Algebra2-Functions Lesson Plan

16,717 views

Published on

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

Published in: Education, Technology
1 Comment
7 Likes
Statistics
Notes
No Downloads
Views
Total views
16,717
On SlideShare
0
From Embeds
0
Number of Embeds
7
Actions
Shares
0
Downloads
255
Comments
1
Likes
7
Embeds 0
No embeds

No notes for slide

Algebra2-Functions Lesson Plan

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

×