FUNCTIONS

By Sarah Ferris
High School Math (Algebra)

Common Core Standards:

INTERPRETING FUNCTIONS:
F-IF-1. Understand the concept of a function and use function notation. Understand that a function from one
set (called the domain) to another set (called the range) assigns to each element of the domain exactly one
element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f
corresponding to the input x. The graph of f is the graph of the equation y = f(x).
BUILDING FUNCTIONS:
F-BF-1. Build a function that models a relationship between two quantities. Write a function that describes a
relationship between two quantities. Determine an explicit expression, a recursive process, or steps for
calculation from a context.
Lesson Summary:
In this lesson, students will build upon previously learned material on functions. On day 1, they will review
how functions work and review vocabulary associated with the unit. They will also watch a video on different
types of functions and their corresponding graphs. On day 2, students will explore a real world application of
functions. They will complete an activity that models a relationship between a given pizza order and its cost.
Students will use technology on both days, and they will also record a few entries in their math journals.
Estimated Duration:
This lesson will take about 110 minutes. The teacher should plan on utilizing two class periods, with each day
lasting 55 minutes. Students will also have homework to complete after day 1.
Commentary:
I believe students will enjoy this lesson on functions and will benefit from the review and activities associated
with the lesson plan. After introducing the concepts in previous class periods, the review activities should help
to reinforce comprehension and allow the teacher time to address any questions students may have. The pizza
activity should also be fun and engaging for the students. It may be a challenge for them to build a function
from the experimental data on their first try, but they will be given an opportunity to work together at the end
of day two if they need help to arrive at a solution.
** My lesson plans for this unit on functions regularly include math journals to engage the students and aid in
comprehension of the material. Check out the following article for more information on math journals and how
to use them in the classroom: http://thecornerstoneforteachers.com/free-resources/math/math-journals **

Instructional Procedures:

Day 1: Review Functions/Vocabulary (55 min class period)

Students have been introduced to functions and how they work earlier in the unit. In todays lesson, they will
be reviewing what they have learned about functions, including relevant vocabulary. They will also examine
the graphs of different types of functions and record the graphs in their math journals for homework.

Begin the lesson by reviewing what a function IS and what it DOES - Individually. (5 mins)
- Give students two minutes to answer todays morning prompt in their math journal:
Prompt: In your own words, what IS a function and what does it DO?
- Choose a few students to share their answers with the class.
- Review the formal definition of a function and record it on the board.
A function is a relation or rule that assigns to each input exactly one output.

Review survey responses from our Chatzy classroom discussion and answer any questions posed about
yesterdays material. (For more information on Chatzy, see Materials and Resources below.) (10 mins)
http://www.chatzy.com/28224546511540
- The survey responses will provide insight into how well the students understood the material.
- Address any questions about functions the students have presented.

Activity #1: Use Quizlet to review vocabulary related to functions - Individually. (15 mins)
https://quizlet.com/173911963/functions-flash-cards/
- Students can review the material, play a matching game, or take a test on the material.
- Quizlet also records missed questions so students are aware of concepts that still need review.

Activity #2: Play with the Ambleweb Function Machine for additional review As a Class. (10 mins)
http://www.amblesideprimary.com/ambleweb/mentalmaths/functionmachines.html
- This online tool is a helpful visual display of how functions work.
- The user chooses an operation or rule and the machine applies the function to given inputs,
producing a corresponding output.
- Call on various students and allow them to choose the operation and provide inputs.
- After a few examples, the teacher can ask the students to guess the output before revealing it.

Activity #3: Review graphical representations and examine several examples In Groups. (15 mins)
- Before splitting up, review with the class how functions can be displayed in a graph.
- Break the students into groups of 3 or 4 to watch a video on graphing functions.
- The YouTube video: https://www.youtube.com/watch?v=jzNNUuol26Q

Homework Assignment:
-For homework, ask students to re-watch the video and record the various graphs shown in their math
journal. Record the name of the graph and a picture, and note if it is considered a function.

Day 2: Build a Function and Graph It (55 min class period)

In todays lesson, students will use what they have learned so far to build a function that models a relationship
between the pizza they order and the cost of the pizza. They will also graph the results with an online program.

Begin the lesson by watching a video clip of someone placing a pizza order. (10 mins with Activity #1)
https://www.youtube.com/watch?v=Dih3ISvhWoE
- Tell the students we will build a function to model the price of a pizza order in class today.
- Ask the students to pair up and brainstorm ideas of what variables might contribute to the cost.

Activity # 1: Hand out activity sheets for class today. These will be used during the entire class period.
- At the top of their sheet, have students list some of the variables they discussed with their partner.
- Students will record variables that affect the cost of pizza, fill in tables, and graph the results.
- The completed worksheet will be due at the end of class.

Activity #2: Use the Pizza Hut App to explore the costs of different pizzas - Individually. (15 mins)
http://www.pizzahut.com/apps
- Students can use the QR codes from the link above to download the app.
- Students can add different toppings to different size pizzas and observe how the cost changes.
- Students will record the results in the tables listed on their worksheets.

Activity #3: Build a function to express a relationship between the pizza order and the cost. (10 mins)
- Students should work alone to attempt to find a function which expresses the given relationship.
- Students can ask a friend nearby if they need help on this problem.
- Review the solutions as a class to ensure full comprehension.

Activity #4: Graph the function using the online program ChartGo With a Partner. (20 mins)
- Ask the students to find a partner and go to this website: http://www.chartgo.com/index.jsp
- ChartGo allows students to input data and create graphs online.
- Ask them to graph the function we created in class.
- Students can record the final graph on their worksheet before handing it in at the end of class.

Homework Assignment:
-Review the material recorded in math journals to prepare for the test this Friday!
-We will have a review day tomorrow, Thursday.

Pre-Assessment:
In this class, students are using a virtual chat room called Chatzy to communicate with the teacher about how
well they are grasping the material. They answer a survey anonymously after learning new material and are
also given the opportunity to pose any questions they may have. The teacher can use the survey results to
gauge understanding and reveal areas that need more explanation. (See Materials and Resources below.)
Students will also answer a morning prompt in their math journals on day 1 as a pre-assessment.
Scoring Guidelines:
Morning prompts are shared in class immediately, so the teacher can modify instruction as needed if
students did not grasp the previous days material. Each student records their response in their math
journals as well, so the pre-assessment will be formally graded for completion and correctness when
the math journals are collected periodically throughout the unit.
Completed math journals will also provide a type of ongoing formative assessment during the unit.
Post-Assessment:
After the unit on functions is complete, students will have an exam over the material covered. They will have a
review day in class to ensure understanding of the material. The teacher can also address any final questions on
the review day. On a Friday, students will complete an exam during class. (It will last the entire class period.)
Scoring Guidelines:
The unit exam on functions will have a score and percentage. The grading will follow a typical grading
scale with letter grades assigned for certain percentages. Each problem on the exam will be graded for
accuracy and presentation the students must show how they worked the problem and arrive at the
correct solution. A curve will be considered as needed.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Students who could benefit from an extra challenge can watch additional videos on YouTube that
cover various uses of functions and their real-world applications. Students can also play games that require
students to identify a mystery function when given a set of inputs and outputs.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Students who are struggling with the material can revisit the review games played in class at home
for extra practice. This includes the Quizlet review games and the Ambleweb Function Machine. Additionally,
students turn in their math journals periodically for review, and the teacher can address any misconceptions or
lack of understanding as identified in their journal entries. (Students are encouraged to record questions too.)

Extension
The Khan Academy is an online learning tool that can offer further education on the standards addressed in
this lesson. It is a free website hosted by Sal Khan with short video clips explaining a variety of topics. The
following link will connect students to Khans videos on algebraic functions:
https://www.khanacademy.org/math/algebra/algebra-functions
Math Dude is the host of self-made educational videos on various mathematical topics, and he posts free
videos on YouTube that also address the standards included in the lesson. His video on graphic representations
of functions can be found here:
https://www.youtube.com/watch?v=aZbJUau4cD4

Homework Options and Home Connections

After class, students will be expected to re-watch a video shared with them during class and record some of the
graphs displayed in the video in their math journals. Students are expected to record the names of the graphs,
sketch the graphs, and note whether or not each graph is considered a function.
Students are also expected to participate in a survey on Chatzy to share how they feel about the material they
have covered in class. (E.g., I understand the material, I do not understand it, I still have questions, etc.)
Students are also encouraged to pose questions there and can expect them to be addressed in class the next day.

Interdisciplinary Connections
This lesson on functions relates well with scientific applications, since many scientific processes can be
modeled as a relationship between two variables. For example, the relationship between time and the
reproduction of a certain bacteria can be modeled by a function and represented graphically. Functions and
their graphical representations can also be related to economics, as they are essential in displaying GDP
growth, supply and demand, etc.

Materials and Resources:

For teachers

* Chalkboard, chalk
* Chatzy Classroom
Chatzy is a free private chat service that can be used to communicate with students.
A teacher can create a secure classroom chat that requires a password for entry, so
only students and the teacher can enter. Students can join after receiving an email
invitation. The teacher can post survey questions to gauge comprehension and the
students can pose questions in the room. See http://www.chatzy.com/faq.htm
* Quizlet: Functions See https://quizlet.com/173911963/functions-flash-cards/
* Computer and Projector (Ambleweb Function Machine; Video Clips)
* Activity Sheets for Day 2

For students

* Math Journals, writing utensil

* Laptop (Chatzy; Video Clips)
* Ipad (Quizlet)
* Smartphone (QR Codes for Pizza Hut App)
* Activity Sheets for Day 2

Key Vocabulary Vocab from Quizlet on Functions; Introduced in previous lessons; Reviewed in this lesson.
Relation: Any set of ordered pairs.
Function: A relation where each input has exactly one output.
Input: A number in the domain of a relation.
Output: A number in the range of a relation.
Domain: The set of all possible inputs of a relation.
Range: The set of output values of a function.
Independent Variable: The variable that is manipulated.
Dependent Variable: The outcome; the variable that may change in response to manipulations of the I.V.
Vertical Line Test: If any vertical line passes through no more than one point of the graph of a relation,
then the relation is a function.