Molloy College

Division of Education

Student: Kristiana Salerno Professors: Dr. Blair and Dr. Sheean

Course EDU 537 03 Date: 4/26/18
Grade: 9 Topic: Linear, Quadratic, and Exponential Functions Content: Mathematics

INSTRUCTIONAL OBJECTIVES

● After active note taking during a modeling of the ​Chapter 6 Guided Notes Packet​​ and

working in groups to complete an ​Equations & Graphs Menu Planner​​, students will

then complete an exit ticket answering 3 out of 4 questions correctly.

NYS STANDARDS AND INDICATORS

Mathematics Standard: New York State Next Generation Mathematics Learning Standard
AI-F.IF

Domain:​​ Analyze functions using different representations

Cluster:​​ Graph functions and show key features of the graph by hand by using technology where

appropriate.

Standard:​​ Graph linear, quadratic, and exponential functions and show key features.

Indicator:​​ This will be evident when students work in groups graphing

Linear, quadratic and exponential function.

Reading Standards for Literacy in Science and Technical Subjects 9 - 10 Key Ideas and

Details RST 1:​​ ​Cite specific evidence to support analysis of scientific and technical texts, charts,
diagrams, etc. attending to the precise details of the source. Understand and follow a detailed set

of directions.

Indicator:​​ ​This will be evident when students are using evidence to support the

conclusions they are drawing from their graphs they constructed from their ​Equations &

Graph Menu Planner​​.

INSTRUCTIONAL RESOURCES

● Chapter 6 Guided Notes Packet​​ -​ See​ ​Appendix 6.1​ for Assignment

● Equations & Graphs Menu Planner ​- See ​Appendix 6.2​ f​ or Assignment

● Google Forms Worksheet Template​​ - See ​Appendix 6.3​ for Assignment

○ https://docs.google.com/forms/d/1EMeHm19kkN09luhzISDEKrx_yJvqoGCA6iN

PQUrCGl8/edit

● Function Exit Ticket A ​-See ​Appendix 6.4​ for Assignment

● Function Exit Ticket B ​- See ​Appendix 6.5​ for Assignment

● Function Exit Ticket C ​- See ​Appendix 6.6​ for Assignment

● Function Exit Ticket A Enlarged Font ​- See ​Appendix 6.7​ for Assignment

● ​One iPad per group

MOTIVATION
● Students will participate in a game called a minute to win it. Students will be given one

minute to write down all their prior knowledge on Linear, Quadratic, and Exponential
 functions/graphs. At the end of a minute the student who had recalled the most

information will receive a one homework pass. ​(What do you know about Linear,

Quadratic and Exponential equations/graphs?)

DEVELOPMENTAL PROCEDURES

1. Students will participate in a game called a minute to win it. Students will be given one

minute to write down all their prior knowledge on Linear, Quadratic, and Exponential

functions/graphs. At the end of a minute the student who has recalled the most

information will receive a one homework pass. ​(What can you recall about Linear,

Quadratic and Exponential equations or graphs?) (What are the parts of the equations?)

(What do the graphs look like?)

2. Students will use the their prior knowledge they just recalled from a minute to win it and

will then prepare for a class discussion on linear, quadratic and exponential functions that

will lead into today’s lesson. ​(What do Linear, Quadratic and Exponential

equations/graphs represent? ) (How would you define each of these graphs?) (What are

the equations for each of the functions?)

3. Students will be presented the ​Chapter 6 Guided Notes Packet​​ on the SMART board

that contains a break down of the equations of linear, quadratic and exponential

functions. As well as information on the different parts of linear, quadratic, and

exponential graphs in order to construct them. ​(How do you identify each of the

graphs?)(What is each of the graphs used to represent?)

4. Students will use their ​Chapter 6 Guided Notes Packet​​ provided by the teacher. During

the modeling of the ​Chapter 6 Guided Notes Packet​​ the students will be actively note

taking by filling in any necessary definitions and copy and examples that follow. (​Can

you distinguish the difference between the different types of graphs?) (How can you

distinguish the differences?)

5. Students will be placed into six mixed ability groups of four. They will work together on

an ​Equations & Graphs Menu Planner​​ provided by the teacher.

6. Students will each decide who will be the leader, timekeeper, task keeper, and recorder.

They will work in their groups for approximately fifteen minutes to complete all

components of the menu contract. Students will complete four main dishes, two side

dishes and one dessert.​ (As you work think and discuss, what data are the graphs

representing?)(Why is this specific graph being used?) (What conclusion can you draw

from your graphs?)

7. Students will be asked to upload their answers using their ​iPad​​ to the ​Google Forms

Worksheet Template ​provided by the teacher.

8. Students will individually complete an either ​Function Exit Ticket A, B or C ​that will

have a total of 4 questions, 3 in which they must answer correctly.

INSTRUCTIONAL STRATEGIES ​(Learning Strategies*)

● Strategy: Discussion ​(engaging students in discussion with one another about the

content for today’s lesson)

Indicator:​​ This will be evident when students discuss prior

knowledge about the topic in the beginning of the lesson. In addition,

 at the end of the lesson when students are actively working through their

Equations & Graphs Menu Planner

● Strategy: Direct Instruction ​(​teacher-directed method that uses straightforward, explicit

teaching techniques)

​ ​Indicator:​​ ​This will be evident when the teacher is teaching students

about Linear, Quadratic and Exponential functions/graphs by

modeling of their ​Chapter 6 Guided Notes Packet.

● Strategy: Cooperative Learning ​(engaging students in groups where students work

together and are each assigned a specific role in the group)

Indicator:​​ This will be evident when the students are working in groups to

complete their ​Equations & Graphs Menu Planner​​ and assign who will be the

leader, timekeeper, task keeper and recorder in the group.

​ADAPTATIONS

● Glenn the student with Spina Bifida will sit in the front of the classroom in a wheelchair

accessible desk closest to the door. In addition, when the students are broken up into

mixed ability groups, Glenn will have their group members move to the front of the

classroom where they are seated. Glenn will also receive ​Function Exit Ticket A​​ in

which will be enlarged for him.

● Julia will benefit from Universal Design for Learning.

 DIFFERENTIATION OF INSTRUCTION

Universal Design for Learning

● The lesson is universally designed in the sense all students will receive ​Chapter 6

Guided Notes Packets ​as well as have them modeled by the teacher. Visual learners will

benefit from the ​Chapter 6 Guided Notes Packets​​ being displayed on the board and the

teacher modeling them because they will be able to connect the lecture with the visuals

on the board. Auditory learners will benefit from the modeling of the notes as the teacher

lectures as they go over the notes. All students will also work in mixed ability groups and

record their answers on their ​iPads​​. This allows some students to act as peer mentors

while other students have extra support from the peer mentors in their group.

Struggling Students

● The students will benefit by being placed in mixed ability groups in order to work with

their peers in the class. The average students and advanced students will act as a peer

mentors and help explain the ​Equations & Graphs Menu Planner​​ to the struggling

students.

● The students will also receive an exit ticket, ​Function Exit Ticket A ​ that will have

fewer complex questions such as more multiple choices questions rather than short

answers and graph constructions.

Average Students
 ● The students will benefit by being placed in mixed ability groups in order to work with

their peers in the class. This will allow them to share ideas, as well as act as peer mentors

to the struggling students. In addition, they will have the advanced students as their peer

mentors, and may have clarification any questions they may have on the ​Equations &

Graphs Menu Planner ​answered by the advanced student.

● The students will also receive ​Function Exit Ticket B ​which will have formal questions

pertaining to the lesson such as fill ins that require the student to interpret and analyze

graphs as well as constructing graphs based on a specific function.

Advanced Students

● The students will benefit by being placed in mixed ability groups in order to work with

their peers in the class. They will act as peer mentors to the struggling students, and

average students. They will share their own ideas and explain to their peers how they are

arriving at the answers on the ​Equations & Graphs Menu Planner​​. They will also be

able to provide clarification to their peers on concepts that are puzzling them.

● The student will also receive ​Function Exit Ticket C ​which will have more challenging

questions in which require the students develop their own equations based on word

problems as well as represent the equations as a graph.

​ASSESSMENT
● Informal:​​ ​Students will actively note taking during the modeling of their ​Chapter 6
Guided Notes Packet.
● Formal:​​ ​Students will work in groups and complete all problems on their ​Equations &

Graphs Menu Planner ​provided by the teacher.

● Formal:​​ ​Students will complete ​Function Ticket A,​​ ​B, or C ​answering 3 out of 3

questions correctly

​INDEPENDENT PRACTICE

● Following the lesson on Linear, Quadratic and Exponential functions/graphs, students

will complete either ​Function Exit Ticket A, B, or C​​ answering 3 out of 4 questions

correctly.

● Following the lesson students will create their own scenario with their own data that

represents the scenario. The student will then represent their data in the graph that best

fits their data.

​REFERENCES
Introduction to the New York State Next Generation Grades 6-12 Learning Standards for
Literacy in History/Social Studies, Science, and technical Subjects. (). Retrieved from
http://www.nysed.gov/common/nysed/files/nys-next-generation-literacy-standards-grades
-6-12.pdf

McCarthy, E. (n.d.). Slope (Guided Notes and Assessment). Retrieved April 17, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Slope-Guided-Notes-and-Assess
ment-34110

Math, J., Miss. (n.d.). Graphing Linear Equations Vocabulary guided notes. Retrieved
April 17, 2018, from https://www.teacherspayteachers.com/
Product/Graphing-Linear-Equations-Vocabulary-guided-notes-1668785

New York State Education Department. (2017). New York State Next Generation Mathematics
Learning Standards. Retrieved from
http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics-p-12-sta
ndards.pdf

Solutions, S. M. (n.d.). Analyzing Graphs of Exponential Functions (A9D). Retrieved April

17, 2018, from https://www.teacherspayteachers.com/Product/Analyzing-Graphs-of-
Exponential​-Functions-A9D-2996380

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Appendix 6.1 
6.1 
  
CHAPTER 6 GUIDED NOTES PACKET 
PACKET  
 
LINEAR FUNCTIONS  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Vocabulary  
Vocabulary 
Coordinate Plane Horizontal Line Point x-axis y-coordinate  
Coordinates  Ordered Pair Quadrant y-axis x-intercept  
Diagonal line Origin Vertical line x-coordinate y-intercept  
What are Linear Equations? 
Equations? 
The coordinate plane is formed by a horizontal number line, called the 
​, and a vertical number line, the​ .​ Each 
​on the coordinate plane has an address, called the, (x,y).  
The point where the axes cross is called the​ .​ Its 
coordinates are ( , ). The​ ​gives the location on the 
x-axis and​ ​gives the location on the y-axis. 
A​ ​equation with two variables has an​ ​number 
of ​ .​ Each can be represented by a ​ ​on 
the coordinate plane. These points form a ​ ​called  
the​ ​of the equation.   
 
What is slope? 
slope?  
 
The steepness of a line is  
called ​ .     
The letter we use for slope is a 
lowercase ​ ​.   
When given the graph of a line, we 
need to know a simple definition of 
slope!   
 
 
 
Definition of slope :  
 
m= ​ ​. 
 
 
**Slope is the ratio of a lines ​ ​change to its 
​change. (That’s why we say “​rise over run!”​)     
 
 
How do we find slope when given a graph? 
graph?  
 
1) Mark some points on the line.  
2) Start from the ​ ​.  
3) Find the “rise” (or “fall”) 
Up is ​ .    
Down is ​ ​.    
   
YOUR TURN! 
TURN! 
Find the slope of each graph.  
 

 
4 Types 
Types 
of Slope. . 
.  .  
  
As we travel to the left the graph goes​ ​. 
Type of slope : ​ ​.  
   

As we travel to the left the graph goes​ ​. 

Type of slope : ​ ​.  
   

This graph is not steep at all!  

Type of slope ​ ​. 
   
 
 
 
   
This graph is so steep we can’t even call it a slope! 
Type of slope : ​ .​   
 
 
 
How do we find slope between two points? 
points? 
 
The slope of the line containing two points ( x1, y 1 ) and (x2, y 2 ) can b 
found using the formula: 
 
m=​ .​ or in other words m = ​cchange
hange in . 
. 
change in in  
Let’s find the Slope! 
 
( , ) and ( , ) 
 
 
m=​ ​. 
 
 
What is the equation of a line?  
 
The equation of a line is y = mx + b, where m is the ​ ​, and b 
is the ​ .​ The y-intercept is where the line passes through 
the y-axis.  
 
 
 
 
YOUR TURN! 
TURN! 
  
 
 
 
m = 
 
 
b ==  
 
 
 
 
m = 
 
b = 
= 
 
 
 
 
 
 
 
 
 
QUADRATIC FUNCTIONS 
NS 
 
A​ ​is a function that can be written in the form 
y = ax 2 + bx + c where a, b, c are real numbers. And a does not 
equal 0.  
Ex: y = 5x 2 y = x 2 − x − 3 
 
The graph of a quadratic function is a U-shape curve called a ​ . 
The maximum or minimum point is called the ​ ​.  
 
YOUR TURN! 
TURN!   
Maximum or Minimum?  
 
 
 
 
 
 
 
 
 
Direction of opening: 
opening: 
 
When a ≻ 0, the parabola opens ​ . 
When a ≺ 0, the parabola opens ​ . 
Width:  
Width:
 When |a| ≺ 1 , ​the parabola is ​ ​than y = x 2   
When |a| = 1 , ​the parabola is ​ ​width as y = x 2   
When |a| ≻ 1 , ​the parabola is ​ ​than y = x 2   
 
Vertex:  
Vertex:
The highest or lowest point of the parabola is called the vertex, which  
is on the axis of symmetry. To find the vertex, plug 
​ ​And solve for y. THe yields ( , ).  
 
Axis of Symmetry: 
Symmetry: 
This is the line passing through the vertex. The equation is ​ . 
 
x-intercepts:  
x-intercepts:
Are the 0, 1, 2 points where the parabola crosses the x-axis. (Plug in 
y=0 and solve for x). 
 
y-intercepts:    
y-intercepts:
Is the point where the parabola crosses the y-axis. (Plug in x=0 and  
solve for y) 
 
 
 
 
 
 
YOU TRY!
TRY!   
y = x 2 + 2x + 5  
 
Vertex:  
Vertex:
 
Max or Min? 
Min? 
 
Direction of opening? 
opening?  
 
Axis of Symmetry: 
Symmetry:  
 
EXPONENTIAL GRAPHS 
GRAPHS 
 
Exponential Functions are equations of form:​ ​where  
is any real number. The base is a ​ ​ and the exponent is 
a​ . 
 
This is a type of function f (x) = b x where 
b > 1. 
 
 
 
This is a type of function where   
f (x) = b x where b < 1. 
CHARACTERISTICS OF EXPONENTIAL FUNCTIONS:  NS: 
 
Exponential functions are continuous and ​ . 
There domain is ( , ). There range is ( , ) if a > 0 and 
( , ) if a is < 0. However, not in the case a term is added to an 
exponential term. (Ex: f (x) = 2 x + 5 ) 
 
EXPONENTIAL GROWTH VS. DECAY  DECAY  
 
If a is ​ ​, y = ab x can be classified as exponential growth 
or exponential decay. In the case where a is positive then:  
If b ​ ​ 1, then the function is classified as exponential growth. 
If b ​ ​ 1, then the function is classified as exponential decay. 
If a is ​ ​, then the function is neither exponential growth  
nor exponential decay.  
 
 
 
 
 
 
 
 
 
 
EX:  
 Exponential Growth   Exponential Decay  Neither  
y = 3(2) x   y = (0.5) x   y = − 2(3) x  
     
y = 12 (4) x   y = 2( 13 ) x   y = − (0.3) x  
     
y = (1.3) x   y = (− 4) x   y =− 5 (3) x  
   

   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
A
Appendix 6.2   
​ ppendix 6.2 
    
​MENU PLANNER   
 
Menu for: Graphing Linear, Quadratic and Exponential Functions 
 
Name:  Period:  
 
Directions:​ All items under main dishes are to be completed 
along with the specified number of side dishes and  
desserts.  
  
 
MAIN DISHES​​ (Complete all) 
 
 
 
What are the equations for the following functions?   
a) Linear 

b) Quadratic  

c) Exponential  

 
2
a) Graph the line y =− 3 x − 2.  

b) What is the slope of the line? What is the y-intercept of the line?  

c) What is a possible solution?  

2
a) Graph the function y = − x + 2x + 3  
 b) Identify the domain, range, axis of symmetry, vertex, min/max, 

y-intercept, and x-intercepts.   

  f (x) = 4 x  

a) Create a table give the x values of -2 to 3  

​b) Graph the function based on your table above.  

SIDE DISHES ​(Select 2) 

Graph the function, f (x) = 3x 2 − 7x + 1  

a) What is the direction of the opening? 

b) Is the vertex a max or min? 

c) Is the graph wider or narrower than y = x 2 ? 

Given the function f (x) = 4 • ( 1

2 )x 

a) Complete the following table  

x  f (x) = 4 • ( 1
2 )x  y  (x,y)  
 

-2        

-1       

0       

1       
 2       

3        

4        
 

b) Graph the function based on the table above.   

Graph the line that passes through the points (2,2) and (4,2)   

a) What is the slope of the line?  

b) What are two the points on the line?  

DESSERT ​(Select 1)  

How can you distinguish the difference between Linear, 

Quadratic and Exponential graphs? 

How might these functions apply to real world situations?  

 
 
    
 
 
 
 
 
 A
Appendix
​ ppendix 6.3 
6.3 
 
Google Form URL: 
 
https://docs.google.com/forms/d/1EMeHm19kkN09luhzISDEKrx_yJvqo
GCA6iNPQUrCGl8/edit  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Appendix 6.4 
6.4 
 
Name:  Period:  
   
  FUNCTION EXIT TICKET (A) 
 
 
1) Given the graph what 
is the equation of the 
line?  
 
 
a) y = − 4x + 6  
2
b) y = 3 x + 3 
c) y = x + 5  
d) y =− 6x + 3  
 
 
 
 
 
 
 
 
2) What function represents this 
graph?  
 
a) f (x) = 2 x  
b) f (x) = 4 • 2 x  
c) f (x) = ( 12 ) x  
d) f (x) = 3 x  
 
3) Given the equation and graph 
identify the following:  
 
f ( x) = − x 2 + 4x − 3  
 

a= 

b= 

c=  

Vertex:  

x-intercepts:  

 
4) Graph the following line: − 2x + 3y = 6  
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ​Appendix 6.5 
Appendix 6.5 
 
Name:  Period:  
   
​FUNCTION EXIT TICKET (B) 
 
 
1) Graph the following line: 4x + 6y = 12  
 
 
a) What is the slope of the line? 
 
 
b) What is the y-intercept?  
 
 
c) What is a possible solution?  
 
 
 
 
 
 
 
 
2
2) Graph f (x) = 2x + 4x + 1   
 
Vertex: 
 
Max or Min?  
  
Direction of Opening? 
 
Axis of symmetry:  
 
Wider or narrower than y = x 2  
 
3) a) Complete the table:  
 
f (x) = (3) 2 x  
 
x       f (x)  

-2        

-1        

0       

1        

2        

3        
 
 
b) Construct a graph based on the table above.   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
4) The graph shows the change in the value of a car over several years.  
 
 
a) Is the value of the car increasing 
or decreasing? 
 
b) Is the graph linear, quadratic or 
exponential? How can you tell? 
 
c) From 0 to 3 years, how much did 
the value of the car change? How 
does this compare to the initial 
value?   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Appendix 6.6 
6.6  
 
Name:  Period:  
   
  ​FUNCTIONS EXIT TICKET (C)  
 
 
 
1) A car rental charge is $100 per day plus $0.30 per mile travelled. 
Determine the equation of the line that represents the daily cost by 
the number of miles travelled and graph it. If a total of 300 miles 
was travelled in one day, how much is the rental company going to 
receive as a payment?  
 
a) What is the equation used to represent the data?  
 
 
 
b)​ ​How much is the rental company going to receive as a payment?  
 
   
 
c ) Construct a the graph 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2
2) h(x) = 2 − x − 12 x  
 
a) Graph the function.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
x
3) Given the function k (x) = − 6 • ( 12 )  
 
a) Construct a table  
 
b) Construct the graph  
 
c) Determine the domain, range, y-intercept, change in y-values, and  
Whether it is growth or decay.  
 
 
 
 
 
 
 
 
4) Based on the following graph:  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
       
a) Is this worker’s annual salary increasing or decreasing? 
 
 
b) How much is this office worker’s initial salary? 
 
Write an exponential equation using this value.  
 
y =​ ​(​ ​)x  
 
   
 
 
 
 
 
 
 
 
 
 
 
 
 Appendix 6.7 
6.7 
 
Name: Glenn Period:  
   
​ UNCTION EXIT TICKET (A) 
F
 
 
1) Given the graph what is the equation of the 
line?  
 
 
a) y = − 4x + 6  
b) y = 23 x + 3  
c) y = x + 5  
d) y =− 6x + 3  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2) What function 
represents this graph?  
 
 
a) f (x) = 2 x  
b) f (x) = 4 • 2 x  
c) f (x) = ( 1
2 )x 
​d) f (x) = 3 x  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3) Given the equation and graph identify the 
following:  
 
f ( x) = − x 2 + 4x − 3  
 

a= 

b= 

c=  

Vertex:  

x-intercepts:  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4) Graph the following line: − 2x + 3y = 6