small groups (3-4).
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students will have completed the
answered. 5.1 homework.

4 Teacher collects homework after Students will ask questions on the

questions have been answered. 5.1 homework.

Teacher will have the results of

hand vs. height ready to go for this
Motivation
(opening/
lesson.
introduction/
2 engagement) The teacher will explain that in Students listen to teacher give
order to understand and create introduction.
graphs, it is necessary to know some
terminology. Todays lesson will
mainly be about that terminology.
The hand vs. height data will be
used to explore some of this
terminology.
Kurt Hoelsema 5.2 Relations and Functions
The teacher will use the
presentation, desmos graphing
software, and the hand vs. height
data to present and engage the
class in these concepts.

Instruct students to take out a Students will take out a blank piece
plain piece of paper for notes. of paper for notes.
Note-taking tips will be
discussed in conjunction with
this lesson.
10
RELATIONS:
Students should have some sort Students will learn how to take
of heading for this lesson and good notes through the teachers
some sort of subheading for tips and tricks.
relations. Point this note
organization strategy out.

Ask students what they think a Students will think about what a
mathematical relation might be. mathematical relation is.

Instruct students to do a think Students will share their thoughts

Development pair share. with their groups.
(the largest
component or
main body of Display the books definition of a
the lesson) relation (a set of ordered pairs).

Express that this isnt really a

good definition.

A relation is a connection Students will write down a

between one thing to another definition of a relation.
corresponding thing.

Say that the hand vs. height data

is an example of a relation.
(Briefly pull up the data).

Have student give examples of a Students will come up with

relation in their groups
Ask for some examples of
relations and write them on the
board.
Encourage students to write
down the examples that help
them the most, not all of them.
examples of relations in groups.
Students will give some examples of
relations as they were discussed in
their groups.
Students will write down examples
of relations.
Kurt Hoelsema 5.2 Relations and Functions
Encourage students to express
the definition of relations in their
own words in their notes.

15 FUNCTIONS:
Remind Students they should Students will be reminded of note
give this a new heading or taking tips.
section in their notes.

Say that functions are a special

type of relation.

Explain that a function is a Students listen and take notes as the

relation such that every value in teacher explains the definition of
the first set corresponds to no functions.
more than one value in the
second set. This is confusing.
Talk through the definition a
few times.

Show the first three maps and

explain why each one is or isnt a
function.

Have students answer if the last
two maps are functions or not.
After a minute or two, have
them display a thumbs up if they
think it is a function or a thumbs
down if it is not a function. Note
the responses to see if students
are understanding this.
Students decide whether the given
mapping diagram represent a
function or not.
Students hold a thumbs up if they
think it is a function or show a
thumbs down if they think it is not a
function.

Write the correct answer on the

board and ask a student to
volunteer to explain why it is the
right answer.
7
THE VERTICLE LINE TEST:
Ask students to create a map Students will attempt to create a
using the numbers shown on the map using the numbers shown on
presentation. They will probably the presentation.
struggle with this, thats okay.
Give them guides along the way.

Ask them to determine if the Students will decide whether this

relation is a function. (It isnt). relation is a function or not.
Graph the points in Desmos.
Kurt Hoelsema 5.2 Relations and Functions

Ask students to discuss in their Students will brainstorm in their

groups how they could tell if groups how they could determine if
something is a function solely by the graph is a function or not.
looking at the graph.

After giving students a couple Students will present their

minutes, ask them what they brainstormed ideas.
came up with. (This should lead
to some formulation of the
Vertical Line Test).

Using students responses build Students will continue developing

up a definition of the vertical line their understanding of the vertical
test. line test.

Ask students which ordered pair Students will determine which order
must be changed so that it is a pair must be changed to make it a
function? What should it be function.
changed to?

Ask the students to identify Students will determine whether the

whether the next four graphs are next four graphs are functions.
functions or not functions.

After a couple minutes, discuss Students will give their answers.

their answers.

Show what happens in the

Desmos activity yesterday if the Students will watch what happens
graph is not a function. in yesterdays Desmos activity if the
graph is not a function.
In conclusion, emphasize that
the vertical line test is more
helpful when given a graph,
whereas using the definition of a
function is more helpful when
given a set of points.

3 DOMAIN:
Tell students the domain of a Student will listen and take notes as
function is the possible x values. the teacher explains what the
domain of a function is.
Tell students that the domain of
the function usually corresponds
with the independent variable

Explain the independent variable

as the thing that is changing on
its own.
Kurt Hoelsema 5.2 Relations and Functions

Using the map ask students to Students will identify the domain of
list the domain. the function map.

Using the graph of x^2 ask Students will identify the domain of
students to give the domain. the function graph.

3 RANGE:
Tell students that the range is Student will listen and take notes as
all the possible values. the teacher explains what the
domain of a function is.
Tell students that the range
usually corresponds with the
dependent variable.

Explain that the dependent

variable depends on the other
variable (the independent
variable).

Using the map ask students to Students will identify the domain of
list the range. the function map.

Using the graph of x^2 ask Students will identify the domain of
students to give the range. the function graph.

Assign and explain the IXL Students will write down the given
homework. assignment.
Closure
(conclusion, Give students time to start the Students will begin working on the
10 culmination, homework and ask questions on it. given assignment,
wrap-up)

The teacher will answer students Students will ask questions as

questions on the homework. needed.

Students will complete the given

assignment as homework.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson,
focus on the process of preparing the lesson.)

This lesson wasnt as fun to create as the last one. This lesson focuses on the terminology of
functions that students will see throughout Algebra and subsequent mathematics classes. This lesson
is designed in a way that students will understand the terminology conceptually rather than just be
able to use it. For example, the interconnectedness between the vertical line test and the definition of
functions is emphasized. While creating this function it was tempting to rush through these topics to
get to the more applicable mathematics. However, it is important that students understand the topics
in this lesson, as they will appear and reappear in other math classes and on standardized tests.