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