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Voltaire (Lead)

Grade: 11-12

Unit: Domain

Range

Essential Question(s):

1. What are the important and defining characteristics and representations of a function?

2. What is a function?

3. How are the two quantities in a function related?

4. How can I determine the domain/range of a function, given its equation?

HSF.IF.A.1 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).

HSF.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative

relationship it describes.

Understand how functions behave

A function f from a set A to a set B is a relation that assigns to each

element x in the set A exactly one element y in the set B.

Given any function f:AB, the set A is called the domain (set of

inputs) of f, and the set B is called the range of f (or set of outputs).

graphically and algebraically

Links to previous lessons: Students will use strategies for solving equations when

identifying the domain.

Anticipated student ideas/misconceptions: Difficulty understanding interval notation,

how to read a graph, domain restriction, identifying functions vs. non-functions

Materials and Preparation: Smartboard, Index cards (for My Favorite No) Do now handouts,

handouts of Smartboard Domain part 1 Lesson, Exit Ticket handout

Duration:

Work on the Do Now problem

within their groups or individually.

smartboard slide 1.

Facilitate any group discussions, ask

back pocket questions (for example:

Why is that, How can you be

sure?, etc.) to promote independent

critical thinking.

the whole class and rewrite student

work so that the student remains

anonymous.

they think is correct/incorrect about

the work.

use that to transition into defining a

function.

Expected

responses: Yes

Follow up question: Why?

Expected

responses: Because it's a

polynomial

Follow up question: Why is a

polynomial a function?

....it passes the vertical line test

Misconceptions: Do not have a clear

conception of what a function is,

and in particular the properties of a

functions domain and range.

Post pictures of

functions/nonfunctions and have

students identify which is which.

From this students construct a

definition of a function. (slides 2-3)

to each others reasoning.

Expected responses:

...For every input there is an output

.A function is a rule

understanding that each x has one

and only one y value associated with

it. Difficulty identifying the

difference between examples and

nonexamples.

domain of a function. Ask students

what they think the definition is of the

range?

ask class what is the domain and

range?

Expected responses:

The range is the set of y values

Expected

responses:

Negative infinity to positive infinity

change the graph to slide 7, how does

that change the domain and range?

Expected

responses:

It restricts the domain and range to

certain values.

functions that we have seen where

the domain or the range is

restricted?

express the inequalities in interval

notation, and ask them what is the

domain?

Expected

responses: Correct

identification

notation (when to use brackets and

parentheses)

interval notation

Expected

responses: Correct

identification

Misconceptions: Confusion about

what the shaded portion represents

(do not understand the

graphic representation of an

interval)

10 graph. Ask if there are any

restrictions.

Misconceptions:

Students will not be able to

see that the function is not defined

on negative infinity to 2.

Follow up:

Where does the graph start?

Where does it end?

1)For what values of x do we have

corresponding values of y?

y values?

3) What does that tell us about the

domain of this function?

under the radical, division by zero

expressing the answer in interval

notation

Do Now

Exit Ticket

accommodate the needs:

of ELL learners? Not Applicable

of special needs students? Provide individualized assistance when necessary, provide

additional time outside of class time, position the student in a group/seat where they feel

comfortable

Teachers Reflection Reflect on the success of lesson; what you learned about teaching and students

learning; and what you would change .

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