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Lesson Plan Template Draft: SACC Active Learning Guide Book

Lesson 3.6 Functions (hybrid)

|Teaching Point/Objectives: |50 mins. |Materials: |

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|Students will be able to | | |

|identify the differences between| |MyMathLab |

|a relation and a function, know | |Videos |

|the characteristics | |Beginning and Intermediate Algebra, 6th edition, Elayn Martin-Gay, Pearson |

|distinguishing linear functions | |White board |

|from non-linear functions, and | |Computer |

|the various representations of | |Document Camera |

|linear functions, determine the | |Overhead Projector |

|domain and range of relations | |Various Color Markers |

|and functions expressed in | | |

|various forms and evaluate | | |

|functions. | | |

|Active learning strategies that this lesson employs: |

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|MyMathLab |

|Videos |

|Computer |

|Document Camera |

|Overhead Projector |

|Real-world connection / focus / word problem connecting lesson to real-world: (What is the connection between this content and a student’s future study or the “real world”? What is the context of this lesson? What problem |

|will you use to hook students into the lesson to make a real-world connection to content that they are going to learn today?) |

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|We will start by my drawing a vending machine with |

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|How are you using this context to introduce or reinforce the teaching point? |

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|Anticipated time |Stage and aim |Procedure |

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|10 mins. |To examine a real life situation using a vending machine |I will ask the students if they have ever used a vending machine, to get a metrocard, candy, chips, CD’s, packets of |

| |containing drinks, and to learn the differences between a |laundry detergent, or anything else. Of course the will respond that they have. I will then either hand-out a piece of |

| |relation and a function, to learn the words domain and range, and|colored paper containing a picture of a vending machine or use the document camera to display a likeness of a vending |

| |get an introduction to independent verses dependent variables. |filled with soft drinks, juices and water. The likeness will have several rows labeled numerically and several columns |

| | |labeled alphabetically. On the side of the vending machine will be a keypad containing A1, A2, etc. each key representing |

| | |a different drink. I will then ask the class how we get a water, how we get a coke, etc. They will all have the correct |

| | |answer. I will then ask, how do we determine what we get? I expect most or all of the students to call out the correct |

| | |answer. We are now ready to begin. I will explain that the vending machine can be thought of as a relation, or more |

| | |formally as an ordered pair. I will put an ordered pair, which by now the students are very familiar, on the board and |

| | |explain that the first number is the “input” or the domain, and the second number is the “output” or the range. I will |

| | |then ask to students to return to the vending machine and ask them what the input and the output would be, I think most |

| | |would say, the money put into the vending machine is the input while the drink that was dispensed is the output. |

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| | |Next, I will put a few sets of ordered pairs on the board and ask the students what we can do with the ordered pairs to |

| | |create an equation. They should all know the answer from the previous lessons. If we write the equation in |

| | |slope-intercept form y = mx + b, he students will be able to see that what we get for “y” depends on what we plug in for |

| | |“x”. That makes this a relation and I just snuck in the concept of independent verses dependent variable. I will then |

| | |ask, if they can determine which variable is the input and which is the output. |

|10 mins. |To learn the formal definition of a function. |A function is a relation whereby each input value “x” is mapped/related to one and ONLY one output value “y”. I will then |

| | |make it a little less mathematical and simply state, that for each value of x. there is only one value of y. |

|Anticipated problems and potential solutions in this lesson (These can be either problems with logistics / timing, or problems to anticipate with students’ knowledge / grasp of the content. Where will students have |

|difficulties? What would you want a newer teacher to anticipate?) |

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|Students will likely express noon as 12 rather than 0. If they do so, they will see that working more hours decreases Jenny’s salary and that after a certain number of hours Jenny will pay for the privilege of working. |

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|When figuring out the y value in the Jenny’s part time job scenario, students will probably use x + 5, not realizing that 5 represents 5:00, so do not know the total number of hours that Jenny works. We can find it, but |

|only after we find the “y” value from the original question. |

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|Differentiation: In what places in the lesson are you differentiating for students in different ability groups? |Where are these on your lesson plan? |

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|Ideas for extensions, notes, considerations, or alternative plans: |

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