Title: The three amigos

Grade level: Algebra 2- 11

th
grade
Materials: chalk or white board, computer with Geometers Sketchpad, crayons,
graph paper, student handouts


Function
Introduction
A function can be described in various ways, such as by a graph (e.g., the trace of a
seismograph); by a verbal rule, as in, Ill give you a state, you give me the capital
city; by an algebraic expression like f(x) = a + bx; or by a recursive rule. The graph
of a function is often a useful way of visualizing the relationship of the function
models, and manipulating a mathematical expression for a function can throw light
on the functions properties.
Functions presented as expressions can model many important phenomena. Two
important families of functions characterized by laws of growth are linear functions,
which grow at a constant rate, and exponential functions, which grow at a constant
percent rate. Linear functions with a constant term of zero describe proportional
relationships.
A graphing utility or a computer algebra system can be used to experiment with
properties of these functions and their graphs and to build computational models of
functions, including recursively defined functions.

Understand the concept of a function and use function notation.
F-IF.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).
F-IF.2. Use function notation, evaluate functions for inputs in their domains, and
interpret statements that use function notation in terms of a context.

Build a function that models a relationship between two quantities.
F-BF.1. Write a function that describes a relationship between two quantities.

Determine an explicit expression, a recursive process, or steps for calculation from a
context.
Combine standard function types using arithmetic operations. For example, build a
function that models the temperature of a cooling body by adding a constant function
to a decaying exponential, and relate these functions to the model.
(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a
function of height, and h(t) is the height of a weather balloon as a function of time,
then T(h(t)) is the temperature at the location of the weather balloon as a function of
time.
F-BF.2. Write arithmetic and geometric sequences both recursively and with an
explicit formula, use them to model situations, and translate between the two
forms.

Build new functions from existing functions.
F-BF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and
f(x + k) for specific values of k (both positive and negative); find the value of k given
the graphs. Experiment with cases and illustrate an explanation of the effects on the
graph using technology. Include recognizing even and odd functions from their
graphs and algebraic expressions for them.
Extend the properties of exponents to rational exponents.
N-RN.1. Explain how the definition of the meaning of rational exponents follows
from extending the properties of integer exponents to those values, allowing for a
notation for radicals in terms of rational exponents. For example, we define 5
1/3
to be
the cube root of 5 because we want (5
1/3
)
3
= 5
(1/3)3
to hold, so (5
1/3
)
3
must equal 5.

Standards (cont.)
Representation Strand

Students will create and use representations to organize, record, and
communicate mathematical ideas.

A2.R.1 Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or
objects created using technology as representations of mathematical concepts


Students will recognize, use, and represent algebraically patterns, relations,
and functions.
A2.A.39 Determine the domain and range of a function from its equation.

A2.A.51 Determine the domain and range of a function from its graph.
A2.A.52 Identify relations and functions, using graphs.
A2.A.58 Know and apply the co-function and reciprocal relationships between
trigonometric ratios

A2.A.71 Sketch and recognize the graphs of the functions y=sec(x), y=csc(x), y=
tan(x), and y=cot(x).

Throughout the lesson, the NCTM Standards for Teaching Mathematics will be
paramount, i.e.,
The students will be engaging in worthwhile mathematical tasks both in class
work and assigned work. All assigned work is relevant to the NYS standards
and will involve realistic applications.
The teachers role in discourse will be positive, engaging, challenging, and
inspiring.
The students role in discourse will be encouraged, important, and
mathematical and will fully satisfy the communication process strand.
Multiple tools and methods will be used for enhancing discourse including
manipulatives, technology and hands-on activities.
The learning environment will constantly be one that will foster each students
mathematical power. Students will be encouraged and assisted in active
problem solving, making connections, and in understanding and creating
representations while employing strong reasoning and proof skills.
The teacher will engage in a constant analysis of teaching and learning pre-
and post-lessons to ensure that all objectives are met. Strengths of the lesson
will be identified as well as areas, which may need adjustment.

Anticipatory Set
1. Discussion
a. The students will be asked to find the definitions of the following,
domain and range by using previous educational knowledge.
i. Domain- the set of all x values of the function
ii. Range- the set of y values of the function
b. The teacher will ask the students to think of some reasons why it is
important to find the domain and range.



Learning Activity
1. Graphing ) sin( ) ( x x f =
a. After the students successfully answer the two definitions. The
teacher will hand out several sheets of graph paper in order for the
students to complete the following task. The teacher will ask the
students to graph the function

y =sin(x).





The students will be asked to identify the domain and range of the
function in set builder notation as well as interval notation. The
teacher will give the students an allotted time of 2-3 minutes before
calling on two students to come up to the board and write down the
range and domain of the function. The student will write the domain
and range in set builder notation and in interval notation

2. Graphing ) csc( ) ( x x f = or
) sin(
1
) (
x
x f =
a. The teacher will have a class discussion about the possibilities of
having a negative exponent. The teacher will then ask the students to
graph the reciprocal of the function

y =sin(x), which is
) sin(
1
) (
x
x f = .
The teacher will ask the class to use the same x-coordinates from the
previous function. After a couple of minutes of allowing the class to
graph the function
) sin(
1
) (
x
x f = . The teacher will ask the class if
there were any problems graphing the function. The students will
understand that any fraction over zero is considered undefined. The
teacher will explain and define the term vertical asymptote. The
x y

t
2

-1

t
3


3
2

0 0

t
6


1
2


t
3


3
2


t
2

1
teacher will graph the function
) sin(
1
) (
x
x f = on the board. Indicating
where the vertical asymptotes are located. In order to illustrate a
point that as the x value gets closer to 0, the function either heads
towards positive infinity or negative infinity. The teacher will try to
plot the point on the board as well as on geometers sketchpad when

x =
t
6
, x =
t
3
. Using the animate tool on geometers sketchpad, the
teacher will indicate, as the value of x gets closer to 0, the y value go to
positive infinity or negative infinity.









Following the graph of
) sin(
1
) (
x
x f = , the teacher will ask the class to
write down the domain, range, symmetry (if any), and whether the
function is even or odd in set builder notation. To show whether the
function is even, the teacher will indicate that the function must have
y-axis symmetry such that f(-x)=f(x). To show whether the function is
odd, the function must have origin symmetry such that f(-x)=-f(x).
The domain in set builder notation is

{x | x = nt, n eZ}.
The range in set builder notation is

{y | y s1or y >1}.
Since the function is odd, then the function is considered symmetric
with respect with the origin.

3. More Practice
a. In order to fully understand how a function behaves. The teacher will
hand out another sheet of graph paper on each of the students desk
along with 2 crayons. The students will be asked to graph the
function, x x f = ) ( using one single color. The students will be
x y

t
2

-1

t
3


2
3

0 Undefined

t
6


2

t
3


2
3


t
2

1
required to create a table with at least 5 different coordinates.
Followed by asking the students to graph the reciprocal of x x f = ) ( ,
which is

1
x
with a different color crayon using the same sheet. The
teacher will ask the students whether the function

1
x
is odd or even
and explain why. The student who answers the question correctly
will receive a prize (to be determined). Another prize will be
rewarded for the student who can determine if the function has a
vertical asymptote and if so, where?




The teacher along with some student volunteers will be used to find
the domain and range of the function. Once it seems that most of the
students understand the material and are more confident because of
it, the teacher will dish out a little friendly competition.



4. A little friendly competition
a. Afterwards, the teacher will ask the class to form into groups
depending on the number of students. The teacher will hand out
another sheet of graph paper on each of the students desk. The
students will be asked to graph the function,

f (x) = x
2
using one
single color. Similarly the students will be asked to graph the
reciprocal of

f (x) = x
2
, which is

f (x) =
1
x
2
with a different color. Then
each group will be instructed to find the domain, range, symmetry and
whether the function is even or odd. The groups will be instructed to
also find any commonalities between the two graphs. The group of
students who finishes the assignment and display their work on the
board along with the specified points will receive a prize. (To be
determined)

5. More examples
a. The teacher will ask the students to fill-in the missing information on
the table, then graph and plot at least 5 points on the graph

f (x) = x
2
.
Like the previous problems, the students will find the domain, range,
symmetry (if any), and whether the function is even and odd. The
teacher will show the graph on the board first and then follow
through by using geometers sketchpad to reinforce the images that
students have on their graph paper.
b. Then the teacher will ask the students to imagine what the reciprocal
of the function
3
) ( x x f = and
4
) ( x x f = look like on graph paper
without the use of a calculator. If there is any time left over, the
teacher will show the function
3
) ( x x f = and
4
) ( x x f =

and its
reciprocals on Geometers sketchpad.





Provision for diversity
1. Gearing Down
a. Students who are having difficulty comprehending the lesson and the
material that go along with it will be asked to come for extra help.
Students who have difficulty hearing might be given a recording
device of the lesson or the teacher will intentionally speak louder and
occasionally check up on the student to make sure that all is well. If
there are students who are having difficulty seeing, they may be
handed an enlarged version student copy of the notes in class along
with a larger font of the problems in class. The teacher will be walking
around the classroom making sure that all the students understand by
answering student questions.
2. Gearing Up
a. Students who seem to understand the material better than others will
be granted permission to help other struggling students to better
understand the material.

Questions for Understanding
1. Knowledge
- What are the definitions of domain, range, vertical asymptote, and even
and odd functions?
- What is set builder notation and interval notation?
- What is the reciprocal of ) sin( ) ( x x f = ?

2. Comprehension
- Explain what symmetry has to do with in terms of figuring out whether
the function is even or odd.
- What is another way to rewrite a function if the exponent is negative?

3. Application
- Given a trigonometric function, such as

f (x) =tan(x) and

f (x) =cotan(x),
do the functions have any symmetry, if so what?
- What is value of function
) sin(
1
) (
x
x f = , when x=

t?

4. Analysis
- What is the relationship between the function ) sin( ) ( x x f = and its
reciprocal

f (x) =csc(x)?
- What is the domain and range of

f (x) =csc(x)?
- What is the vertical asymptote of

f (x) =
1
x
?

5. Synthesis
- Are there any patterns that you notice between the function and the
reciprocal of the function?

6. Evaluation
- Would it be more practical to include the graphs of the original functions
in order to see the domain and range before graphing the reciprocal of
the function?
- Is it easier to see whether a function is odd or even by graphing or by
substituting a x in the function and base your decision on the results?
Practice
1. Guided
- Students will work together with the teacher on the problems given in
class.

2. Independent
- Students will be given an opportunity to graph several functions on their
own and interpret such graphs to obtain certain information. The teacher
will also have students individually answer questions about the lesson to
create class participation.


Technology integration
- Geometers sketchpad will be used in developing and graphing out of the
function and its reciprocal.


Closure
- The teacher will summarize the lesson by telling the class that graphing
the function can be used to spot symmetry. Depending on the kind of
symmetry the function possesses will determine whether the function is
even or odd. Vertical asymptotes play a vital role in figuring out the
domain of a function.
- The teacher will take the time to ask the students on their take of how the
lesson went and ask how could it have been better. Discuss what the
students have learned and what the hardest part of the lesson was.


Assessment
1. Immediate (Formative)
Depending on how much of the lesson is completed. The students will have to
find the domain, range and symmetry of the function

f (x) =tanx and then
find the reciprocal of the function, which is

f (x) =cotan(x). Students will not
have this assignment for homework unless the teacher goes over the last
question which was to graph

f (x) = x
2
and

f (x) = x
2
. In that case, the
teacher will have the students finish graphing

f (x) = x
2
and

f (x) = x
2
for
homework instead. The student will be given a journal assignment about
their thoughts of how the lesson went. The student will include any strengths
and weaknesses they may have.

2. Long Range (Formative)
- All the assignments will be checked accordingly as well as being graded to
ensure everyone understands the material being given. Once a majority of
the students have a good understanding of the materials, there will be a
quiz given after the lesson is completed.












Graphing

f (x) = x
2

x y
-2 4
-1 1
0 0
1 1
2 4



Domain is

{x | x eR}
Range is

{y | y >0}
Symmetric with respect to the y-axis
Since there is symmetry with respect to the y-axis, the function is even
No vertical asymptote

Graphing

f (x) = x
2

x y
-2

1
4

-1 1
0 Undefined
1 1
2

1
4










Domain is

{x | x =1}
Range is

{y | y >0}
The function has symmetry with respect to the y-axis
Since the function has symmetry to the y-axis, therefore the function is even
Vertical asymptote at x=0