Lesson Plan 2

Graphing Absolute Value Functions
Name: Nicole Bevilacqua

Subject: Algebra 1
7.1 Part B
OBJECTIVES:
The Algebra 1 students will learn how to graph and compare graphs of absolute value
functions to explain how changing the parameters affects the graphs of these functions
based on the examples from section 7.2 of chapter 7 in their textbook on pages 456-459.
Students will explore the family of absolute value functions of the form f(x) = a|x + c| + b
and discover the effect of each parameter on the graph of y = f(x).
Students will determine the equation that corresponds to the graph of an absolute value
function.
COMMON CORE STATE STANDARDS:
HAS-REI.D.10: Reasoning with Equations and Inequalities: represent and solve
equations and inequalities graphically.
8.F.A.1: Functions: define, evaluate, and compare functions.
HSF-IF.C.7: Interpreting Functions: analyze functions using different representations.
MATERIALS:
TI-Nspire Calculator
Absolute Value Activity Worksheet
Textbook
Visualizer
Note Book or Lined Paper
PRIOR KNOWLEDGE:
Students have prior knowledge of finding solutions to simple absolute value equations.
Students are familiar with how to graph linear functions.
ANTICIPATORY SET (Launch) :
Before beginning the activity, a brief review will be conducted where the teacher has the
students think back to yesterdays lesson on absolute values.
Teacher
The teacher will ask the
students to pull out a blank
sheet of lined paper to take a
few notes.
Student
The students should be
pulling out a lined piece of
paper.
The teacher will remind

students that yesterday they
learned how to find solutions
One student will come up to

the board and solve | x | = 5.
Answer: + 5
Rationale
A review of yesterdays
material will take place as
well as a launch into todays
lesson.
Nicole Bevilacqua 1
to equations like | x | = 5.
Then the teacher will ask for
a volunteer to demonstrate
how to solve this.
The teacher will then tell

students that y = | x | is called
the absolute value function.
The teacher will write on the
board The absolute value
function is a relationship that
can be represented by the
equation y = | x |, where x is
any real number.
The teacher should then draw
the graph of y = | x | on the
board and provide students
with the data table of y = | x |
x
-2
-1
0
1
2

writing down this definition
on their lined paper.
The note taking process is

beginning. This will help the
mastery learners grasp the
material better.

writing down the information
and asking questions if
needed.
y
2
1
0
1
2
The teacher should then ask

students:
If x = -3, what is the
y-value of y = x?
How does your
answer help explain
the flip of the arm
of the y = x graph?
The students should begin a

discussion.
-3, 3
The y-values are
opposites when x < 0,
so the graphs are on
opposite sides of the
x-axis.
Class discussion is beginning

and students are explaining
their thoughts.
INFORMATION AND MODELING (Explore) :

Teacher
Pass out a TI-Nspire calculator
and student activity sheet to
each student (transfer the
Absolute Value activity to
all the calculators if not done
Student
Rationale
The activity is about to begin
where students will explore
different graphs of absolute
value functions.
Nicole Bevilacqua 2
so already).
Ask students to number off
and get into pairs to begin
their activity.
Ask students to read the
instructions and then work on
questions 1-3 on their
worksheet.
Students should get into pairs

and open the absolute value
document on their calculators.
The students will begin
working on questions 1-3.
The teacher will walk around

the classroom to observe
student work and answer
questions as needed.
Once students are finished
with questions 1-3, have them
pair up with another group and
compare their answers.

discussing their answers with
another group and explaining
their way of thinking.
The teacher should then have

students split back up into
their original groups of two
and complete question 4 on
the worksheet.
The students will return back

with their original partner and
finish question 4 on the
worksheet.
Once students are finished

with question 4, have them
pair up with a different group
and compare their answers.

discussing their answers with
a different group from before
and explaining their way of
thinking.
Students are working in pairs

so they can have assistance
and be able to compare and
contrast their answers with
another classmate. It is
beneficial to work in pairs
because if one student gets
stuck, they will have one of
their peers there to help them
out.
Students may have technology
issues or questions regarding
the worksheet. The teacher
should be available to address
any of these concerns and
should also be taking this time
to summatively assess the
students understanding of this
activity.
Working in groups will help

the interpersonal learners
grasp this material.
CHECKING FOR UNDERSTANDING/ CLOSURE (Summarize) :

Teacher
After all the students have
completed the activity, the
teacher should regain the
students attention and
conduct a class discussion
including the follow questions
and topics:
Student
The students should respond

to the teachers posed
questions and topics. A class
discussion should be
Rationale
This discussion will help the
teacher ensure that the
students are able to understand
these topics. The teacher may
also use this discussion time
as an overall evaluation of the
activity as a whole.
Nicole Bevilacqua 3
1. For a < 1, how does

the graph of y = a |x|
compare to the graph
of y = |x|?
2. How to graph an
absolute value function
of the form
f(x) = a | x + c| + b
3. The concepts of
reflection and
translation and how
they relate to questions
1-3. The teacher may
ask students to discuss
their answers for
questions 1-3 as well.
4. Ask students to graph
both f1(x) = a |x + c| +
b, f2(x) = |ax + c| + b,
and f3(x) = |a(x + c)| +
b on the same set of
axes, on Page 3.1. Ask
students, when are
these graphs the same,
when are they
different, and how are
they related?
If the students ask questions,
the teacher should spin them
around and ask for another
student to respond with an
answer.
During this class discussion
the teacher will be able to:
Check student
responses for
correctness and
accuracy.
Have students record
their responses on the
board as a visual aid
during the discussion.
Use student responses
to elaborate the
material and make
happening and the students

should be explaining their
thoughts. Students may also
ask questions that may be
answered by other students.
Once the teacher has posed a

question, the students should
be talking to each other rather
than their teacher.
Reflection: A transformation
where each point in a shape
appears at an equal distance
on the opposite side of a given
line - the line of reflection
Translation: A transformation
of the plane that slides every
point of a figure the same
distance in the same direction.
The students may be asked to

write their responses on the
board to refer back to.
Forcing other students to

answer student questions will
teach the students how to help
one another and how to
reword their explanations so
another classmate can make
sense of them.
This will help the visual

learners in the classroom and
will allow students to refer
back to the board for
information.
The teacher can use this

discussion as a formative
assessment as they should be
able to get a good
understanding of how the
students are grasping this
information.
Nicole Bevilacqua 4
sense of the changing

perimeter.
The teacher will review the following ideas to conclude the class discussion:
o If a = 0, the graph is a horizontal line on the x-axis.
o If a < 0, the graph is reflected across the x-axis, or opens down.
o For b > 0, the graph is translated vertically, or moved, up b units.
o For b < 0, the graph is translated down b units
o For c < 0, the graph is translated right c units
o The location of a negative sign in an absolute value function affects the function and
its graph
The teacher should collect each students worksheet after completing the activity and
grade them accordingly. The students had an opportunity to correct their mistakes during
the class discussion, so this assignment will be graded for completion and correctness.
INDEPENDENT PRACTICE:
The teacher should assign the following exercises at the end of the class for students to
complete at home and return the next day.
o Page 459-463 # 2-5, 19-21.
* This lesson plan uses an activity found on Texas Instruments Education Technology Website.
(http://education.ti.com/en/us/activity/detail?id=29EC5E10B5AC441DAF8387226A13DCA1)
Nicole Bevilacqua 5
Absolute Value
Name
Student Activity
Class
Open the TI-Nspire document Absolute_Value.tns.

The purpose of this activity is to examine the family of absolute value
functions of the form f(x) = a|x + c| + b, where a, b, and c are
parameters. Use sliders in the left panel of each page to change the
value of a parameter, and record the effect of each parameter on the
graph of y = f(x). At the end of this activity, use your results to match
each function with its corresponding graph.
Move to page 1.2.

1. The graph of y = f1(x) = a |x| is shown in the right panel. Describe the graph of y = |x|. Grab and
move the slider in the left panel, and observe the changes in the graph of f1. Describe the effect of
the parameter
a on the graph of y = a |x|.
Move to page 2.1.

2. The graph of y = f1(x) = a|x| + b is shown in the right panel. Grab and move the slider for a to
confirm your results in question 1. Grab and move the slider for b,, and observe the changes in the
graph of f1. Describe the effect of the parameter b on the graph of y = a|x| + b.
Move to page 3.1.

3. The graph of y = f1(x) = a|x + c| + b is shown in the right panel. Grab and move the slider for a to
confirm your results in question 1. Grab and move the slider for b to confirm your results in question
2. Grab and move the slider for c, and observe the changes in the graph of f1. Describe the effect
of the parameter c on the graph of y = a|x + c| + b.
Nicole Bevilacqua 6
4. Match each equation with its corresponding graph.

(a) f(x) = |x + 2| + 3
(b) f(x) = |x 5| 4
(c) f(x) = 0.5|x 4|
(d) f(x) = 2|x| + 5
(e) f(x) = 2|x 3| 1
(f) f(x) = 0.25|x + 4|
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Nicole Bevilacqua 7
Nicole Bevilacqua 8
Nicole Bevilacqua 9

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Graphing Absolute Value Functions

Name: Nicole Bevilacqua

The teacher will remind

One student will come up to

The teacher will then tell

The students should be

The note taking process is

The students should be

The teacher should then ask

The students should begin a

Class discussion is beginning

INFORMATION AND MODELING (Explore) :

Students should get into pairs

The teacher will walk around

The students should be

The teacher should then have

The students will return back

Once students are finished

The students should be

Students are working in pairs

Working in groups will help

CHECKING FOR UNDERSTANDING/ CLOSURE (Summarize) :

The students should respond

1. For a < 1, how does

happening and the students

Once the teacher has posed a

The students may be asked to

Forcing other students to

This will help the visual

The teacher can use this

sense of the changing

Open the TI-Nspire document Absolute_Value.tns.

Move to page 1.2.

a on the graph of y = a |x|.

Move to page 2.1.

Move to page 3.1.

4. Match each equation with its corresponding graph.

(c) f(x) = 0.5|x 4|

(d) f(x) = 2|x| + 5

(e) f(x) = 2|x 3| 1

(f) f(x) = 0.25|x + 4|

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