Step 1/2: Explorations in Mathematics and Science Teaching Title of Lesson: Functions and Basketball UFTeach Students Names:

Gabriela Galvez and Peter Kelley Teaching Date and Time: 3/15 and 3/18; 12:50 and 1:45 Length of Lesson: two 50 minute lessons Grade / Topic: 11th Grade Algebra II Functions and Inverses Sources of the Lesson: Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning by Page D. Keeley, Cheryl Rose Tobey; self-generated ideas. Appropriateness for High School Students: This lesson is part of a PBI unit. This unit attempts to place what students already know about functions and how to manipulate them into a real world situation. By doing so, students can see that what they learned about functions is not just a skill needed in the classroom. Showing them that the skills they learn are used outside of the classroom will hopefully spark their interest in other areas of mathematics. This lesson uses two formative assessments that address the needs of high school students. The Hot Seat assessment utilizes the high school students tendency to socialize. During the assessment, selected students will be at the front of the class providing answers to questions asked by the teacher. Once the students at the front respond, the rest of the class can agree or disagree with the answer, giving reasons to support their decision. Having this formative assessment helps keep students, specifically students who like to talk, conversations focused on the lesson at hand. Concepts Functions are a topic in mathematics that very often is approached from a very procedural standpoint. In other words, students learn the basic procedure of what they can do with functions and they leave school with a surface level understanding of functions. What should be done in a study of functions is for students to understand what the function they are dealing with actually means. They should be able to see how a change in one variable affects change in the other one(s). Manipulating functions is a great skill to have; but manipulating them while understanding the meaning behind it can provide countless benefits. This lesson will attempt to show students that functions can be used to show real life relationships between two measurable quantities. Moreover, the students will engage in a study of how they can write two functions using the same variables. Florida State Standards (NGSSS): MA.912.A.2.11 Solve problems involving functions and their inverses. MA.912.A.2.6 Identify and graph common functions Performance Objectives 1. Students will be able to identify the independent and dependent variables in a function. 2. Students will be able to evaluate functions given different values 3. Students will be able to find the inverse of a function. 4. Students will be able to graph the original function and the inverse of the function. 5. Students will be able to tell if one function is the inverse of another algebraically.

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Materials List and Student Handouts One basketball Copies of Florida Functions worksheet (one for each student) Copies of the Final Question Day 1 (one for each student) Copies of Graphing Functions (one for each student) Advance Preparations Teacher will need a power point for the engage Safety Students will be passing a basketball in the beginning of class. This could be a danger to some students 5E Lesson Templates ENGAGEMENT What the Teacher Will Do Begin class by playing a video of the Florida Gator Basketball team as the class is walking in. This video will be shown to introduce the theme of the lesson and the driving question, How well does the Florida Gator Basketball team play together? Teacher will give an introduction to Good afternoon everyone. the class My name is (teachers name, if applicable). How many of you like basketball? Or have played before? Okay great, so what were going to do today is use basketball as a way to study functions. Were also going to look at a new topic, the inverses of functions. Teacher will gather what students know initially about functions and their meaning. So what can you all tell me about functions? What are they? How have you used them? Teacher will write Functions on Can they be used outside of the white board and make a list of all classroom? Teacher Directions and Probing Questions Time:_____ Student Responses and Potential Misconceptions

I have. I have played before. I have seen it before.

They are equations. Theyre something where we plug in a number. Weve graphed them before by plugging in x values and finding y values. Functions have end behavior. [Functions show a relationship between two variables.]

Step 1/2: Explorations in Mathematics and Science Teaching student responses to probing questions. I think they can be used outside of the classroom. You can factor them and find the zeroes. Okay those are all great answers! What we want to do today is use what you have done with functions and take it a little further. We will look at what functions actually mean and how we, in fact, can use them outside of the classroom. So you all watched this video of the Gator basketball team. Were going to be talking about them, and using functions to do so. First, we need to define a few terms to help us in this discussion. Teacher will write Points, assists, turnovers, and fouls on the white board. Teacher will use a basketball to get the students to explain the different terms that will help them study functions. Teacher will as students to demonstrate how each of the statistics to the right is calculated during a basketball game. So these four terms are all statistics for players in a basketball game; keeping track of these tracks how good or bad a player is doing. Who can tell/show me what points are? Assists? Turnovers? Fouls?

[Point is whenever you make a basket Assist is whenever you pass to a player and he scores. Turnover is when you give the ball to the other team Foul is whenever you hit a player on the opposing team.]

Great! Now that we all have some working knowledge of the terms in basketball, lets talk about the Gators. What a lot of people are saying about the Gators this year is that they play well as a team.

Where as some teams have one great player and everyone else does nothing, the Gators all depend on

Step 1/2: Explorations in Mathematics and Science Teaching and feed off of one anothers play. So what we can do is see how well they actually play together using functions. Teacher will put up slide with pictures of Patric Young and Scottie Wilbekin on it. Here are a few of the key players on the Gators that well be looking at today, just to give us some names. Time: _________ Student Responses and Misconceptions

EXPLORATION What the Teacher Will Do Pass out Florida Functions worksheet and give brief directions

Teacher Directions and Probing/Eliciting Questions Okay everyone, Im passing out a sheet that will help guide us through the next part of our discussion. This worksheet will get us started for today. It is dealing with evaluating functions and what functions actually are. Todays focus is going to be primarily on that, what functions are. If we all look real quick at the worksheet, the directions are there for each problem. It says to evaluate a couple of values, and the last two I would like you to discuss with your groupmates There are directions on the page for everyone. You can work with your group. Please note the last question on worksheet is a discussion question. I would like you all to talk about the question with your group because we are going to, as a class, talk about our answers.

While students are working, the teacher will need to move 3-5 chairs/desks (depending on the number of students) to the front of

What are you finding about the relationship between the independent and dependent variables?

Step 1/2: Explorations in Mathematics and Science Teaching the room. After teacher has moved chairs, he should go around the room asking probing questions EXPLANATION What the Teacher Will Do Get students attention to move on to the next part of the lesson. Teacher will introduce Hot Seat activity. How did you evaluate number 4? Is it okay for us to plug in a number for the P(a)? Time: _________ Student Responses and Misconceptions

Teacher Directions and Probing/Eliciting Questions Okay everyone, were going to talk about what we found in this worksheet. As you can see, there are 3 (possibly more) chairs here at the front. Im going to call on a few of you and you are going to come to the Hot Seat and were going to ask you some questions about the work. Darrell, John, and Sam will be our first contestants in the Hot Seat. Okay, I will ask a question to one of you, and, when you answer it, the rest of the class will either agree or disagree. Once we all agree on an answer, you can sit down and someone else will take your place. Darrell, what did your group say was the function for Patric Youngs points as a function of Scottie Wilbekins assists? Okay, are there any disputes to that answer?

Teacher will call on 3 (more if necessary) students.

Note: this activity is designed to spark discussion about the answers the students arrived at and whether they are correct or incorrect. Teacher will ask first question.

[We said P(a) = 3a 2. ]

[No.]

Throughout this activity, the teacher will be checking for understanding based on the student responses.

Alright Darrell, that is correct. You can sit and Jennifer will take your place. Sam, why is that the answer? Would you like to come to the White board and show us how you did it? [Because you can find the slope of the line between those two points. If you treat the assists like the x values and the points like y values you can do y / x to find the

Step 1/2: Explorations in Mathematics and Science Teaching slope. Then from there we can make a y = mx + b formula and solve for b using the x and y from assists and points.] Okay, are there any arguments from the class? Okay, David, can you explain to me how you got that? Would you like to come to the board and show us? We said it was P(a) = a/3+ 2/3. Yes. We said that y/x was 1/3 because 7-4 / 19-10. And from there we solved for b and found it was 2/3.

Did anyone else do #1 like this? James?

[Yes, you asked for this to be points as a function of assists. That means points depend on assists, so points is the dependent variable and assists is the independent variable. So assists are like our x values and points are like our y values.]

Great explanation. That is exactly what were looking for here. We need to see the difference between with points as a function of assists and assists as a function of points. Okay Sam, you can sit down. Do we all see how the first answer is the correct one for #1? So what does the answer in #2 actually tell us? Excellent! Jordan, why dont you take Sams spot on the Hot Seat. Okay, John. Explain what you did for numbers 2,3, and 4. And why did you do that? [Well, for 2 and 3 I just plugged in 5 and 10 and got 13 and 28.] [Since p(a) is a function describing

[That tells us assists as a function of points]

Step 1/2: Explorations in Mathematics and Science Teaching points as a function of assists I can plug values for the assists in and get a prediction of points.] Are there any disagreements in the class? Does anyone have another way of finding 2-4? Great, okay John you can sit down. And Laruen can you take his place on the Hot Seat please? Okay Jennifer, what did your group have to say about numbers 5 and 6? [For the first one we said it was independent and the second one was dependent] [NO]

Okay, thats a good answer. Does anyone in the class have a different opinion? Jennifer, why did your group say that?

[Well, since you asked for points as a function of assists, the number of points depend on the number of assists. So the points are dependent and the assists are independent. ] (possible other explanations, but all should follow along those same lines) [yes]

Are there any other explanations?

Does everyone see what she is saying? Okay, Hot Seat contestants, you can all sit down. Were going to discuss the last problem all as a group. The last question asks us to write a function showing assists as a function of points. That is reverse from the initial question. First what are my independent and dependent variables going to be in

[in this one assists are dependent

Step 1/2: Explorations in Mathematics and Science Teaching this last one? Maura? and points are dependent]

Great, so what does that make my x and my y values? Bryan? [Points are going to be like the x values and assists will be the y] Excellent. Can anyone walk me through how we can find the function? Yes, Caitlin? [So we can still do y/x with the change in assists divided by the change in points. That will give us 3 divided by 9 which is 1/3. So the slope of this functions graph will be 1/3. Using y = x/3 + b we can solve for b.]

Teacher will write the two functions up on the board P(a) = 3a 2 and a(P) = P/3 + 2/3.

Great work, and b will end up being 2/3. So our function that describes assists as a function of points is a = p/3 + 2/3. And that is what David got for his answer. Now were going to look at something a little different. Look at these two functions. Do you think it is possible to compare them? Why not?

[no] Because one of them is a = and the other is p = [Because one of them is points as a function of assists and the other is assists as a function of points.]

Teacher switches variables in the second function to have P(a) = a/3 + 2/3 and P(a) = 3a 2

Exactly, so the new thing we are doing today is called the inverses of functions. Looking at these two functions, what if for the second one we got, we simply switched a and p? Now we have two functions that we Because they are both p = can compare. Why can we [Because they are both points as a compare them? function of assists]

Teacher writes p-1(a)

Yes! The function that we changed the variable in is called the inverse of the first function. We can write that as p-1(a).

Step 1/2: Explorations in Mathematics and Science Teaching Before we move on, we need to discuss what was just done. Just because we switched the variables P(a) and a to find the inverse doesnt mean that P(a) and a are equivalent variables. With that in mind, Gabriel, are the inverse and the original function equal to one another? Right, it is hard to compare two functions that do not have the same independent and dependent variables. So what flipping the variables allows us to do is to compare them. But the function and its inverse are not the same. Teacher will illustrate the steps while narrating. So to summarize this problem we just did: we found a function that was p as a function of a. To find its inverse, we write a as a function of p and then just switch the variables. (teacher will wait so students can see how the process works) What questions do you have? Yes. After you have done the rest of the process. Here, lets look at another example. This example will show us a more procedural way to find the inverse of a function. Say I have the function s(t) = 4t 8 And I am asked to find the inverse of it. First, I need to realize that is s as a function of t. that means my first step is to write t as a function of s. So first I will write this as s = 4t 8. James what should I do next? [You should add 8 to the other side.] All you do at the end is switch the variables? Yes [No, we are just writing two equations that are related to one another and in the same terms.]

Teacher will illustrate on the white board while he speaks.

Step 1/2: Explorations in Mathematics and Science Teaching Why? Excellent, Then I will add 8 to the other side. Then I can divide both sides by 4. So I am left with s/4 + 2 = t, which is t as a function of s. Finally, I switch the variables. So I am left with t/4 +2 = s So the inverse of our s(t), is s-1(t) = t/4 +2. Are there any questions? Teacher will work through some examples with the class about inverses to be sure they a Alright now on your papers, tell me the inverse of this next function: F(x) = 9x +12 (teacher will allow for work time) Okay I need three volunteers to come to the board and show us how they got the inverse of this f(x). How about Matthew, Sara, and Kasey. (Teacher will allow students time to write their work on the board). (students writing at board) Excellent work! x/9 x/3 = f-1(x) is correct. What questions do you have? Did anyone get anything different? Teacher will do an inverse problem using a squared term. Lets do one more together. This one will be a little more difficult. Heres the function r(t) = t2 4. Find the inverse. And I will ask for three more volunteers in a few minutes. (Teacher will allow for work time) [Because we want to write t = something. So we need to move everything to the other side.]

Step 1/2: Explorations in Mathematics and Science Teaching Okay stop working. And I need three volunteers. How about Daniel, Jarvis, and Julie? Come up to the board and show us how you found the inverse. (Teacher will allow for work time) Very good. The inverse for this r(t) would be r-1(t) = t+4. The only thing that is missing from this one is the + or - . I know we have talked about that in previous lessons, so lets not forget to use that. SECOND ENGAGEMENT The teacher will use this activity to check for students conceptual understanding Time:_____ Okay everyone, were going to an activity similar to the game Three Corners. The way this will work is I will ask a question and give 3 or 4 answer choices. Those answer choices will correspond to one of the corners of the room. Your job is to go to the answer corner that you think is correct. Are there any questions? Okay, first question: do a function and its inverse express the same variable as a function of the other? The answer choices are yes, no, or unsure. (Allow students to choose their answer) Okay, lets hear from some of the people in each corner. John, what did you say? I said no because when we were doing the work together, we ended up having points as a function of assists and assists as a function of points. And those arent the same representation. I said yes because at the end of the

Alright, lets hear from someone in

Step 1/2: Explorations in Mathematics and Science Teaching the yes corner. Alan? process we switched the variables and that was the inverse. So the inverse and the original were expressed the same way.

Teacher will write the function r(t) = 3t 22 on the board

Very good Alan. John, do you see what Alan is saying? We switch the variables at the end which makes the functions expressed the same. Okay heres the second question: In this function, which variable is the independent variable? The corners are R t and unsure. (teacher will allow time for the students to pick their answer) Okay lets hear from someone in the R corner. Jessica? Okay and someone from the t corner? Danielle? I said R because it is standing all by itself in the equation. I said t because r is being shown as a function of t. So r depends on t, and that means t is independent. Time: _________ Student Responses and Misconceptions

ELABORATION What the Teacher Will Do

Probing/Eliciting Questions

Teacher will start off by going back Okay so last time we had to the summary of inverse summarized what an inverse functions. function is. Today we will be graphing the functions and their inverses. We will start off by going back to the first function we found. Can anyone tell me what the first function was? Can anyone tell me what the inverse function was? Correct! So now you will be graphing these functions on a coordinate plane. Teacher will hand out the Graphing Functions worksheets. [one per student] You will have 10 minutes to work with your groups. What questions do you have before we begin? No questions. [p(a)= 3a-2 and p-1(a)= a/3 + 2/3]

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*Teacher will circulate the classroom as students work together in their groups on the assignment. After the ten minutes are up teacher calls attention to the class. Teacher goes over the Graphing Functions worksheets with the class.

Okay so now we will be going over the worksheets you have just worked on. For the first question, Jessica will you please come up to the board and show us what your group graphed. (student will come up to the white board and graph their function)

For the first graph what did Jessicas group label their axes? Does anyone else have anything different? Now for the second graph, James will you come up to the board and show us how your group graphed the function. (Student will come up to the white board and graph their function) Now for this graph what did Jamess group label their axes? Did anyone else get something different? What do you notice about the two graphs and their functions? Yes they are positive, what else do you notice about the graphs? So we see that both graphs have different slopes and also have different axes. So what can you tell me about the graphs? Can someone explain how the

[The x-axis are the assists and the y-axis are the points.] No.

[The x-axis are the points and the y-axis are the assists] No. They are both positive. [They have different slopes. Their axes are also different] [The graphs are inverses of each other]

[In the first graph, the x-axis are the

Step 1/2: Explorations in Mathematics and Science Teaching graphs are inverses of each other? assists and the y-axis are the points, meaning that the points are a function of assists. In the second graph, the x-axis are the points and the y-axis are the assists meaning that the assists are a function of points. This means that they are both inverses of each other.] You could try to make them equal to each other. [You can try to undo the inverse function to find the original function] No

Correct! So now that we know that these two functions are inverses how are we able to verify that they really are inverses?

Does anyone else have any other ideas? Ok so to verify an inverse we could try to undo the inverse if our result turns out to be the same original function then that proves that the functions are inverses of each other. For example we will be using be our first equation which was p(a)=3a-2. We found that the inverse of this function is p-1(a)= a/3 + 2/3. Teacher will be having discussion and explanation to the class. Examples will be shown on the board. What do you think would be the first step to do reverse order? Yes, we can start off by subtracting the 2/3 to the other side. Then we multiply by the 3. The next step is to switch the a and p-1(a) but since we are working backwards the p-1(a) would just be p(a). Why do you think that we would change the p-1(a) to p(a). Well we change the p-1(a) and p(a) because we worked backwards to find the original function. So we finally check to see if the original function is the same as the one that we just found. We see that

We could try to subtract the 2/3.

Because those are the steps we need to take. [Because now that we worked backwards the function that that we just solved for is not an inverse anymore its a regular function]

Step 1/2: Explorations in Mathematics and Science Teaching they are both same, meaning that they are inverses of each other. Now I will give you another example lets say that p(a)=2a+4 is our original function. Can someone give me the inverse function? Will someone tell me, what are the steps I need to take to make sure that these two functions are inverses?

[p-1(a)= a/2 2 is the inverse of the function] [First you have to add the two to the other side. Then you multiply by 2 on both sides, canceling the on the right side. Distribute the 2 to (p-1(a)+2). We get p(a)=2a+4 which is the same as the original function meaning that both of the functions are inverses.]

Good job! Ok so now that we know how to verify whether or not the functions are inverses of each other, we will now go back to the two graphs we started with. We find that the original function has an inverse which is the second graph. We proved by working backwards with the inverse function that it did turn out to be the inverse of the original equation. Now looking at the graph what else do you notice between these two functions? Yes they both do have different slopes. We notice that both have different slopes but they are similar in a way. The second graph is a flip of the first graph over the y=x line. With this meaning that the inverse is a linear function of the original function flipped over the y=x line. Once we find the inverse graph, we now have to test whether or not the They both have different slopes.

Step 1/2: Explorations in Mathematics and Science Teaching inverse is a function. Does anyone have any idea of how we could test to see if the inverse function is a function? Close, we could use the vertical line test for the original function, but for the inverse function we use the horizontal line test. To use the horizontal line test we draw a horizontal line across the inverse function and if only one point touches the line then the inverse is a function. Looking back at the inverse graph is the graph a function and why? [Yes, because only one point touches the line which makes it pass the horizontal line test.] The vertical line test.

Good job! So now we know how to verify an inverse and also how to graph its inverse and see whether it is or isnt a function.

EVALUATION What the Teacher Will Do Disburse Evaluation worksheet. [1 per student] *Remind students that they are to work individually on this assignment. *Collect Evaluations.

Assessment Now that we are at the end of the lesson, I would like to see how well I taught you today. [Reassure the students that this is not a test just an assessment.]

Time: _________ Student Responses

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Florida Functions
Name:_____________________________Date:____________________________ Directions: Answer all of the following questions. Show your work.
1) In the table below we are given Patric Youngs points and Scottie Wilbekins assists for two games. Based on this information, find a function that shows Pats points as a LINEAR FUNCTION of Scotties assists.

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2) Using the function you just found predict how many points Patric will score if

Point s 19 10

Assis ts 7 4

Scottie has 5 assists?

3) Predict how many points Patric will score if Scottie has 10 assists?

4) Predict how many assists Scottie will have if Patric scores 16 points?

Circle the correct term. 5) In this example, Scotties assists (a) are the independent/dependent variable. 6) In this example, Patrics points (P) are the independent/dependent variable. 7) DISCUSSION: Write a function that shows Scottie Wilbekins assists as a function of Patric Youngs points?

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Graphing Functions
Name:_____________________________Date:____________________________ Directions: Graph the functions indicated below. 1) P(a)=3a-2

2) A(p)= p/3 + 2/3

1) What do you notice from these two graphs?

2) Is the second graph also a function? Explain.

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Evaluation Day 2
Name:_____________________________Date:____________________________ 1) Find the inverse of the following function:

f(x)= 5x-6

2) Graph the function and its inverse.

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3) Explain why the graph of the inverse is or isnt a function.