Subject: Algebra 1

Components
Content
Standard:

Topic: Properties of Graphs

Grade Level: 9th

Duration of Lesson:
100 mins

Description of Plan
Alg1.M.F.LE.A.01 - I can tell the difference between function notations.

Learning
Objective:

Students will be able to define, identify and calculate function notation and
input and output charts with 90% accuracy in 8 out of 10 trials.

Anticipatory
Set:

Teaching-Input:

Students will discuss what they know about how to solving equations. Students will
use notes and/or recall that linear graphs have a slope intercept form, quadratic
functions have a parabola and exponential equations increase at different and
extreme rates. Additionally, students will need to apply what they know about
constant rates of change to the word problem and equation.
Students will offer the definition, table, graph, equation, and word problem they
chose. I will ask the following questions to encourage students to justify their
answers.
What (graph/table/def/etc) did you choose? How do you know it is the
right answer?
What about the (graph/table/def/etc) told you that the
(graph/table/def/etc) represented a linear function?
Once all of the students have come to the correct conclusions about what
information lines up with the linear function, I will show a document camera of the
table that needs to be filled in. Students will be expected to keep the
tables/graphs/def/equations that we have not used in their folder. An opportunity
for differentiated instruction, the high-achievers will be to talk about which other
graph/table/def/etc align with the different types of functions. After they finish this
task, a set of short word problems will be presented and I will walk through a think
aloud of how to determine which word problem is representing a linear function.
I will display another set of word problems and students will read them over, and
determine in their groups which of the set is representing a linear function. At this
time, students can ask clarifying questions while they are discussing their thoughts
in the small groups.
We will work through the word problem that they discussed in their groups as a
class, and be given four more sets of word problems to look at and solve. I will be
walking around the class during this time to check in with student progress on the
task.
Students will record statements that signal linear function from word problems in
their notebooks. I will go around and check students understanding before they
proceed with the homework. I check for understanding by checking off their
statements in their notebooks. If the students do not have a clear closure
statement, I will ask them clarifying questions about their statements and the
lesson in order to establish some clarity before independent practice.
Homework will be posted on the class moodle site and students will work on it in
their groups until end of the class period.

5
TeachingModeling:

Check for
Understanding:

Guided
Practice:

Closure:

Independent
Practice:

1
0

Assessment:

1
1

Differentiation:

The assessment for this lesson will be summated in the homework, and eventually
in a unit test on the characteristics of linear, quadratic, absolute value and
exponential functions.
Differentiation is always on a case by case basis. Students will have the
opportunity to look at a website or online document that goes over the same
concepts taught in class. Students are also given the accommodation of
verbalizing understanding or doing fewer problems on the homework, when
appropriate. The process of the lesson is always up to the learner; The preference
of working independently or in groups is always an option in my class.

Est.
# of
min
s
15

30

35

10

20