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Functions Review

Bell Ringer: Graphing Stories 1


Directions: Watch the video once. Before you begin graphing, write down any questions that you may have.
Continue to watch the video in half speed. While doing so, label the graph below appropriately and create a
graph that maps Dan’s elevation, in feet, over time. Answer the questions that follow.

2. Compare your graph with the answer. What changes did you have to make? Be specific. What about your
graph was correct? Be specific.

Part I: Describing and Creating Graphs

Objectives:
 To observe and describe the effects of motion (position and speed) on graphs
 To describe a person’s position and rate of speed over time given graphs
 To recreate graphs based on visual models
 To create a graph based on a verbal description
 To define independent and dependent variables, domain, range, minimum, maximum, y – intercept, and
rate of change

Data Display:
1. Label the x and y axes and their units of measurement:
____________

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____________
Large Group Trials
Trial Set 1: Rates of Speed
1. Stand in front of the motion sensor. Walk slowly away from the sensor at a slow, steady rate.
a. Sketch the graph on graph #1 below. (Label the axes)

2. Stand in front of the motion sensor. Walk away from the sensor at a moderate, steady rate.
a. Sketch the graph on graph #2 below: (Label the axes)

3. Stand in front of the motion sensor. Walk away from the sensor at a quick, steady rate.
a. Sketch the graph on graph #3 below: (Label the axes)
Graph #1: Graph #2: Graph #3:
____________

____________

____________
____________ ____________ ____________

4. What effect does the rate of speed have on the graph? How can you prove this in terms of distance
and time?

5. The steepness of the line is called:

Trial Set 2: Starting points


1. Start directly in front of the motion sensor. Walk away at a slow steady pace.
a. Sketch the graph on graph #1 below. (Label the axes)

2. Stand about three feet away from the motion sensor. Walk away at a slow, steady pace.
a. Sketch the graph on graph #1 below. (Label the axes)

3. Stand about six feet away from the motion sensor. Walk away at a slow, steady pace.
a. Sketch the graph on graph #1 below. (Label the axes)
Graph #1: Graph #2: Graph #3:
____________

____________

____________

____________ ____________ ____________


4. What effect does the starting point have on the graph? How can you prove this in terms of distance and
time?

5. The point where time starts (0:00) on the y-axis is called the __________________________________

6. How would the graph be different if the walker started across the room and walked towards the motion
sensor? Be specific.

Small Groups: Re-creating Graphs


Directions: Each small group will receive graph(s). Analyze each graph. Create a set of instructions for
recreating the graphs. Finally, read the instructions to a member of class that has not seen your graph and test
for accuracy using the motion sensor.
1. Sketch: Walking instructions:
Graph # _____
__________________________________________

__________________________________________
____________

__________________________________________

__________________________________________

__________________________________________
____________

2. Sketch: Walking instructions:


Graph # _____
__________________________________________

__________________________________________
____________

__________________________________________

__________________________________________

__________________________________________
____________

3. Sketch: Walking instructions:


Graph # _____
_________________________________________

__________________________________________
____________

__________________________________________

__________________________________________
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____________
Defining Terms Graph B

Rate of Change:_______________________________________________
∆𝑦 𝑦2 − 𝑦2
_____________________________________________________________ =
∆𝑥 𝑥2 − 𝑥1
_____________________________________________________________

Example 1: Calculate the rate of change of Graph A over the first 3 seconds.

Example 2: Calculate the average rate of change of Graph B over [2, 4].

Y – intercept: __________________________________________________________________________

______________________________________________________________________________________
Example 3: What are the y – intercepts of each graph above?

Independent Variable: __________________________________________________________________

______________________________________________________________________________________

Example 4: What is the independent variable for graph A? B? Label units, when possible.

Dependent Variable: ____________________________________________________________________

______________________________________________________________________________________

Example 5: What is the dependent variable for graph A? B? Label units, when possible.

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Describing a Region:

Domain: ______________________________________________________________________________

Example 6: What is the domain of Graph A? Of Graph B? Write the domain in each of the 3 ways.

Range:________________________________________________________________________________

Example 7: What is the range of Graph A? Of Graph B? Write the domain in each of the 3 ways.

Increasing: ___________________________________________________________________________

Example 8: Over what interval(s) is Graph A increasing? Graph B? Use inequality notation.

Decreasing: ___________________________________________________________________________

Example 9: Over what interval(s) is Graph A decreasing? Graph B? Use interval notation.

Minimum: ____________________________________________________________________________

Example 10: Identify the minimum value for Graph A and B, if possible.

Maximum: _____________________________________________________________________________

Example 11: Identify the maximum value for Graph A and B, if possible.
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Recreating Graphs with greater specificity:
4. Sketch: Walking instructions:
Graph # _____
_________________________________________

__________________________________________
____________

__________________________________________

__________________________________________

__________________________________________
____________

5. Sketch:
Graph # _____ Walking instructions:

__________________________________________

__________________________________________
____________

__________________________________________

__________________________________________

____________ __________________________________________

Recreating Graphs with greater specificity CHALLENGE:


1. Sketch: Walking instructions:
Graph # _____
_________________________________________

__________________________________________
____________

__________________________________________

__________________________________________

__________________________________________
____________

2. Sketch:
Graph # _____ Walking instructions:

__________________________________________

__________________________________________
____________

__________________________________________

__________________________________________

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Conclusions
1. Complete the statements to make some conclusions about the types of motion needed to make specific
plots.
a. The steepness of the line segments is affected by the ____________________ of the walker. The units
of measurement describing the steepness of the line are __________ per __________;

b. The point where the line intersects the y-axis is the ___________________ of the walker when the time
is __________________.

c. The point where the line intersects the x-axis shows that the position of the walker is
________________ at any given ________________.

d. A person standing still in front of the CBR is represented by a ____________________ line segment on
the graph.

Looking at the Results


1. What actions resulted in a steeper line? (Be sure to use the words “time” and “distance” in your answer.)

2. In general, what effect does your speed or rate have on the shape of a graph?

Re-creating Graphs and Creating Your Own Graphs


3. Given your written directions, did the graphs generated by the motion sensor match the graphs you were
given? Discuss the reasons for any differences and give examples:

4. Which graph(s) were the hardest to recreate? Why? Explain how you overcame these challenges

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5. Give an example of a graph that was impossible to make. Sketch it below. Why was it impossible?

6. Why did we only display quadrant I?

7. Using the motion sensor, what is the difference in producing a graph that is linear, linear piecewise or
absolute value graph versus a graph with a curve such as a quadratic or exponential?

8. What is the difference between a constant speed and a speed that is changing? What affect does each
have on the graph?

9. How can you determine the rate of speed?

10. What did you learn that you did not know before?

Part II: What is a Function?

Bell Ringer: Graphing Stories 5


Directions: Watch the video once. Before you begin graphing, write down any questions that you may have.
Continue to watch the video in half speed. While doing so, label the graph below appropriately and create a
graph that maps Dan’s elevation, in feet, over time. Answer the questions that follow.

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2 Compare your graph with the answer. What changes did you have to make? Be specific. What about
your graph was correct? Be specific.

3 Does Dan climb the stairs faster the first time or the second? Prove. Include both rates of speed in your
answer.

4. What is Dan’s average rate of change over the entire interval? Show your work.

What is a Function? What is NOT a Function?

A function is ___________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Vertical Line Test: _________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________
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Function Notation: __________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Evaluate functions: _____________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Examples:

Example: Use the graph to answer the following:


a. What is the value of f(3) = ?
b. What are the values for x when f(x) = 0?

Examples: For each of the following below, solve for x when g(x) = 0
a. 𝑔(𝑥) = 𝑥 2 − 49 b. 𝑔(𝑥) = 3(𝑥 − 8)

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Part III:
Bell Ringer: WODB

Types of Functions:
Linear / Linear piecewise
Absolute Value
Quadratic
Exponential

Carnegie matching activity

HW: solving equations (linear)


Evaluating functions (graphically, equations)
Determining f(x) = a value (graphically, equations)

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