Upcoming SlideShare
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Standard text messaging rates apply

# Algebra2-Functions Lesson Plan

13,466

Published on

This is the lesson plan that goes along with the Algebra2-functions PowerPoint.

This is the lesson plan that goes along with the Algebra2-functions PowerPoint.

Published in: Education, Technology
1 Comment
5 Likes
Statistics
Notes
• Full Name
Comment goes here.

Are you sure you want to Yes No
Views
Total Views
13,466
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
211
1
Likes
5
Embeds 0
No embeds

No notes for slide

### Transcript

• 1. Lesson: Functions with Indiana Jones
Subject: Algebra II
Teacher: Sam Eary
General Education
Standard:
A2.1.1 Determine whether a relationship (given in contextual, symbolic, tabular, or graphical form) is a function, and identify its domain and range.
A2.1.2 Read, interpret, and use function notation, and evaluate a function at a value in its domain.
• A2.1.3 Represent functions in symbols, graphs, tables, diagrams, or words, and translate among representations.
• 2. Objective:
Students will be able to identify and evaluate functions in symbols, graphs, tables, diagrams, and words.
• Anticipatory Set:
• 3. Students will view a short clip from the beginning of Indiana Jones and the Raiders of The Lost Ark.
• 4. Basic knowledge should include a basic knowledge of algebra and the Cartesian coordinate system.
• 5. In today’s lesson we will investigate some of the math aspects of this Indiana Jones movie and see how they relate to functions and the coordinate systems.
• 6. Input:
• 8. Students will need to have a refresher on graphing coordinate points on graph paper.
• 9. Students will need to know to know the basic properties of functions such as domain, range, function types, and tests for a function.
• 10. Thinking Levels:
• 11. Level One:
• 12. How do we plot points on a graph?
• 13. What is a function?
• 14. Define domain and range.
• 15. Level Two:
• 16. What variable are both the position of the rock and the position of Indiana related to?
• 17. Can we think of each set of points as separate graphs?
• 18. Level Three:
• 19. Use your knowledge of domain and range to find the domain and range of each set of points.
• 20. Graph the points on in one graph.
• 21. Level Four:
• 22. Does each set of points represent an individual function?
• 23. Compare the two lines do they intersect? If so do they intersect before or after Indiana escapes from the cave?
• 24. Level Five:
• 25. Can we combine each set of points into two continuous lines?
• 26. Produce a best-fit line graph that goes as close as possible to as many points as possible.
• 27. Level Six:
• 28. Explain why each set of points can be thought of as a function.
• 29. Accommodating for Learning Differences:
• 30. The lesson begins with a review of everything necessary to learn about functions.
• 31. The lesson will incorporate audio, video, and problem solving aspects.
• 32. Students that finish their graphs early can help anyone near them that is struggling.
• 33. Materials:
• 34. Graph paper, colored pencils, worksheet, rulers, and a TV/projector for the movie.
• 35. Method:
• 36. Watch the video clip.
• 37. Hand out graph paper and colored pencils.
• 38. Then write both sets of linear coordinate points on the board.
• 39. Ask the students to draw the x and y-axis’ on their paper.
• 40. Perform modeling procedure (part 1) as described below.
• 41. Allow the students to finish plotting the rest of the points.
• 42. Discuss the basic properties of functions as stated in the task analysis.
• 43. Students will practice finding the domain and range of their graphed values.
• 44. Students will then use a ruler to draw a line of best fit through the points.
• 45. At this point, the time when Indiana exits the cave will be provided. Students must decide if the math supports Indiana’s miraculous escape.
• 46. Then the class will briefly discuss equations of the form y=mx+b and create tables from the equations to see how they support the functions found in class.
• 47. Ask some of the checking for understanding questions.
• 48. Students may keep their graphing activity so that they can complete their worksheet and homework, but it should be turned in the next day with their homework.
• 49. Students will then be given a worksheet that they can start on in class as guided practice and finish as homework. Students will also be assigned the homework from section 2.1: 15-68 Even.
• 50. Modeling:
• 51. Demonstrate how to plot a set of coordinate points.
• 52. Make sure students understand that there are two separate sets of points and they have to use a different color for each set.
• 53. As we discuss new concepts, select students to come up to the board and write their answers. (except for the line of best fit)
• 54. Checking for Understanding:
• 55. Explain why these sets of points represent functions.
• 56. Can you think of ways functions may be used?
• 57. Why are the domain and range of a function important?
• 58. How can functions predict the future?
• 59. Can you think of situations where there are functions present?
• 60. Students will work on a graph in class and then part of a worksheet, which will be turned in the next day.
• 61. Guided Practice:
• 62. The graphing activity and the worksheet will give the students a chance to practice their skills under teacher supervision.
• 63. Independent Practice:
• 64. Students will complete their worksheet as homework if they did not finish in class.
• 65. Students will be given a homework assignment consisting of book questions: 2.1 16-58 even
• 66. Closure:
• 67. Cover the check for understanding questions.
• 68. Give the students the homework from the book.
• 69. Ask for final questions.
• 70. Tomorrow we will cover a specific type of function: the linear equation!!!
• 71. Assessment/Reflection
• 72. Did the students learn functions today?
• 73. Are all three objectives met?
• 74. Did the students understand the worksheet?
• 75. Are there any changes for next year?
• 76. Can anything be cut out of or added to the lesson to make it more efficient?
• 77. Was the objective focused enough to make this an effective lesson?