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Lesson Title/Subject:
Introduction to Functions
Standards:
Understand the concept of a function and use function notation.
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.
2.
Use function notation, evaluate functions for inputs in their domains, and
interpret statements that use function notation in terms of a context.
Purpose/Rationale
SWBAT use terminology used with functions
SWBAT describe functions with one operation in English Sentences, data tables and
with simple algebraic.
Background Knowledge
Students must be able to perform integer and fractional arithmetic.
Warm-Up: Have the warm up problems of graphing linear equations to recall prior
knowledge as functions are closely related to linear equations.
*Instructional Objectives:
Assessment (formal/informal)
Whiteboards
Call for answers
Observation of work
Homework
Whiteboards
Call for answers
Observation of work
Homework
SWBAT
*Language Objectives:
Assessment (formal/informal)
Informal-Call on students to
provide answers.
Class Discussion
Whiteboards
Call on people for answers
Homework.
Procedures
Remind the students what we have been learning in the previous
lessons will be relevant to this lesson and begin to talk about the
words and ideas about this lesson.
Focus Lesson:
Teacher (Me): We are going to study functions by using a model. Let me draw a
machine, which can be anything with two openings. Arrows show "In" and "Out"
directions.
ON THE WHITE BOARD: DRAW A BOX WITH ONE ARROW GOING INTO
THE BOX AND ON THE OPPOSITE END, PUT AN ARROW OUT OF THE
BOX.
MACHINE
Student: 5.
Teacher (Me): (POINT TO THE EQUATION) The function machine does
something to 5, and out comes 7.
Ask for another number
Student: 12.
Teacher (Me): In comes 12, out comes 14.
Students should identify the functionality of the machine
Student: It adds 2!
Teacher (Me): You have revealed the secret of this function. You are able to
understand mathematical language.
Draw another machine on the board
Teacher (Me): Here is another machine. Try to find out what this one does! Give me
some numbers.
Student: 3.
Teacher (Me): In comes 3, out goes 6.
Students might want to guess.
Student: It adds 3?
Teacher (Me): Try another number just to check.
Student: 10.
Teacher (Me): In comes 10, out goes 20.
Student: 5.
Teacher (Me): 10.
Students star to follow the pattern.
Student: It is multiplying by 2.
Teacher (Me): Can you think of some other function machines?
Have students come with up functions of their own.
Give them one or two tables with a few outputs for them to fill in. Ask them to
describe in words what the function does. For Example:
Input
Output
Input
Output
-1
-1
-15
-3
-1
-7
12
-2
-5
-11
-2
10
10
-9
-7
After they practice describing functions in English sentences, discuss the proper notation
of letting a letter (often but not always X) stand in for the input and another (often but not
always Y) stand in for the output. Have the students write all their earlier functions as
algebra rules with X as input and Y as output.
Independent Learning
I will give out sheets with many table of values. An example:
Input
-4
Output
-1
Have them write the functions they work with in two ways:
English sentence
Algebra Rule
Have them try to think of situations in their lives that might be governed by some of the
functions they worked with. For example,
Y=X+1
might be the function describing growing one year older on your birthday.
Y=X*2
might be the function "everything tastes twice as good during the holiday."