**Lesson 2 – Representing Functions of Everyday Situations**

**Lesson Overview:**In the lesson, students work in small groups on a collaborative task, matching situations, sketch graphs, and algebraic functions. They refine the graphs and interpret the formulas to answer questions. Students then discuss as a whole-class what has been learned and the strategies used.

**Resources or Materials Needed:**

• Each student will need a copy of

*Four Situations*

*(Swam, et al., 2015)*(See Appendix H) and a dry erase board with marker.

• Each small group of students will need cut-up card sets:

*Everyday Situations 1, 2,*and

*3; Graphs 1*and

*2;*and

*Algebraic Functions (Swam, et al., 2015)*(See Appendix J, K, L, M & N)

*,*poster paper, glue, and a graphing calculator to check answers.

• Teacher will need computer with Smartboard to access the YouTube video, the projector resource

*Painting a Bridge*(See Appendix G)

*(Swam, et al., 2015*)to support discussion, as well as, an extra set of cards for the document camera.

**New Technology Resource:**YouTube video on matching graphs to situations

**Lesson Objective:**Given various representations of functions (graphs, tables, equations or word problems), Algebra 1 students will be able to represent the domain of various functions with 80% accuracy.

**Time:**(2) 50-minute periods

**Lesson Plan 2**

**Step 1: Pre-Instructional Activity –**

- Give students a white board and marker.
- Project the sample problem on the SmartBoard concerning painting a bridge. (See Appendix G) (Swam, et al., 2015)
- Give students a few minutes to work on the assignment. They will need to come up with an equation (rule) and a graph that represents how the data would look.
- Have students discuss their findings, encourage students who did not come up with a linear graph to participate with their reasoning.

**Step 2: Content Presentation**

- Assign groups.
- Show YouTube video with examples of how to match math situations to graphs. Link to YouTube video:
__https://m.youtube.com/watch?v=wleTsegbZmQ__. - Give each group a set of:
*Everyday Situations 1,2 & 3, and Graphs 1 & 2.*(See Appendix J, K, L, M, & N) (Swam, et al., 2015) - Project instructions for activity on the board.
- Walk around room and take notice of how groups are working, check for understanding.
**End of Day One**

**Step 3: Learner Participation – Day 2**

- Distribute
*Algebraic Functions*(See Appendix P) (Swam, et al., 2015), a plain sheet of paper to make a poster, and a glue stick. - Students will use strategic solutions to match the linear functions.
- Walk around the room and give support and check for understanding.
- Once students have matched their algebraic function cards to the cards from activity one, let the students use a graphing calculator to check their answers before gluing their poster together.

**Step 4: Assessment**

- Distribute
*Another Four Situations*(See Appendix I) (Swam, et al., 2015) and have them answer the nine questions. - Students will score with 80% accuracy on a standard grading scale.

**End of Day Two**