Teachers: Joseph Brass Common Core Standards: F.IF.

.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Content Objectives: SW compare and contrast the attributes and characteristics of linear, quadratic, and exponential functions. SW identify the parent functions of linear, quadratic, and exponential functions. Evidence of Mastery (Measurable): This activity allows for me to check for understanding before progressing forward to each part of the activity. I will make sure that each student has the background knowledge they need when we begin our KWL chart before moving into the activity. I will then check for understanding again when we discuss group findings before moving into direct instruction. Finally, students will be asked to use the knowledge they learned in the activity as well as from teacher instruction to complete an exit slip with at least an 80% mastery. Sub-objectives Prior Knowledge Students will know characteristics and attributes of exponential, quadratic, and linear functions. Students will have an understanding of the terms listed in the key vocabulary, and be able to apply those definitions throughout the lesson. Skill

Comparing and Contrasting Functions Subject: Algebra I

Students will be able use data that they have collected to classify functions based on their characteristics and attributes. Once each type of function has been classified students will be able to identify any similarities and differences that may exist between the three types of functions. Students will know what a parent function is, and be able to identify the parent function for each type of function. Key vocabulary: Supplementary Materials: KWL Chart Content Vocabulary Graphing Calculators (Optional) Independent Variable Tiling Squared Pools Lab Sheet Dependent Variable Fencing Gardens Lab Sheet Linear Function Layers Galore Lab Sheet Exponential Function Function Matrix Quadratic Function Color tiles Discrete Situation Paper Continuous Situation Domain Range Rate of Change Function Rule Exponential Growth Exponential Decay Multiple Representation

Functional Vocabulary Attributes Characteristics Compare Contrast Similarities Differences Engage This is actually the third lesson students are receiving on functions. The first two lessons students were introduced to the different types of functions, as well as completed an activity that studied bacteria growth, which is a great connection to a real world situation. To start this lesson I will give students some quiet time to reflect on what they learned in the previous lesson. I will have students participate in a Think, Pair, Share activity to discuss their findings. After students have had an opportunity to share their reflections with a peer I will ask each student to create a KWL chart, which they have already had experience creating in previous lessons, and select a couple of students to share their reflections and begin filling out the K section of the chart based on what students already know about linear, quadratic, and exponential functions. After the K section is completed to the best of their ability I will ask the class what are some things we want to know about these functions that we can fill in under the W section. Once those two sections of the chart are completed I will relate back to the previous days lesson where students took part in an activity that studied bacteria growth, and ask the class as a whole What type of function did the bacteria growth activity model have? How do you know? Why is it not linear or quadratic? What are some special attributes of exponential functions? After that discussion is complete I will explain that todays lessons activities will provide students a review of the attributes and characteristics of linear, quadratic, and exponential functions by having them collect date from three problem situations. Students will analyze the data and determine what type of function best represents each problem situation. I will then introduce the content and language objectives and move into todays activity. Teacher Will: Student Will: Set up 6 activity stations. Work in their assigned cooperative o Stations 1 and 4: Tiling Squared learning group to complete the activity Pools. at each station. o Stations 2 and 5: Fencing At each station students will perform the Gardens. activity, collect data, and complete the o Stations 3 and 6: Layers Galore. activity sheet for that particular station. Place students in 6 cooperative learning After students complete each activity groups based on academic performance, they will be sure to be respectful to their gender, race, etc. and assign each group peers that are still working, and wait to to a starting station. change stations. Give students about 10 minutes to Once each group has completed all three perform the activity, collect data, and activities, students will work with their complete the activity sheet at each group members to compare and contrast station. the three activities by completing the Function Matrix sheet. Once time is up, I will rotate the groups to the next station until all students have Once that is completed each group will done each activity. be asked to select a group spokesperson that will share their groups findings with Once students have completed each activity, I will ask them to return to their the class. original station with their assigned Students should take advantage of their Explore

groups. group members; ask questions when they do not understand something, and In those same small groups, I will have get my attention if no one in their group students compare and contrast the three can help them. activities by completing the Function Matrix sheet. I will pose the following questions to have students consider: o What are some similarities among the graphs, tables, functions, etc.? o Which data modeled a linear function? Quadratic? Exponential? o Is Constructing Square Pools quadratic or exponential? Why? o Do the problem situations have the same domain and range? How do you know? o Are the functions discrete or continuous? How do you know? I will ask each group to assign one spokesperson to share their groups findings with the class. Co-Teaching Strategy/Differentiation My IPT can serve as a Co-Teacher in this situation and help monitor each groups work offering assistance when necessary. This is a cooperative learning strategy that promotes interaction amongst students and promotes engagement in the lesson. If a particular student does not understand a certain concept they will have their group members to ask for assistance as well as myself. The group discussion at the conclusion of the activity allows for me to ensure that each group absorbed the necessary information as well as point out any key points that may have been missed before moving on to the explain section of this lesson. Teacher Will: Student Will: Provide direct instruction on the Take notes on the attributes and attributes and characteristics of linear, characteristics of linear, quadratic, and quadratic, and exponential functions exponential functions and how to and identify corresponding parent identify corresponding parent functions. functions. Students should ask for clarification if they do not understand a particular definition and be striving to make connections between these notes and the activity they just completed. Co-Teaching Strategy/Differentiation Again my IPT can serve as a co-teaching walking around to ensure that each student is taking notes and offering assistance when necessary. Teacher Will: Student Will: Have students take out their KWL Take out their KWL chart they started in charts that we started in the beginning the beginning of class and use what they of class and write in the L section what learned throughout todays lesson to fill they learned today. out the L section of the chart.

Elaborate

Explain

I will call on a couple of students to Take part in a class discussion being share their thoughts and complete the sure to share their findings and comment KWL chart that I had started on the on their peers reflections. board. Make sure that we have successfully completed the daily objective, being To close the lesson I will review the content and language objectives, to sure to ask for clarification if they feel ensure that we have completed those we did not. objectives. Co-Teaching Strategy/Differentiation My IPT can again serve as a co-teacher. This is an opportunity to really check for understanding when filling out the L section of the KWL chart. I want to ensure that the students take from this lesson the necessary knowledge they will need to be successful in future lessons. Going over daily objectives and ensuring that each one is met will also serve as a great way to check for understanding. Evaluate As an exit ticket students will be asked to answer the following questions: 1. Identify three similarities and three differences that exist between linear, exponential, and quadratic functions. 2. Give a real world example of a linear, exponential, and quadratic function. 3. Identify the parent function of the following: a. y = x2-4x+2 b. y = 5x-2 c. y = 10x + 1

Tiling Squared Pools

1. The squared pools below need to be tiled. You have been hired to tile the pools. The dimensions of the pools are 1ft X 1ft, 2ft X 2ft, 3ft X 3ft. How many tiles do you need to buy to tile each pool? 2. Fill out the table, graph the tables data, write a function rule, draw a picture, identify domain/range and independent/dependent variables, and describe the rate of change.

Pool 1 Pool 2 Pool 3

Picture Graph

Written Description

Function Rule

Pool Number 0 1 2 3 4 5 x

Table Number of Tiles Needed

Perimeter

Fencing Gardens
1. The squared gardens below need to ne fenced to keep rabbits out. You have been hired to fence the gardens. The dimensions of the gardens are 1ft X 1ft, 2ft X 2ft, and 3ft X 3ft. How many feet of fence do you need to buy to fence each garden. 2. Fill out the table, graph the tables data, write a function rule, draw a picture, identify domain/range and independent/dependent variables, and describe the rate of change.

Garden 1 Garden 2 Garden 3

Picture Graph

Written Description

Function Rule

Garden Number 0 1 2 3 4 5 x

Table Process Column

Perimeter

Layers Galore
1. Grab a sheet of paper. How many layers of paper are there? Fold the paper in half. How many layers of the paper are there? Record your findings on the table below. 2. Continue folding and fill out the table, graph the tables data, write a function rule, draw a picture, identify the domain/range and independent/dependent variables, and describe the rate of change.

Picture

Graph

Written Description

Function Rule

Number of Folds 0 1 2 3 4 5 x

Table Process Column

Number of Layers

Function Matrix
Tiling Squared Pools Fencing Gardens Layers Galore

Type of Function

Similarities & Differences

Function Rule

Similarities & Differences

What is the domain and range

Similarities & Differences

Is the function discrete or continuous

Similarities & Differences

Rate of change

Similarities & Differences

Describe the tables patterns

Similarities & Differences

Describe the graph

Similarities & Differences