Kurt Hoelsema 5.

3 Function Rules, Tables, and Graphs

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Kurt Hoelsema

Date: 11-06-2017 Subject/ Topic/ Theme: Algebra 1, Chapter 5, Lesson 3 Grade: 9th
I. Objectives
How does this lesson connect to the unit plan? This
is the third lesson in this unit. In this lesson students learn that
there are three ways to view functions: rules, tables, and graphs. Each way has its benefits and gives
additional perspective on the story being told. The next two lessons will take a closer look at function rules
and tables.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

5.3: Understand the Arithmetic representation of functions by modeling U, An

(tables).
5.3: Understand the Algebraic representation of functions by modeling (f(x)). U, An
5.3: Understand the Geometric representation of functions by modeling U, An
(graphs).
5.3: Understand the difference between continuous and discrete data graphs. U, An,
Ap
Common Core standards (or GLCEs if not available in Common Core) addressed:
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line). (A-REI)
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes. (F-IF)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Students will need to be able to take the absolute value of numbers and be able to
accurately square both positive and negative numbers.
Pre-assessment (for learning): Students
will complete a review activity of 5.3 as a Do Now.
Students will also complete a few problems testing the prerequisites listed above
before the lesson is started.

Students will work through two Desmos Activities that will

Formative (for learning):
Outline assessment
activities
inform the teacher as well as answer questions throughout teaching.
(applicable to this lesson)
Formative (as learning): Students
will work through two Desmos Activities, example
problems, and take notes during the lesson.

Summative (of learning): Students will complete homework on the concepts.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
What barriers might this Engagement Representation Action and Expression

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Kurt Hoelsema
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment & Provide options for language,
reflection
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
5.3 Function Rules, Tables, and Graphs
Provide options for comprehension-
activate, apply & highlight
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Provide options for physical action-
increase options for interaction

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Students will engage with Students will be able to Students will express
the material by answering represent what they learn their thinking through
questions on whiteboards, by completing the Desmos activities, notes,
taking notes, and working homework, working example problems on
through a Desmos through the Desmos whiteboards, and through
activity, activities, and taking good online interactive
notes. homework.
Students will need individual whiteboards, markers, erasers. Students will need
laptops/Chromebooks.

Students will sit in groups of 3-4.

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher will begin with a review
activity from lesson 5.2

Display the Desmos classroom code Students will use the Desmos activity
on the screen and instruct students to to review 5.2
begin as they walk in.

Once everyone is there, instruct

Motivation
students that they will have about five
(opening/ minutes to get as much done as they
introduction/ can.
engagement)
As students work, use the Desmos
teacher dashboard to see how students
are doing. Identify students that
7 might need additional practice on this
topic.

At the end of five minutes pause the Students will get as far as they can on
activity. Take note of how far students the Desmos activity.

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Kurt Hoelsema 5.3 Function Rules, Tables, and Graphs
make it.

If students seem to have this concept

down, move on

If students are struggling take 5

minutes to review what the range and
domain of a function are.

Display the practice problems on the Students will work through the
board. introductory practice problems.

Instruct students to work out the

answer to these questions on their
whiteboard or on scratch paper.

Instruct students that once they have Students will display their answers on
3 completed the problems to display their whiteboard and have it checked
their whiteboard with the answers to by the teacher.
the teacher who will check it and give
them appropriate feedback. Students will retry any ones that they
got wrong.
After most students have answered go
over the ones that students commonly
got wrong.
Students will listen and provide
Development Emphasize that squaring a negative solutions as the teacher goes over the
(the largest always results in a positive no matter examples.
component or what your calculator says. Show how
main body of to enter negative numbers squared
the lesson)
into calculators such that they give
the right result.

THREE VIEWS OF FUNCTIONS

Hand out the note taking sheet.

Students will use the note taking sheet
Introduce Lesson 5.3 by saying that to take notes or use their own
there are three ways to look at preferred method of taking notes.
functions. Each way has its pros and
5 its cons. Some ways are more useful
for certain things and other ways are
more useful for other things.

Explain that the next problem models Students will listen as the problem
the motion of a projectile object scenario is explained.
(perhaps a golf ball).

The graph of projectile motion can be

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Kurt Hoelsema 5.3 Function Rules, Tables, and Graphs
confusing for many students. Many
students think that the height vs. time
graph is a picture of the motion where
the x axis is distance. Point out this
common misconception and explain
why it is false.

Ask students several questions: Students will respond to these

For each have them write the answer questions using their whiteboards.
on their whiteboards and write which
6 view they used (table, rule, graph).
What is the approximate maximum
height of the object?
About at what time does the object
hit the ground?
At exactly 1.5 seconds, what is the
height of the object?
As students do this they will determine
At exactly 1.8 seconds what is the which view of the function is most
height of the object? helpful.
When approximately is the object
20ft above the ground?
After one second what is the height
of the object?
How long does it take the object to
reach a height of 27.6 ft.? Students will contribute their solutions
5 and methods as the teacher goes over
For each of these questions go over the questions.
the answer and which view is most
useful. Students will listen as the teacher and
classmates explain the answer and why
In groups have students determine: they used the view that they did.
When a function rule is most
useful. Students will discuss in groups when
one view of a function is more helpful
When a function table is most than the others.
useful.

When a graph is most useful.

Instruct each group to use one of the Students will write their answers down
5 whiteboards to answer each of the on one whiteboard for each view of the
three questions. function.

After a couple minutes have students

display whiteboards sequentially for Students will display their whiteboards
each question. and read and listen to their classmates
Read some students answers and give answers.
feedback.

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Kurt Hoelsema 5.3 Function Rules, Tables, and Graphs
After each pause and give students Students will write down this
6 time to write down these details in information in their notes.
their notes.

DISCRETE VS. CONTINUOUS DATA

Pull up the scatter plotted data from

the hand vs. height activity. There is a Students will respond to the question
positive correlation between hand size and defend their answer.
and height. Ask students if the dots
should be connected with a line. Why
or why not?

The answer to this isnt clear. If the

3 graph purpose is just to represent the
data, then no line should be drawn. If
the graphs purpose is to develop a
correlation and predict someones
height based on their hand size then a
line of best fit should be drawn.

Point out that often times it depends

on what you want to express through
the graph.

Move on to the example of a discrete Students will discuss in their groups

data graph. why there is no line connection the
dots.

10
Have students in their groups discuss
why there is not line connecting the
dots.
A couple groups will provide their
Ask for a couple groups responses. explanation for the class.

Move on to the example of a Students will discuss in their groups

continuous data graph. why there is no line connection the
dots.
Have students in their groups discuss
why there is line connecting the dots.
A couple groups will provide their
explanation for the class.
Ask for a couple groups responses.

DESMOS ACTIVITY

Instruct students to open up their

Chromebooks/laptops again and go to Students will work through the
student.desms.com and type in the Desmos card sort activity.
classroom code.

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Kurt Hoelsema 5.3 Function Rules, Tables, and Graphs
Instruct students that they will have
to match the three views of a function
by sorting the cards.
Once students are done they will check
in with the teacher who will give them
Use the Desmos dashboard to identify the homework slip if they have
students that may need more help completed it accurately.
with these concepts.

Once they think they have them

completed, check their answer. If they
have it correct hand them the
homework slip and instruct them to
get started.

Once students have accurately

Closure completed the card sort, they may use
(conclusion, the rest of the time to complete the
10 culmination, homework.
wrap-up) Students will use the remainder of the
Continue to check students answers hour to continue working on the
using the Desmos dashboard and help Desmos card sort activity if they have
students as needed. not finished it or work on the IXL
homework.
Answer questions as students do
homework.

Check in and assist those students

who are struggling with the Desmos
card sort activity.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

Often times while creating lessons I use what I call the teachers golden rule: Create instruction such that
you would genuinely want to be a student in your own classroom. In other words, place yourself in your
students shoes and experience the lesson through their eyes. This is one lesson that excites me as a teacher
because I would find myself wanting to be a student in the classroom. I wish my high school mathematics
teacher taught this content in this way to me. There are some things that I think I would find frustrating as
a student. This lesson uses a lot of different ways of teaching, which is great, but also involves changing
gears rapidly. In this lesson students are jumping back and forth from using technology to work through a
Desmos activity, solving problems by hand, working in groups, and listening to the teacher and classmates
speak. It could definitely be exhausting and overwhelming for students. But at the same time, it provides so
many different ways to approach the concepts. As a teacher, I was torn between cutting some stuff out. I
think If I were to teach this lesson I would have to see how it goes and possibly split it up into two days.

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