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Algebra2-Functions Lesson Plan

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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.

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  • 1. Lesson: Functions with Indiana Jones
    Subject: Algebra II
    Grade: 10-11
    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:
    • 7. Task Analysis:
    • 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?

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