Understanding By Design Unit Template

Title of Unit
Curriculum Area
Developed By

Functions (Activity 5 & Activity 6)

Algebra 1
Springboard Algebra 1

Grade Level
Time Frame

9th Grade
15 days (3 weeks)

Identify Desired Results (Stage 1)

Content Standards
Common Core Standards: Interpreting Functions
HSF-IF-A.1: Understand that a function from one set (domain) to another (range) assigns to each element of the domain exactly one
element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input
x. The graph of f is the graph of the equation y = f(x)
HSF-IF.A.2: Use function notation, evaluate functions from inputs in their domains, and interpret statements that use function notation
in terms of a context.
HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of a graph and tables in terms of
the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: interprets;
intervals where the function is increasing, decreasing, positive, negative; relative maximums and minimum; symmetries; end
behavior and periodicity.
HSF-IF.B.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
HSF-IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology
for more complicated cases.
HSF.IF.C.7a: Graph linear and quadratic functions and show intercepts, maxima and minima.
Common Core Standards: Creating Equations
HSA.CED.A.2: Create equations in two more variables to represent relationships between quantities; graph equations on a coordinate
axes with labels and scales.
Standards of Mathematical Practice Addressed:
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 Model with mathematics.
CCSS.Math.Practice.MP6 Attend to precision.
CCSS.Math.Practice.MP7 Look for and make use of structure.

Understandings

Essential Questions

Overarching Understanding
Students will be able to represent relations and functions using tables,
diagrams, mappings, and graphs.
Students will identify relations that are functions and explain why the
characteristics give this conclusion.
Students understand how to describe the domain and range of a
function and see the relationship between the function and its graph.
Students will be able to find input-output pairs for a function.
Students will be able to use and interpret function notation.
Students will evaluate a function for specific values of the domain.
Students will be able to explain and interpret key features of a graph
including minimums, maximums, end behavior, zeros, and undefined
values.
Students will understand reasonable domain and range values for a
real-world situation.
Related Misconceptions
All functions have a linear relationship so looking other types of
functions give them difficulty.
That relations represented by graphs that are disconnected are not
functions.
Changing the variable in the algebraic representation changes the
function.
Fail to realize that all ordered pairs on the graph satisfy the algebraic
equation defining the function.
Not understanding the connection between different representations
of a function (graphically, tabular, equation).

Knowledge

Overarching
How does this connect to our
previous unit?
-How do these concepts
apply to my daily life?
-How can I model this
situation with mathematics to
make it easier to understand?
-How can I communicate this
using mathematical
language?
-How can I represent

Topical
-What is fundamentally true
for a relationship to be a
function?
-How can functions be used
to describe real world
problems?
-How do real world contexts
affect the functions domain?
-How can we tell what values
are not included in the
domain or range?
-How do we see undefined
values appearing on the
graph? On the table?

Objectives
Skills

Students will know

Students will be able to

How to create a T-chart for a pattern.

How to graph values with x and y.
How to plot points on a coordinate plane.
How linear functions are represented by tables and graphically.
How to find domain and range for a function.
How to express a function using tables and graphs.
What key features of a graph are and the definition for them.
The definition of a function.
The difference between linear and non linear relationships.

Evaluate a function for specific values of the domain.

Identify domain and range for a function.
Explain and interpret key features of a graph.
Create multiple representations of data for the same
function.
Use the definition of a function to decide if a relation does or
does not satisfy the requirements.
Use and interpret function notation.
Use functions to model and solve for a real world situation.

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation
Product/Performance

Students will be able to represent functions using multiple representations, including mapping,
diagrams, tables, mathematical, and graphs. Students will demonstrate their knowledge in identifying if
a relation is a function and giving its domain, range, and key features of graphs with real world
situations.
Unit Test
Myself, Ms. Wilcher
Test at end of unit
Students will complete the test within 60 minutes
-HSF-IF-A.1: Understand that a function from one set (domain) to another (range) assigns to each
element of the domain exactly one element of the range. If f is a function and x is an element of its
domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the
equation y = f(x)
-HSF-IF.A.2: Use function notation, evaluate functions fro inputs in their domains, and interpret
statements that use function notation in terms of a context.

Standards

-HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of a
graph and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: interprets; intervals where the function is
increasing, decreasing, positive, negative; relative maximums and minimum; symmetries; end behavior
and periodicity.
-HSF-IF.B.5: Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes.
-HSF-IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.
-HSF.IF.C.7a: Graph linear and quadratic functions and show intercepts, maxima and minima.
-HSA.CED.A.2: Create equations in two more variables to represent relationships between quantities;
graph equations on a coordinate axes with labels and scales.

Other Evidence
Getting Ready: Unit 2 Prerequisite Review
CYU: Check Your Understanding Students will be completing these questions in their notebooks at the end of the class period.
Sometimes these will be in class, sometimes these will be for homework. I will walk around and answer questions about the check
your understanding, and after completed they will get started on their homework (if applicable). They will be gone over at the

beginning of class the next day.

Exit Slips students will be given formative assessments to test their understanding periodically that will be reviewed the next day.

Learning Plan (Stage 3)

Day
in
Unit

Lesson Topic

Lesson Learning
Objective

Description of how
lesson contributes to
unit-level objectives

Assessment activities

Getting Ready:
Unit 2 Prerequisite
Review

Students begin to think about

their previous knowledge in
dealing with graphs and plotting
points. Students will begin to
conceptualize that not all
functions have to be
mathematical, and a relation
can have a real world context.

Students will complete the

prerequisite review to get them
thinking about their previous
experience with functions,
graphs and tables. Students will
be looking at a DVD vending
machine and the relationship
between the output and input
values.
Students will look at the
definition of a function and
decide whether the relations
worked with in the previous day
were functions. Students will
look at input and output values,
and create their own example of
a function mapping.
Students will considering the
vending machine problem once
again and identifying the inputs
and the outputs. Students will
create multiple representations
of data, including tables, graphs
and mappings to represent the
domain and range for each of the
vending machine twists.
Students will spend some time
looking at the function
machine which takes an input
value for x and spits out an
output value for the function.
Students will understand
conceptually what the function
machine is doing to the input

-Getting ready Prerequisite

-Exit slip: Create table showing
each combination, write as a set
of ordered pairs, and write
combinations in a mapping
diagram, given a vending
machine context (in book).
-Monitoring students work
-Questioning
-CYU: Example of mapping and
graph Does the mapping
shown represent a function?
Explain. Does the graph shown
represent a function? Explain.
-Monitoring students work
-Questioning

5.1: Intro into

relations, graphs
and mappings #15
2

5.1 #7-12:
Introduction into
functions, graphs,
and mappings.

5.2 #1-5: Domain

and Range of
Relations

5.2 #6-15: Domain

and Range for
Functions

Students begin to think about

their previous knowledge in
dealing with functions and make
the connection that a relation is
a function. Students will begin
to make connections with
functions and mappings and
graphs.
Students begin to think about
values that could be included as
inputs for the inputs and
included as outputs for
relations/real world situations.

Students will relate what they

did yesterday with the vending
machine relation to functions.
They will be learning how to
make tables for inputs and
objects for more complicated
functions, and ordered pairs.

-Exit Slip: Considering the

function machine (with the
function 4x-3). What is the
output value if the input is x=-7?
x=0? How did you get your
answer?
-Monitoring students work
-Questioning
-Function machine problem:
students creating their own and
multiple representations for the
same function.
-CYU: Identify the domain and
range of the function
represented by the set {(3,5), (1,2), (2,2), (0,1)}.

5.3 #1-7: Function

Notation

Students will learn how to use

function notation and what f(x)
means for a function. They will
expand on their knowledge from
yesterday by thinking of f(x) as
the function machine and the
values x are the input values.
Students will draw comparisons
between methods for f(x) and
the vending machine problem
built on in the previous section.
Students will also learn that if
h(x) = x+2 and f(x) = x+2 then
h(x) = f(x).

Activity 5 Review
In class worksheet

6.1 #1-10: Domain

and Range of a
functions graph
and key features
of a graph.

Students will connect 5.1 5.3

be developing a function,
identifying the domain and
range (input/output values),
creating a table, graph, and
mapping.
Students will develop and
understanding of how domain
and range looks in a functions
graph. Students will learn how
to interpret graphs based on the
context of the problem.

6.1 #1521:Domain and

Range of a
functions graph
and key features
of a graph.

Students will develop and

understanding of how domain
and range looks in a functions
graph. Students will learn how
to interpret graphs based on the
context of the problem.

values to give the output values.

Students will create their own
function and a list of input values
to put in the machine, and create
a table and graph to represent
their function.
Students will have practice
picking various input values and
computing the output values in
the function f(x). Students will
then create tables, mappings,
and a graph to represent the
function and input/output values.
Students will also go back to the
vending machine problem
worked on in 5.1 and 5.3 and
create a function that represents
the situation using f(x). They will
define the variable x and an
appropriate domain and range in
the context of the problem.
Students will look at real world
applications of relations and at
mathematical functions and draw
connections between the
different representations of data.
Students will look at a roller
coaster graph and determine
what the key features of the
graph mean in the problem (ex.
What does the y-intercept
represent?) Students will identify
minimums and maximums and
domain and ranged in the
context.
Students will look at a graph of a
person hiking on a circular trail
and interpret how the person is
moving through the trail.
Students will identify domain and
range, extrema, and other key

-Monitoring students work

-Questioning

-Exit slip: Evaluate the functions

for the domain values indicated.
A) p(x) = 3x + 14 for x = -5, 0,
4. B) h(t) = t^2 5t for x = -2, 0,
5, 7
-Monitoring students work
-Questioning

-CYU: The first seven numbers in

the Fibonacci sequence are: 0, 1,
1, 2, 3, 5, 8. What is f(2)? What
is f(6)?
-Monitoring students work
-Questioning
-Exit slip: Determine whether
each statement is sometimes,
always, or never true. Explain
your answers.
a) A relative minimum is also an
absolute minimum
b) An absolute minimum is also
a relative minimum.
-Monitoring students work
-Questioning
-CYU: What are the independent
and dependent variables for the
function representing Toms
hike? How do you determine the
maximum and minimum on a
graph of a function?

6.2 #1-2: Domain

and Range of More
Complex Graphs

Students will develop an

understanding of how domain
and range and extrema present
itself in more complex graphs.
This is taking another step
beyond relations and linear
functions and moving to graphs
of quadratics and graphs with
asymptotes.
Students will develop an
understanding of how domain
and range and extrema present
itself in more complex graphs.
This is taking another step
beyond relations and linear
functions and moving to graphs
of quadratics and graphs with
asymptotes.

10

6.2 #3-5: Domain

and Range of More
Complex Graphs

11

6.3 #1-2: Graphs

of Real-World
Situations

Students will develop and

understanding of how domain
and range looks in a functions
graph, and develop an
understanding for restrictions on
domain. Students will learn how
to interpret graphs based on the
context of the problem.

12

6.3 #3-7: Graphs

of Real-World
Situations

13

Activity 6 Review

Students will develop and

understanding of how domain
and range looks in a functions
graph, and develop an
understanding for restrictions on
domain. Students will learn how
to interpret graphs based on the
context of the problem.
Students will put together the
concepts learned in 6.1-6.3 to
solidify finding extrema, domain

features of the graph and decide

what this represents in the
context of the problem.
Students will compare and
contrast more complex graphs
and learn how to find the key
features of quadratics and
rational equations.

-Monitoring students work

-Questioning

Students will continue comparing

and contrasting more complex
graphs and learning how to find
the key features of quadratics
and rational equations. Students
will give examples of functions
that have restricted domains,
explain what these values are,
and how they would appear in
the graph or table.
Students will continue to
determine the key features in
graphs, but move on to creating
graphs for particular story
problems. Specifically, students
will create a graph for a taxi-cab
rate and determine a reasonable
domain and range for the
problem.
Students will dig deeper into
situational graphs by creating
real world situations to match
graphs, and explaining why their
story would have the domain
and range of the graph provided.

-Exit Slip: How can you

determine from a functions
graph whether the function has
any maximum or minimum
values? How can you determine
the domain of a function by
examining its graph?
-Monitoring students work
-Questioning

Students will connect these ideas

by examining graphs, tables, and
functions and finding the

-Exit Slip: The graph of a

function is a horizontal line.
What is true about the absolute

-Exit Slip: What have you noticed

about the extrema in the graphs
we investigated today? How are
these graphs similar or different
to the graphs we examined
yesterday?
-Monitoring students work
-Questioning

-CYU: For a function that models

a real world situation, the
dependent variable y represents
a persons height. What is a
reasonable range? Explain.
-Monitoring students work
-Questioning
-CYU: Talk the Talk Cellular
charges a base rate of $20 per
month and $0.15/minute. What
is a reasonable domain? Explain.
-Monitoring students work
-Questioning

and range, and creating real

world contexts. Students will
look for connections between
different representations of
data.
14

Review Worksheet

Students will work together to

demonstrate their knowledge in
functions, function notation,
domain/range, creating graphs,
and integrating these in a real
world context.

15

Unit Test

Students will demonstrate their

knowledge in functions, function
notation, domain/range,
creating graphs, and integrating
these in a real world context.

maximum and minimums.

Students will find domains and
ranges for these
graphs/functions and create real
world contexts to explain the
limitations in the
domains/ranges.
Students will work in identifying
if a relation is a function and
giving its domain and range.
Students will analyze key
features of graphs, including
extrema, domain/range, and
explain how they see these in
graphs. Students will work to
develop reasonable
domain/range for real world
situations, and explain the
limitations in the
domains/ranges.
Students will demonstrate their
knowledge in identifying if a
relation is a function and giving
its domain and range. Students
will analyze key features of
graphs, including extrema,
domain/range, and explain how
they see these in graphs.
Students will demonstrate their
knowledge to develop reasonable
domain/range for real world
situations, and explain the
limitations in the
domains/ranges.

maximum and absolute

minimum values of this function?
Explain.
-Monitoring students work
-Questioning
-Review worksheet to assess
student understanding in
functions and analyzing multiple
representations of data,
including graphical, tabular,
mathematical statement, and
verbally.
-Monitoring students work
-Questioning

-Unit Test