Louisiana State University

Instructional Models

LSU Team: emily Nauck, Mary Margaret Sanford, Mentor Teacher: - Course: Algebra 2
Lauren Metrailer
Date to be Taught: - School:- Classroom Number:-
Time to be Taught: - Grade Level: 11 Lesson Topic: functions

Title of Lesson:

Project introduction/ gauging function prior knowledge

Source of Lesson:

none

Description of Concepts to be Taught (include a brief summary of why the lesson is important to
students):

The students will have a review of functions - representations, domain, range, relations vs. functions,
function notation, and evaluating functions. After their review of functions, the students will learn the
concepts related to intercepts, zeros, increasing and decreasing intervals, continuity, and symmetry. This
is important for the students to learn, because they will be able to apply these concepts in their pre-
calculus units.

NCTM/NSES Standards:
A2:F-IF.B.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
A2:F-IF.B.6: Calculate and interpret the average rate of change of a function (presented
symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
A2:F-IF.C.7: Graph functions expressed symbolically and show key features of the graph, by
hand in simple cases and using technology for more complicated cases.
A2:F-IF.C.9: Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a
graph of one quadratic function and an algebraic expression for another, determine which has
the larger maximum.
A2:F-BF.B.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k)
for specific values of k (both positive and negative); find the value of k given the graphs.
Experiment with cases and illustrate an explanation of the effects on the graph using
technology. Include recognizing even and odd functions from their graphs and algebraic
expressions for them

Student Learning Objectives:

SWBAT: graph a polynomial function
SWBAT: identify zeros, critical point, extremas, points of inflections
SWBAT: describe end behavior of functions
SWBAT: identify symmetry of graphs of functions

Safety Precautions:

none

Advanced Preparations: Get football, create anchor video, create a note sheet.

ENGAGEMENT Approximate Time:

What the Teacher Will Do Eliciting Questions and Student Responses What the Students Will Do

Teachers will play anchor video. Students will watch anchor video.

Teacher will have students throw a football to each
other.
Teachers will have the groups: Describe the path of
a football being kicked to make a field goal and
describe what would represent the domain/range of
the path of the football? How would you describe
the intervals of increasing/decreasing? What would
the graph look like for the path of the football?
Where on the graph would you represent the ball
on the ground?
What does it mean for a function to be increasing?
- A function means that it is increasing when
the x value is increasing as well as the y
value to be decreasing.
What does it mean for a function to be decreasing?
- A function means to be decreasing means
that when the x value is decreasing the y
value decreases.
Students will be discussing as a group the path of a
football and how it relates to functions and the
characteristics of functions.
Students will be answering questions and
discussing with their groups about functions.

TRANSITION

What the Teacher Will Do
Teacher will have students draw the path of a
football field goal kick path on the board.
TRANSITION
Teacher will use a timer on board for students to draw path of football kick pack and when the timer goes up they
will move on to discussing football path as a class.
What the Teacher Will Do
Teacher will go around the room and have student
groups tell class what they discussed.
TRANSITION
teachers will pass out note sheet.
What the Teacher Will Do
Teachers will pass out a note sheet to have
students fill out.
Teachers will walk around to make sure students
are working on filling out note sheet.
TRANSITION
Teacher will pass out graph paper.
EXPLORATION Approximate Time:
Eliciting Questions and Student Responses What the Students Will Do
what is the domain of a graph? Students will be “think, pair and share” their
- The domain of a graph is all the input observations of the path of the football.
values on the x axis.
what is the range of a graph?
- The range of a graph is all the output
values which are shown on the y axis.
EXPLANATION Approximate Time:
Eliciting Questions and Student Responses What the Students Will Do
- How do we find the domain and range? Student groups will discuss what they discussed as
- we measure the path with a tape a group of the football path and share their
measure and we can guess with a diagram.
measuring tape the height.
ELABORATION Approximate Time:
Eliciting Questions and Student Responses What the Students Will Do
Where else in the real world do yall notice Students will have note sheet to fill out.
functions?
- We notice that roller coasters could be
function.
put note sheet under elmo and have students come volunteer to write their answers for the notes on note sheet.

EVALUATION Approximate Time:

What the Teacher Will Do Eliciting Questions and Student Responses What the Students Will Do

Teachers will have students say what they wrote Students will answer what they wrote for the
for the definitions and example problems by various definitions and examples on the note sheet.
volunteer first, if no volunteers we will pick names
out of popsicle sticks.
Teachers will use the answers students say aloud
and football path diagram for formative evaluation.
 Louisiana State University
Instructional Models

LSU Team: Mentor Teacher: Lesson Topic:

Date to be Taught: School/Room:

Time to be Taught: Grade Level:

DATE Requested for Pick-up: DATE to be returned:

TIME Requested for Pick-up: TIME to be returned:

Items Requested # Requested # Returned

football 1
printed note sheet 20

Collected by ______________________________________ Date_____________

Returned by ______________________________________ Date_____________