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FATMA KBRA TOKA

10/01/2015

2009107012
MICRO TEACHING
1) The topic functions is a broad topic and it is placed in the all levels of high
school curriculum. In the 9th grade, function concept and multiple representations
of functions take part. In the 10th grade, students confront with combining and
transforming functions. Finally in the 11th and 12th grades, different types of
functions take part.
My topic located in the 9th grade in the MEB curriculum. There are 4 objectives
and 28 hours allocated for functions in 9th grade.

2) Mathematical big ideas about functions


There are lots of big ideas about functions. I mentioned important ones by giving
their title. I used bold ones in my lesson plan.

The function concept

Co variation and rate of change

Families of functions

Combining and transforming functions

Multiple representations of functions


Increasing rate of the function f(x)=xn higher than a linear
function when n is not equal to 1.
The behavior of the function with respect to values of n being
positive or negative and even or odd.

3) LESSON PLAN:

Objective: 9.3.1.3. f(x)=xn (n Z) biimindeki fonksiyonlarn grafiklerini izer.


Materials:

Geometers Sketchpad or free online geometric tool (e.g., GeoGebra www.geogebra.com)

Graph paper

Activity worksheet

Introduction:
I will remind the definition of a function:
You know the definition of a function: that is a function relates each element of a set
with exactly one element of another set. Names of these sets are domain and range.
Then I will review the graph of a function by asking questions below:
How can we show the domain and range of a function on a graph?
Answer: Domain is the x-axis and the range is the y-axis.
Is there any function representation which is helpful to draw a function?
Answer: Table representation is helpful.
How can we draw the graphs of functions like f(x)=ax+b?
Answer: Firstly we start with a table of values then plot the points on the graph. Since the
points lie on a line, we use a straight edge to draw the line. We try to go through each point
without moving the straight edge.
Mathematical Task 1:
I will give students a mathematical activity.
Materials for the activity: activity work sheet and a graph paper.
Aim of the activity is to discover the graph of f(x)=x2 and f(x)=x3. In the first part of the
activity, students will calculate the area of squares for different side lengths. They will make a
table for side lengths and areas and for these values they will write an equation which is

f(x)=x2. Then they will plot the points and draw the graph. In the second part, they will find
volume of cubes for different side lengths. They will make a table for side lengths and
volumes and write the equation which is f(x)=x3 satisfies the values in the table. Again they
will plot the points and draw the graph. Activity includes only the positive values of x. After
students complete the task, I will want them to draw the graph of these functions for the
negative values of x. And the big idea behind this activity is to realize that how these graphs
are different from the graph of a linear function. They will observe that increasing rate of
these functions is higher than linear functions. I expect students to draw graphs like below:

Figure 1: Graph of f(x)=x2

Figure2: Graph of f(x)=x3

After students draw the functions for both positive and negative values, I want them to draw
the graph of function f(x)=xn for n=-1,0 and 1 by making table.
Mathematical Task 2:
In the second task, students will use geogebra to draw the graphs. At this time, they will
observe the behavior of the graph of f(x)=xn for n>3 and n<-1 (n Z). They will focus on the
behavior of the function with respect to values of n being positive or negative and even or
odd. Students will observe graphs like below:

There will be no worksheet for this task. I will direct students by asking them some questions
in order to reach the big ideas of the task.
How the function behaves when n is even?
Answer: y values will be positive when n is even.
How the function behaves when n is odd?
Answer: When n value is odd, the sign of y values will be same with the signs of x values that
correspond to them.
How the function behaves when n is positive?
Answer: When n is positive and even it will upwards on each side of the vertex. On the other
hand if n is positive and odd, one of the edges of the function will go up and to the right and
other one will go down and left.
How the function behaves when n is negative?
Answer: If n is negative and odd, then the graph has two parts: When x is bigger than one and
positive, values of y will be smaller than one and positive. If x is positive and smaller than
one, values of y positive and bigger than one. Other part will be symmetric with respect to y=
-x. If n is negative and even the graph again has two parts: When x is bigger than one and
positive, values of y will be smaller than one and positive. If x is positive and smaller than
one, values of y positive and bigger than one. Other part will be symmetric with respect to
x=0.

Review:
I will do a summary of the characteristics of f(x)=xn function. I will mention that when n
increase, value of y increase more rapidly than x and the behavior of the function according to
the values of n being even or odd and positive or negative.
Assessment:
I will give them a homework which includes a mathematical model for f(x)=xn function. By
this homework, I will use four representations of functions for f(x)=xn in my lesson.

ACTIVITY WORKSHEET
PART 1:
Calculate the area of a square for given side length values: 0, 1, 2, 3, 4

Make a table for side length and area.

Think about the relation between side length and area. Is this relation a function? If yes write
an equation for this function.

Draw the graph of this function by using the values in the table.

PART 2
Calculate the volume of a cube for given side length values: 0, 1, 2, 3, 4

Make a table for side length and volume.

Think about the relation between side length and volume. Is this relation a function? If yes
write an equation for this function.

Draw the graph of this function by using the values in the table.

PART 3
Think about the graph of a linear function f(x)=x. What is the difference between functions in
part1 and part2 and the linear functions?

REFERENCES:

MEB High School Mathematics Curriculum


http://www.biology.arizona.edu/biomath/tutorials/power/GraphingPowerFunctions.html
http://mathonweb.com/help_ebook/html/functions_4.htm