home

[|ti89 titanium]

//Understand the concept of a function and use function notation.// F-IF.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//).” F-IF.2. “Use function notation, evaluates functions for inputs in their domains, and interprets statements that use function notation in terms of a context.” //Interpret functions that arise in applications in terms of the context.// F-IF.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//.” // Analyze functions using different representations. // F-IF.9. “Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). //For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.//”
 *  Digital Product Assignment **
 * TEACHER APPRENTICE:**Jinsung Yeo
 * SUBJECT:** Algebra I (Linear Functions)
 * OBJECTIVES**
 * Common Core Standard:

Students will understand conceptually and will demonstrate the ability 1) to complete the given chart and write a function to express the relationship between x and y, 2) to graph linear functions by plotting points, 3) to determine y-intercepts and slope, 4) to analyze how the graph changes after changing slope values or coefficients and to compare to the first graph, 5) to model linear functions and use corresponding calculators to understand how linear modeling works in the real world.
 * Student Learning Outcomes**
 * Rationale for Lesson**
 * Linear functions model a wide variety of real-world situations, including predicting the cost of a telephone call that lasts a given amount of time, the profit of a hot dog stand, and the amount of tax paid for a given income. However, many 9th grade students who are learning this part feel difficult about functions and related problems. So, I choose this topic to help my students feel easier and more comfortable about a linear function so that they can apply this concept to real-world situations . The idea of a function can be used to describe a special type of relationship between one variable and another. The understanding of what linear function means conceptually and how to describe a function using a graph, a table, or words are important for students’ success in this mathematics course, as well as in their future mathematics courses. For example, students will need a deep understanding of a linear function in order to develop an understanding of graphing different types of functions such as exponential functions or logarithms and, later on, to develop an understanding of rate of change in calculus. In addition, analyzing functional graphs will be helpful for other areas such as economics, statistics, accounting, and soon.
 * In Bloom’s Taxonomy, I focus more on the ‘understand’ and ‘apply’ levels, but some basic concepts are expected to ‘remember’ such as a slope formula. In addition, I will change slope or y-intercepts so that students can compare and discuss them, which is ‘analyze’ level. I think my lesson satisfies the P21 Standards, because I will give some time for students to discuss before I teach them. In addition, by giving them a lot of interesting real-world situation problems, students can feel more confident when using the concept in their life. In addition, they can realize how useful mathematics can be in their lives.


 * Pre-requisite Skills for Students in Content**


 * Students should know the meanings of independent and dependent variables.
 * Students should know the meanings of domain and range of the function.
 * Students should understand the meaning of slope and be able to get it.
 * Students should know what x-intercept and y-intercept are and be able to graph coordinates on a coordinate plane.


 * Pre-requisite Skills for Students in Technology**
 * Students need to be familiar with using a graphing calculator.
 * Students have an ability to send and receive e-mail to ask questions.
 * Students can access the link for Glogster.


 * How This Lesson Aligns with the 21th Century Framework**
 * This lesson is based on a real-world problem, so students can apply a linear function to a real situation. Also, students can make graphs using given data and analyze them in a variety of fields such as economics, accounting, statistics, and so on. By assigning some more real-world problems, students will improve not only problem-solving skills but creativity.
 * Instead of teaching one-sidedly, a teacher leads a deep conversation about the task in order to help students develop a deep understanding of the concept of a linear function.
 * In this lesson, students will use a graphing calculator to apply real world applications. Since data is not always given as whole numbers, students will need technology for further understanding. In addition, it is effective for students to understand conceptually when they input different slope values or coefficients to see how the graphs change.


 * Materials Needed**
 * Squared sheets
 * Pencils
 * color pencils (to make a graph)
 * An eraser
 * A graphing calculator.


 * [[file:my_lesson_plan.doc]]Lesson plan for the linear functions**


 * [[file:Student_Worksheet.docx]][[file:Student_Worksheet.pdf]]Student's worksheet for class**
 * [[file:Practice worksheet(assignment).docx]][[file:Practice worksheet(assignment).pdf]]Student's homework assignments**

Scoring Rubric for a teacher

My Blog is : []

[]