Unit Title: Functions: Defining, Evaluating, and Comparing
Content Area/Grade Level(s): 7th Grade Implementation Time Frame: 5 x 50min periods
Stage 1 – Desired Results
Established Goals: Define, evaluate, and compare functions
CCSS.MATH.CONTENT.8.F.A.1 - Understand that a function is a rule that assigns to each
input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. CCSS.MATH.CONTENT.8.F.A.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. CCSS.MATH.CONTENT.8.F.A.3 - Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. Enduring Understandings Essential Questions - Understand that a function is a rule - What is and is not a function? that assigns to each input exactly one - How can we represent functions? output. - What is a linear function? - The graph of a function is the set of - How can we tell if a function is linear? ordered pairs consisting of an input and - How can we represent a linear function using the corresponding output. the form y=mx+b? - Functions can be represented algebraically, graphically, numerically in tables, or by verbal descriptions. - A linear function is generally represented in the form y=mx+b and gives a straight line when graphed. - The variable m in y=mx+b represents the slope, the variable b represents the y-intercept. Students will be able to… Define what is and is not a function. Express functions algebraically, graphically numerically in tables, and using verbal descriptions. Express a linear function in the form y=mx+b. Define what it means for a function to be linear. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence Worksheets/Homework Solutions In-class comments/participation — small groups Bell ringer responses and whole class discussions Quiz Stage 3 – Learning Plan Date Learning Activities Day 1 Bell Ringer: Students answer the question: How would you define a function? Lesson/Discussion: Discuss bell ringer question — what were the definitions students came up with? What led them to create these definitions? Feedback from other students? Work together to come up with a comprehensive definition of “function” What is a function? What is not a function? Group Work: Worksheet about defining functions, students will share out the answers their groups got and we will check the work together Day 2 Bell Ringer: Students are given a list of functions/equations/etc. and must determine whether or not they are functions Lesson/Discussion: Students share answers to bell ringer, give each other feedback and determine correctness as a class. Review content from last class. Group Work: Worksheet about representing functions using tables and graphs— practice for the next day’s activities Day 3 Bell Ringer: Create a graph of a given (linear) function Lesson/Discussion: Look over worksheet from last class & bell ringer— What patterns did we notice? What is a linear function? How do graphs of linear functions look? How do tables for linear function look? (slope) How can we represent linear functions (y=mx+b)? Group Work: Work together to come up with a definition for “linear function” and make conclusions about what the variables in y=mx+b represent. Day 4 Bell Ringer: Practice finding slope and y-intercept in graphs/tables/functions Lesson/Discussion: Go over bell ringer activity as a whole class. Continue lesson from last class, then further it with a discussion of slope. Work together to come up with the equation for slope through small group and whole class discussion. Review topics learned/answer any questions. Group Work: Work through some problems finding slope. Day 5 Bell Ringer: Practice finding slope and y-intercept in graphs/tables/functions Lesson/Discussion: Review topics/answer any clarifying questions Review activities — Kahoot, short worksheet/start homework Homework assignment is a quiz review sheet