Introduction to Functions 9th Grade Algebra Unit by Rachel ...
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Introduction to Functions
9th Grade Algebra Unit
by Rachel McGuire
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Table of Contents
Context Analysis ................................................................................................................................. 3
Content Analysis ................................................................................................................................. 5
Content Outline ................................................................................................................................... 7
Concept Map .......................................................................................................................................... 9
Common Core State Standards ................................................................................................ 10
Pre-Test¡¡¡¡¡¡¡¡¡. ........................................................................................................................ 13
Pre Assessment ................................................................................................................................. 17
Lesson Plans.¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡23
Lesson Plan 3.1 Relations and Functions, Domain and Range ....................................... 23
Lesson Plan 3.2 Linear vs Nonlinear Functions .................................................................... 34
Lesson Plan 3.3 Function Notation ............................................................................................ 39
Lesson Plan 3.4 Graphing Standard Form .............................................................................. 47
Lesson Plan 3.5 Graphing Slope-Intercept Form ................................................................. 55
Lesson Plan 3.6 Transformations ............................................................................................... 67
Unit Overview ..................................................................................................................................... 84
Post Test¡¡¡¡¡¡¡¡¡ .................................................................................................................. 85
Post Assessment............................................................................................................................... 90
Reflection and Self Evaluation ................................................................................................. 96
Teaching Materials .......................................................................................................................... 98
Resources ............................................................................................................................................. 98
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Context Analysis
Community Factors
Milan High School is located in Milan, Michigan and part of the Milan Area
Schools district. The building houses ninth through twelfth grade students.
Milan is a small community with a population of about 14,253 people and is
located about 15 miles south of the Ypsilanti/Ann Arbor area. Most of the
area consists of farms and many students work on their parents land. Only
14.6% of adult men over 25 and 18.5% of women went on to college after
high school. Of those percentages, only about half of them graduated with a
bachelor¡¯s degree. The median household income is about $82,000 and the
average family size is 3. A majority of students come from two parent
households and 92% of the student body (out of about 600 students) is
Caucasian.
Classroom Factors
In my classroom we have 36 individual student desks. Most of the classes
are relatively full, with only 1 or 2 desks left empty. In my class I like to
promote cooperative learning. Most days the desks are arranged into groups
of 4 in order to do so. Unfortunately we have very limited technology
available to us. We are limited to a classroom set of TI-84 calculators. Every
day in class the agenda is written on a side whiteboard and materials for the
day are on the front board typically accompanied by a ¡°do-now¡± startup
problem. The students know to come in, pick up any handouts, a calculator,
and their binder that they are allowed to keep in the classroom.
Student Characteristics
A majority of my algebra classes are freshman students. Many of them are
still getting used to high school and can tend to be lacking in maturity levels.
This being the case, I have to keep the class as structured as possible and I
can¡¯t put too much responsibility on the students. I also have a high number
of students on IEP plans and another portion of students are retaking the
class. For many students, algebra is a new concept and students do not have
very much prior knowledge relevant to the class material. A lot of these
characteristics will play a significant role when it comes to planning my unit.
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Implications for Instruction
Due to the high level of IEPs and students retaking algebra, my unit will
need to move at a slower pace. Most of this material is brand new and I will
have to demonstrate a lot of the concepts. Unfortunately this will limit the
opportunities for inductive and cooperative lessons. Also due to the
characteristics of the class, I believe cooperative group work may be difficult
for some students. Many students tend to have issues focusing and staying
on task when they are permitted to work in a group. I will need to make
sure I give very clear directions and explain what my expectations are for
the class periods when we are working in groups.
Rationale
Students:
Have you ever wondered how much it would cost you for every minute you
talk on the phone? How about how long it will take to fill up that pool you¡¯ve
been thinking about all summer? In this unit we will discover how we can
model real life problems with linear relationships. We will also learn how to
graph these functions in order to visualize the relationship. Several of the
problems we encounter on a daily basis can be modeled using a linear
function and we don¡¯t even realize we are doing it.
Teachers:
This unit covers all of the material pertaining to the introduction of linear
functions including domain and range, function notation, graphing, and
transformations. The unit directly reflects several of the High School
Functions Common Core State Standards and aligns with the school district¡¯s
benchmarks. The material is presented in a variety of ways including group
work, hands-on activities, and individual work to monitor personal progress
and to prepare students for the summative assessment.
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Content Analysis
Common Core State Standards
HSF-IF.A.1 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 of f corresponding to the input x. The graph of f is the graph of the
equation y = f(x).
HSF-IF.A.2 Use function notation, evaluate functions for inputs in their domains,
and interpret statements that use function notation in terms of a context.
HSF-IF.C.7a Graph linear and quadratic functions and show intercepts, maxima,
and minima.
HSA-CED.A.2 Create equations in two or more variables to represent relationships
between quantities; graph equations on coordinate axes with labels and scales.
HSF-IF-LE.A.1b Recognize situations in which one quantity changes at a constant
rate per unit interval relative to another.
HSF-IF-LE.A.2 Construct linear and exponential functions, including arithmetic and
geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).
HSF-BF.1a Write a function that describes a relationship between two quantities.
HSF-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for specific values of k (both positive and negative); find the
value of k given the graphs. Experiment with cases and illustrate an explanation of
the effects on the graph using technology. Include recognizing even and odd
functions from their graphs and algebraic expressions for them.
Generalizations
?
We can model real world situations with linear functions.
Focus Question: Can you think of any problems that have a linear
relationship?
?
A linear function has two variables and has a constant rate of change.
Focus Question: How can I determine if two objects will have a linear
relationship?
?
Function Notation can be used as another way to write a function to easily
represent the input and output.
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