Kelsey Johnson ED 331 01 Effective Elements for Instruction

Unit Title: Functions Lesson Title: Understanding Relations and Functions Review Teacher: Kelsey Johnson
I. II. Standard: CCSS.Math.Content.8.F.A.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Objective/Purpose: a. I will be teaching learners ways to identify relations and how to determine if they are functions or not. I will help them with explanations for their answers, as well as any misconceptions about relations and functions. b. By the end of the lesson, learners will be able to confidently define a function, determine whether a specific relation is or is not a function, and be able to explain why they believe their answer is correct. c. The objective will be measured by the worksheet the learners will complete during the class period, and by small group discussion. Anticipatory Set: a. Learners will complete a warm-up activity at the start of the lesson. This warm-up will have the learners recall information they have been working on the past two days about relations and functions. The warm-up will ask the learners to complete a few problems, like the ones they have completed in their homework. Specifically, they will be asked to determine what type of relation is shown from a diagram of inputs and outputs, and then explain why this relation is or is not a function. Behavioral/Objective: By the end of the lesson, learners will be able to define a function and explain, in writing, why or why not a given relation is a function. This is important for learners so they can identify what classifies a function and what does not. The expected proficiency of this objective will be 100%. Input: a. Task Analysis i. The learner will need to know how to identify a relation and its exact input and output. They will need to know the four relations discussed in class prior to todays lesson, which are one-to-one, one-to-many, many-toone, and many-to-many. ii. Step-by-step Procedures: 1. Learners will be asked to complete the warm-up activity. We will discuss the answers to the activity as a class after no longer than 5 minutes. 2. Learners will then need to have their homework from the night previous on their desks to be checked.

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3. We will discuss the correct answers and go over any problems the learners need extra explanation or guidance with. 4. Learners will receive the review worksheet and be split up into small groups to complete the assignment. 5. After the assignment is completed, as a class, the answers will be given and learners will be able to clarify any misconceptions they may have. 6. Time that remains will allow learners to read their Grab Books. b. Thinking Levels: Blooms Taxonomy i. Knowledge Learners will know how to determine whether or not a given relation is a function. ii. Comprehension Learners will understand how to explain their answers logically when determining if a given relation is or is not a function. iii. Application Learners will use the diagrams given to decide what type of relation is shown. iv. Analysis Learners will be able to break down the diagrams to find the type of relation that is shown. v. Evaluation Learners will be able to judge whether their answers are logical given the context of the problem. c. Learning Styles and/or Accommodations and Multiple Intelligences i. For auditory learners they will listen to me as I teach the lesson and describe how to we can use our prior knowledge of relations and functions to determine if a given relation is in fact a function and why. ii. For visual learners they will be able to watch how I use my thinking strategies to determine whether or not a given relation is a function. This will be done on the white board in the front of the room. iii. Intra/Interpersonal learners can have the choice to work alone or in small groups on the assignment. iv. For those who are learning quickly they may be asked to create their own example of a relation that is a function and one that is not a function. They will be asked to write this down in their notes. v. For those who are struggling I would assist them personally to see where they need more help, whether that be how to dissect the information given on a diagram, or remembering how to define a relation or a function, etc. I would ask these learners open-ended questions to see where they are having problems with the lesson and to get a deeper understanding of where their thinking is coming from. vi. Multiple Intelligences 1. Verbal Linguistic these students will have the chance to answer my questions in class as well as communicate with their group members 2. Intrapersonal these students, as said before, have the choice to work alone during this lesson and complete their review at their own pace

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3. Logical Mathematic given that this is a math class these students will enjoy this lesson since they will be using their mathematical knowledge to complete the assignment 4. Visual/Spatial these students will enjoy this lesson since it involves many diagrams and graphs. I will encourage these students to draw a graph when one is not provided, since they need that extra visual to help them complete the problems 5. Body Kinesthetic these students will be able to move around the room to write their answers on the board, they will be moving to groups as well as using their arms to display the different relations (if they choose) 6. Musical/Rhythmic for these students I will have a video planned to show them. This video is a song written by high schoolers (more of a rap) that involves all of the elements we have just learned this unit, plus more. These students are always encouraged to be creative and come up with their own songs to present in the class 7. Interpersonal these students will enjoy todays lesson since they have the opportunities to work in pairs during the warm-up and in small groups during the lesson 8. Naturalist these students enjoy charts and lists, so for them this assignment will have both, but I may encourage them to create their own problem using nature or outdoor activities that could be presented to the class to solve for our warm-up tomorrow before the test d. Method and Materials i. This lesson will be presented by a warm-up activity on the whiteboard, a short lecture on the answers, and small groups to complete to review worksheet. ii. Materials needed: 1. Warm-up Activity 2. Homework answers 3. Review Worksheet Assignment Modeling a. Since this is a review day most modeling would have been previously done during the past two days. But, for those who are struggling below are ways to model the information again. i. I will ask learners to state the definition of a function ii. I will ask learners to state the definition of a relation iii. I will ask learners to state the four types of relations iv. I will review how to identify the input and outputs of given diagrams or story problems. v. I will show learners how to join given diagrams to the correct relation vi. I will show learners how to determine whether a relation is a function or not Checking for understanding a. I will ask learners...

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i. What is a function? ii. What is a relation? iii. What are the four types of relations? iv. How can we determine whether this relation is a function? v. What is the input/output of the diagram/story problem? vi. Can you explain why that relation is that specific type? vii. Can you explain why that relation is a function or is not a function? b. Stop and check learners work while they work on the review worksheet c. Assessments Throughout the Lesson 1. During the warm-up activity I will be able to use back-to-back boards to have students display their knowledge to a partner. I will be able to see those who need extra help when there are pairs who got different answers. This is a great opportunity for students to communicate with each other and help teach one another techniques they used to find the correct answer 2. While correcting the homework I will be able to fond misconceptions by having those who did not get the correct answers to explain their reasonings to me so I can further assist them individually 3. During the time learners are working on the in-class worksheet assignment I will be able to work with the small groups. This allows for me to identify any lasting misconceptions learners may have and begin to re-teach or guide them as needed. Learners will be able to communicate freely and be given many opportunities to explain their thinking, since I will be asking many open-ended questions about their answers (no matter the correctness) Guided Practice a. Learners will complete the review worksheet in small groups or individually b. I will walk around the small groups and independently help those who are struggling to see where misconceptions arise. This will be done by asking appropriate questions depending on where the learners claim they are confused. I will be encouraging help from peers as they work on this assignment. Independent Practice a. Learners will receive the assignment to complete during class, which is the review worksheet, as mentioned. Closure a. Students will complete a