TEACHER: Jessica Aguirre DATE

OBJECTIVE: Domain and Range of a Function GRADE LEVEL: 8th grade

Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards. For the
students benefit, explain what students will be able to do by the end of the lesson and why these objectives are important
to accomplish

2A. Determine the domain and range of a linear function in mathematical problems; determine
reasonable domain and range values for real-world situations, both continuous and discrete; and
represent domain and range using inequalities;

Students will be able to identify domain and range of a linear function and analyze real-world situation and
identified domain, range and function from each situation.

Materials/Resources/Equipment Needed:
- Pencil
- Handouts
- Scenario cards
- Computer and projector

Instructional delivery (What information is essential for the student to know before beginning and how will this skill be
communicated to students? This is the section where you explicitly delineate how you will present the lesson. Direct
instruction? Small group? Centers? The instruction could include a variety of instructional delivery methods.)

Definition of Function, Inequalities, Rational functions, dependable variable and independent variable.

Students will be set on groups.

- At the beginning of the class, they will pick a handout with a number and they will sit at the
table with such number.
Students will have handouts individually. Included:
- Written instructions.
- Number of team.
- Blank space to take notes of the video.
- Blank space to create story with the scenario.
- The main activity and the closure activity.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you use to
focus students on the lesson for the day?)

(2 min) Entrance ticket:

Students will be asked to write real-world examples of functions on cards.

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They receive
little explanation and few terms at this point, because they are to define the problem or phenomenon in their
own words.

(2 min) Leave their card with the answer on the table, and everyone will stand up and start walking around the
tables looking the peers answers.
Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)
(2 min) After everyone look at into someone else response, the whole class will stablish what a function is with
the teacher guidance.

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you taught
them through the instructional delivery)

(5 min) Student will watch a video about Domain and Range of a function, and will be instructed to take notes
on the handout filling the blank spaces.

https://www.youtube.com/watch?v=FdK9_Fp76cw

(1min) After watching the video, a function machine in the handout will still in blank and students will create
their own linear function. They will specify domain and range of such function.

(3 min) They will share their function, domain and range with their team. Next, each team will pick a function
and shared with the class.
Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they
have mastered the skill without teacher guidance.)

- (5 min) Each group will be assign with a scenario and they will identify the domain, range and function
for their scenario and writing it down in the handout.
- (5 min total, 1 min per team max) Each team will share with the rest of the class their conclusion.

_________________

SCENARIO 1: Debit Card

- Money deposited (domain).
- Amount for withdraw (range).
- Boundaries of the bank, such as limit to withdraw per day (function).

SCENARIO 2: Part-time employee

- Hours worked (domain)
- Weekly paycheck (range)
- Pay for hour, and maximum of hours (function)

Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have learned the
objective FORMATIVE.)

Teacher will use Zone Power during the Elaborate stage. Teacher are expected to observe the participation of
students in their teams and facilitate the understanding.
Also, students sharing their conclusion will allow the teacher to know if students understand the definition of
domain, range and function.

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up the
lesson by giving the lesson concepts further meaning for your students?)

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Students will summaries what they learned in the acronyms box of DIXROY at the end of the handout.
Domain
Input
X-coordinate
Range
Output
Y-coordinate

Also, they are asked to write on their own words the definition of domain and range.

Extra closure:
If time allows it, students will practice solving equations using this game:

http://www.math-play.com/Equation-Game.html

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)