Kurt Hoelsema 5.

4 Writing a Function Rule

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Kurt Hoelsema

Date: 11-14-2017 Subject/ Topic/ Theme: Algebra 1, Chapter 5, Lesson 4 Grade: 9th
I. Objectives
How does this lesson connect to the unit plan? Thus
far students have been introduced to functions, learned some
key vocabulary, and seen three different ways to represent functions (tables, rules, and graphs). In this lesson
students will learn how to define function rules given either a table of values or a real-world situation.
Students have been transforming words into equations since the beginning of algebra, they just havent been
putting it in function notation. In the next lesson students will continue developing the skill of writing
function rules for direct variation equations.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* developmen emotiona
t l

5.4: Write a function rule given a table. An, C, Ap x

5.4: Write a function rule given a real-world situation. An, C, Ap x
5.x Work in groups x
5.x Discuss mathematical ideas to classmates through group problem solving x

Common Core standards (or GLCEs if not available in Common Core) addressed:
Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales. (A-CED)
Write a function that describes a relationship between two quantities. (F-BF)
(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 Students must know what functions are and be familiar with function notation.
knowledge and skills.

Pre-assessment (for learning): A Do Now reviewing function notation will be used.

Formative (for learning): Do Now

Outline assessment
activities
(applicable to this lesson) Formative (as learning): Find the Function Rule Activity

Summative (of learning): IXL HW

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
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
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
Provide Multiple Means of
Action and Expression
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

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Kurt Hoelsema
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
5.4 Writing a Function Rule
Students will work in Information will be
Students will work
small groups to try and presented using a
individually at the
write a function rule given presentation, Desmos
beginning of class on the
a table. They will be able graphing software, and do now. After a brief
to approach the problem through an engaging introduction, students will
however they want and activity. work in small groups on
will have to discuss their Instructions will be
an activity. In conclusion,
ideas and thoughts with displayed on the board, the class will come
their group members. said verbally, and given to
together as a whole and
They may divide and students. go over a couple of
conquer the problems if examples. At the end
they wish. students will be given the
option to continue
working on the function
rule activity or to start
the homework.
Find the function rule cards. Students will need Chromebooks/Laptops for the IXL
HW. At least one person in each group will need a laptop or Chromebook to use
Desmos for the function rule card activity.

How will your classroom Students will sit in small groups of 3-4.
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 write a Do-Now Activity Students will work on the Do-Now
Reviewing Functions on the board. activity.

Inform students that after a couple

minutes, volunteers will put their Students will volunteer to write their
answers on the board. answer on the board.

After a couple minutes have volunteers Students will engage with the
Motivation put their answers on the board. questions and with their classmates
(opening/ answers.
8 introduction/
engagement) Prompt students to correct any
mistakes that their classmates made
and ask questions about how to answer
these questions.

Stress that functions have inputs and

outputs with some rule telling how to
get from the input to the output.

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Kurt Hoelsema 5.4 Writing a Function Rule
Introduce Lesson 5.4
Reminding students of the three
perspectives of functions learned in
5 lesson 5.3 (function rule, table, graph)

Go over the two objectives for lesson

5.4. Students will listen as teacher
introduces lesson 5.4
Using the box analogy of functions, tell
students that todays lesson will be
about what goes on inside the box.
Make it into a mystery. We are given
the inputs and the outputs, and we
must figure out what is inside the
function box, but we cannot open the
box.

Display the two examples of tables.

For each example:
Instruct students to find the
relationship between the input and
the output. What is inside the Students will attempt to find the
Development
function box? relation between the inputs and the
(the largest outputs of the function and then write
component or this relation as a function rule.
main body of Give students a minute or two to
the lesson) figure this out. These two
examples are relatively easy.

Ask students to shout out what

they think the relationship is.
Students will provide the relation that
they discovered in the table.
Tell students now that we know
the relationship we must write it
as a function rule or definition.

Ask students how we could do

this.

Stress how we get from the Students will translate the relation
relationship to writing the into a function rule
function rule in function notation
by focusing on the inputs vs.
outputs.

Introduce the function rule activity

Tell students that they will be given
20 minutes to work on these.
Students will listen as teacher
Students can work in groups on this. introduces this activity.
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Kurt Hoelsema 5.4 Writing a Function Rule
2
They are to get as far as they can.
They do not have to go in order.
Students will form groups of 2-4.
Hand out the function rule cards.

As students work on this activity:

Walk around answering questions,
but let students struggle with it.
These are challenging to figure out,
but struggling is part of the learning
process. Students will attempt to find the
function rule for these tables.
Give prompting questions to students
that are checking out and giving up.

Tell students that they can divide and

conquer if they think that will be
beneficial. Students will ask questions.

After about 5-10 minutes tell the class

that graphing these can be very
20
insightful. Do this by referring back to
5.3. They are given a table and asked
to make a function rule. The third
perspective of functions (graphs) can
be very helpful in doing this.

Show how Desmos can be used to

easily graph a table of points. (Using
some graphing software will greatly
Students will graph the tables by hand
save students time rather than hand
or by using Desmos to get insight on
graphing.)
what the function rule will be.
Many groups will need help using
Desmos as it probably new to them.

Continue to walk around helping

students out.

After 20 minutes:
Instruct students to return to their
seats.

Many students are probably still lost Students will wrap up the activity and
on how to do come up with these return to their seats.
function rules. Hopefully they have
gotten at least some of them.

Ask students why this activity was Students will explain what was
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Kurt Hoelsema
challenging. Dig deeper than just the
surface answers of it didnt make sense.
10
Ask students for one that they would
like to go over. Type this one into
Desmos and show the graph on the
board.
5.4 Writing a Function Rule
challenging about this activity.
Students will give certain tables that
they did not get or would like to hear
explained.

Ask students what shape would the
graph be if the lines were connected.
What does that tell us about the
function rule? From their responses
work towards the answer.
Students will listen to the teachers
prompting questions.
Students will answer the teachers
prompting questions,

Show how you can graph a function

rule using desmos. If the function rule Students will be guided towards the
connects all of the points, then that is answer.
the function rule for the table of values.

Ask students for another one that they Students will offer additional problems
would like to go over or for one they they would like to go over.
werent able to figure out. Repeat the
same process showing the plotted
points on the board.

Word Problems
Go over the two word problems at the
end of the presentation.

Give students a couple minutes to

work on them individually.
Ask for students to share how they did
5
it.
Stress that these questions are very
similar to questions they have had
before. The only difference is in the
notation.
Students will work through these
problems individually.
Students will share how they got their
answers.
Students will listen as these problems
are gone over as a class,

Since students have been writing these

equations since the beginning of the
semester it shouldnt be too hard for
them to figure this out, it is just a
matter of putting the equation in
function notation.

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Kurt Hoelsema 5.4 Writing a Function Rule
10 Assign the IXL homework (Q10, Q11).
Closure
(conclusion,
culmination, Give students the remainder of the Students will use the remainder of the
wrap-up) class time to work on this. hour to work on the IXL homework
or to continue attempting the
Give the option for students to challenge problems from the activity.
continue working on the function rule
card activity as well.
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.)

This was the only lesson of this unit plan that I was able to teach. I ended up not having time for
the word problems at the end. The activity was more difficult for students than I had thought. I knew
it would be challenging and I wanted it to be challenging, but I think it may have been a little to
challenging. Many students started giving up and checking out. It probably would have been better if
I had created the groups for them and given more structure to the activity. Nevertheless, many
students seemed to enjoy this activity and it got them really thinking. There seems to be this notion
in high school that content and instruction should be clear and material not confusing. However, I
think part of learning is struggling and being confused. Since I have two sections of Algebra, I had
the chance to reteach this lesson and made a few adjustments to how I explained the activity and how
I helped students while they did the activity. 2nd hour is a smaller class than 1st hour and the students
in that hour are more academically motivated so things went a bit smoother. In addition, 1 st hour
starts at 7:35am and this lesson was taught on the Monday before thanksgiving break so students
understandably had difficulty focusing. I think if I were to teach this topic again, I would use a very
similar approach and activity, but I would make groups beforehand and give the activity a bit more
structure.

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