Algebra II - Interpreting Functions - Lesson #5

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards:
F-IF Interpreting Functions
A. Understand the concept of a function and use function notation
- 1. Understand that a function from one set (called the domain) to another set (called the 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).
B. Interpret functions that arise in applications in terms of the context (linear, quadratic, exponential,
rational, polynomial, square root, cube root, trigonometric, logarithmic).
- 4. For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a
verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.
C. Analyze functions using different representations
- 9. Translate among different representations of functions (algebraically, graphically, numerically
in tables, or by verbal descriptions)

Instructional Objective:
SWBAT identify whether relations are functions and translate between algebraic and verbal
representations of functions.They will also be able to identify the intervals where a function is increasing,
where it is decreasing, and where it has maximums and minimums on a graph.

Assessment:
I will walk around as students move through stations and make a mental note of which station topics
students seem to be struggling the most with. As I visit each group, I will ask them questions about the
activity they are completing to further check understanding. Additionally, students will complete an exit
ticket at the end of class that checks understanding of each of the stations (interpreting functions) topics.

Academic Language Objective:

- Students will recall the meaning of input and output.
- Students will develop a deeper understanding of the terms relation and function.
- Students will recall what function notation and verbal form are.
- Students will be able to “read” a function in function notation as a function in verbal form.
- Students will recall the meaning of increasing, decreasing, maximum, and minimum.
- Students will recall what the distributive property is.

Assessment:
Each of the above vocabulary terms are used within a station. In the opening of the lesson as I preview
each station’s directions and materials, I will point out this vocabulary (also present on each station’s
directions sheet) and ask students for definitions of some of the terms that they will make use of. For
example, I might say, “At station A, you will have to name the inputs and outputs of a particular relation.
Can someone remind me what an input of a relation is?” Additionally, the exit ticket that I am asking
students to complete requires them to make use of this vocabulary. The exit ticket also specifically asks:
“How would you describe what a function is?”

Content:
Students will move through four stations that help them develop skills related to interpreting functions. At
Station A, students will work on understanding what a function is and how this differs from a relation.
They will also be reminded of what inputs and outputs are, and how these are related by a relation. This
station directly corresponds to the first half of the first content objective. At Station B, students will
practice “writing” (here they will use cards) functions in word form given a function in function notation.
This station directly corresponds to the second half of the first content objective. At Station C, students
will label where a function is increasing and decreasing and where it has maximums and minimums on
several different graphs. This station directly corresponds to the second content objective. Finally, at
Station D, students will practice an MCAS type question where they are asked to select descriptions of
each step that someone would take to isolate the variable given an equation. This station does not directly
correspond to one of the content objectives, but it is an essential understanding for their further work with
functions and is good practice verbalizing math symbols in accordance with the second half of the first
content objective.

PROCEDURES FOR THE LESSON

Opening (5 minutes):

I will let students know that today they are going to move through stations that help them understand what
a function is, some of its properties, and how to translate between different representations of functions.
In particular, I will state the objectives for the day:

You will be able to:

- Identify whether relations are functions
- Translate between algebraic and verbal representations of functions.
- Identify the intervals where a function is increasing, where it is decreasing, and where it has
maximums and minimums on a graph.

Following this, I will point students to the directions sheet and materials for each station, and ask them to
define some of the vocabulary used at each station (also present on each station’s directions sheet). For
example, I might say, “At station A, you will have to name the inputs and outputs of a particular relation.
Can someone remind me what an input of a relation is?”

Finally, I will put students into groups and send them off to their stations. I will let them know that they
will have 8 minutes at each of the four stations. If they finish early at any station, they should work on
applying what they learned at that station to Problem Set #5 or complete their work from a previous
station. At the end of class, students will complete a quick exit ticket. It will not be graded and will simply
be used to see what students learned and which station topics we need to spend more time on. I will
display an 8 minute timer via the projector at the front of the room.

During Lesson (32 minutes):

Students will move in small groups of 3-4 through a series of stations, each of which target a different
aspect of interpreting functions in accordance with the instructional objective. These stations will give
them practice with many of the types of problems that appear on Problem Sets #5 and #6. This document
contains a directions sheet for each of the four stations.

Station A - Functions/Relations in Context Worksheet: In this activity, students will have the opportunity
to think about various relations “in context” and determine whether they are functions or relations. By
analyzing non-numerical examples of relations, students will develop a deeper conceptual understanding
of what a function is (and isn’t).

Station B - Expressing Functions in Word Form Card Sort: In this activity, students will be given an
orange card with a function expressed in function notation. They will select a pink card that correctly
expresses in word form the first operation performed on the input on the function. They will then select
purple cards that express in word form each of the operations performed to the result following this first
step. The materials for this activity exist in physical form (also here), but here is an example of what the
stacks of cards that student will sort look like, and here is an example of a correctly sorted set of cards.
Station C - Identifying Increasing/Decreasing Intervals on a Graph: In this activity, students will draw an
up arrow along all of the intervals where the function is increasing and a down arrow along all of the
intervals where the function is decreasing. They will also label the maximums and minimums on the
graph of each function. Here is a link to the graphs that students will annotate. Here is a link to the
annotated teacher example that will be printed large as an example at this station.

Station D - Isolating a Variable Card Sort: In this activity, students will match cards describing in words
each step one would take to isolate a variable onto a sheet showing the steps algebraically that one would
take. The sheets and cards for sorting can be found here. A key to this activity can be found here.

While students are at each station, I will walk around the room and visit each group to make sure that they
are on task and ask questions to help guide them should they get stuck on a particular activity. During this
time I will also make a mental note of how much of each station group’s are getting through and what
they seem to find the most challenging.

Closing (8 minutes):

Once students have had the opportunity to do work at all four stations, I will ask them to return to their
original seats and will pass out an exit ticket. I will remind them of the objectives for the day and let them
know that the exit ticket is just to see what they learned and which station topics we need to spend more
time on. I will also let them know that, like with the stations, it is okay if they are not able to complete the
whole exit ticket.