ConstructaConcept LessonGoal: StudentsareabletoconstructaconceptforaworkingdefinitionofWhatisafunction?intermsof inputandoutputbyevaluatingandcomparinggraphsofexamplefunctionsandnonexamplefunctions.

UnitObjective:
A.Studentswillbeabletodiscriminatebetweenrelationsthatarefunctionsandrelationsthatarenotby definingafunctionasarulethatassignstoeachinputexactlyoneoutput.(ConstructaConcept)

LessonPlan: 1. SortingandCategorizing:(15min) Studentswillworkin5groupsof4to6. Eachstudentsreceivesatasksheet Eachgroupisassignedtwoitemsfromthetasksheet,oneexampleandonenonexampleofa function.Theyareinstructedtographicallyrepresentthem.Forexample: Examples: 1.Archimedesisdraininghis30gallonbathtub.Every3minutes,5gallonsofwaterare drained.Makeatableofvaluesoftheamountofwaterwattimetandthenplotthose valuesonagraph. 2.SaltLakeCityspollutionlevelthismorningat6a.m.was30partspermillion,andit growsby25partspermillioneveryhour.Makeatableofvaluesofthepollutionlevelyat timetandthenplotthosevaluesonagraph. 3.Graphthesetoforderedpairs:(1,2)(2,2)(3,5)(4,1)(5,7)(6,4)(7,3) 4.Evaluatetheequation y = 2x2 1 atthepointsx={4,3,2,1,0,1,2,3,4}.Then plotthosepointsonagraph. 5.Evaluatetheequation y = 225 x2 atthepointsx={15,12,9,0,9,12,15}.Then plotthosepointsonagraph. Nonexamples: 1. Aballisthrownatawallataconstantspeedof2meterspersecond(m/s),hitsthe wall4metersaway,andthenbouncesbackataconstantspeed.Thegraphoftheballs positiondattimetisshownbelow.Fillinthetableforthevaluesoftimetatdistanced. 2. Graphthefollowingrepresentationofthenumberofpeopletothecoloroftheir shirt.

 3.Graphthesetoforderedpairs:(1,2)(1,3)(3,3)(4,2)(4,1)(5,7)(6,4)(7,5) 4.Evaluatetheequation y2 = x atthepointsx={1,4,9,16}.Thenplotthosepoints. (Remembertoincludebothpositiveandnegativerootsofx) 5.Evaluatetheexpression y = 25 x2 atthepointsx={5,4,3,0,3,4,5}.Then plotthosepointsonagraph.(Youwillhavetwiceasmanypointsasinproblem1) Studentsareinstructedtofind,discuss,andmakeconjecturesaboutthedifferencesand similaritiesoftheirgivenitems. Instructorwritesontheboardthefollowingquestionsforstudentstoconsiderwhentheare donewiththeirtasksheet. oWhataresomeofthesimilaritiesbetweentheexampleandthenonexample? oWhatisdifferentbetweentheexampleandthenonexample? Afterabout10minutes,haveonepersonfromeachgroupcometotheboardanddrawtheir graphsinassignedspot.Boardisdividedinto2partsonelabeledexampleandtheother nonexample. Then,adifferentpersonfromthegroupwillbrieflyexplaintheirgraphsandthedifferences theyfoundtotheclass. Studentsareinstructedtojotdownallofthegraphsandproposeddifferencesintheir notebooks. 2.ReflectingandExplaining(15min) Studentsthenengageinalargegroupdiscussionofhowtocategorizealloftheexamplesand nonexamples,andexplaintheirrationalefordoingso. UsetheKeepitgoingstrategy,withthecaveatthatthenextpersontospeakmustbefroma differentgroupthanthepreviouspersontospeak(i.e.thenextpersonchosencannotbefrom eitherofthetwoprecedinggroups) Theteacherasksquestionstohelpstudentsthroughthethoughtprocess(notethatmistakes madeongraphsorgroupsthatdidnotfinishtheirgraphswillbeusedforlearninginthe discussion: WhatissimilarbetweenthevaluesofalltheExamples?

 WhatissimilarbetweenthevaluesofalltheNonExamples? Whatmakesanexample,anexampleoranonexampleanonexample? Whatifwetryconnectingthedotsinonelinefromlefttoright,likeTaylorsgroup did? Introduceconceptofinputandoutput:Forafunctionthereisonlyoneoutputforevery uniqueinput... 3.GeneralizingandArticulating(10min) Studentsconstructaconceptofhowtheirexamplesornonexamplesmightrelatetoone another,i.e.whatdistinguishesafunctionfromsomethingthatisnotafunction. Studentscreateanamefortheconcept(doesnothavetobefunction) Askthestudents:Whatisafunction?Canwedefineitintermsofinputandoutput? Writetheagreedupondefinitionontheboard. Studentswriteintheirjournalswhattheclassdecidedonascriterionforexamplesand nonexamples. 4.VerifyingandRefining(10min) Studentsaregivenadditionalexamplesandnonexamplestotesttheirconcept,whichwillbe takenhomeashomework. Explainthatwhilewecalledourexamples________,thenameweuseinthemathworldand thatisusedinthetextbookisfunction. Iftheirdefinitiondoesnotholdup,theycanrevisitthepreviousstepsthenextdayinclassto furtherrefinethedefinition. Abriefreviewwillbegivenatbeginningofclassthenextdayasanintotonextlesson. *Notetheofficialdefinitionofafunction:Afunctionisasetrelationshipthatassignseachinputto exactlyoneoutput. Miniexperiment:(5min) Prompt:Isthefollowingrelationafunction?Whyorwhynot?Whatistherelationbetweentheinput andtheoutput? Emmaborrows$15fromJohn,promisingtopayhimbackthatamount,plus5centsperdollarevery weekuntilshepayshimback. ObserversRubric: Amaximumof3pointsispossibledependingonthefollowingcriteria: +1Foransweringyes,itisafunction +1Forexplainingwhyorwhynotthisisafunction +1Forexplainingthatthereisoneoutputforeveryinput

Tasksheet:Group1 Createagraphandtableofvaluesforthefollowingexampleandnonexample: 1.Archimedesisdraininghis30gallonbathtub.Every3minutes,5gallonsofwateraredrained.Make atableofvaluesoftheamountofwaterwattimetandthenplotthosevaluesonagraph.

2.

Aballisthrownatawallataconstantspeedof2meterspersecond(m/s),hitsthewall4metersaway, andthenbouncesbackataconstantspeed.Thegraphoftheballspositiondattimetisshownbelow. Fillinthetableforthevaluesoftimetatdistanced.

Tasksheet:Group2 Createagraphandtableofvaluesforthefollowingexampleandnonexample: 1.SaltLakeCityspollutionlevelthismorningat6a.m.was30partspermillion,anditgrowsby25 partspermillioneveryhour.Makeatableofvaluesofthepollutionlevelyattimetandthenplotthose valuesonagraph.

2.

Tasksheet:Group3 Createagraphandtableofvaluesforthefollowingexampleandnonexample: 1.Graphthesetoforderedpairs:(1,2)(2,2)(3,5)(4,1)(5,7)(6,4)(7,3)

2.Graphthesetoforderedpairs:(1,2)(1,3)(3,3)(4,2)(4,1)(5,7)(6,4)(7,5)

Tasksheet:Group4 Createagraphandtableofvaluesforthefollowingexampleandnonexample: 1.Evaluatetheexpression y = 2x2 1 atthepointsx={4,3,2,1,0,1,2,3,4}.Thenplotthose pointsonagraph.

2.Evaluatetheexpression y2 = x atthepointsx={1,4,9,16}.Thenplotthosepoints.(Rememberto includebothpositiveandnegativerootsofx)

Tasksheet:Group5 Createagraphandtableofvaluesforthefollowingexampleandnonexample: 1.Evaluatetheexpression y = 225 x2 atthepointsx={15,12,9,0,9,12,15}.Thenplotthose pointsonagraph.

2.Evaluatetheexpression y = 25 x2 atthepointsx={5,4,3,0,3,4,5}.Thenplotthose pointsonagraph.(Youwillhavetwiceasmanypointsasinproblem1)

PartTwoHomework 1.Juanitaisapilotandjustreceivedherflightscheduleforthenexttwoweeks.Thefirstweeksheis scheduledtotakeoffoutofTexasat8:00amlandinginEcuadorat4:30pm.Tuesdaysheleaves Ecuadorat10:00amandarrivesintheUnitedKingdomat7:00pm.Wednesdayisherdayoff. ThursdayshedepartstheUnitedKingdomat12:00pmhasaconnectingflightinEgyptthenlandsin Russia9hourslater.FridaysheleavesRussiaat2:00pmandarrivesinVietnamjustintimefordinner. SaturdaysheplansonflyingtoAustraliawhereshecanlayonthebeachuntilhernextweeksschedule begins.GraphJuanitasflightscheduleforweek1. Week1:

2.DoesJuanitasflightschedulerepresentafunction?Provideanexplanationofwhyorwhynot.

3.JuanitaisupbrightandearlyforherflightoutofAustraliawhichleavesMondaymorningat4:00am. ShearrivesinRussiaatnoon.SheisscheduledtodepartonTuesdayat9:00amandlandinIndiaat 2:00pm.SheisscheduledtobeinFranceat11:00pmthatsameday.FromIndiasheleaveson Wednesdaymorningat11:00amandarrivesinFranceat5:00pm.Thursdayherflightisschedulesto leaveat6:00amandarrivesinBoliviaat8:00pm.ShealsoisscheduledtoleaveFranceat4:00pm andarriveinMaine,USAat8:00pm.FridaymorningshedepartsMaineandflieshometoCanada whereshelooksforwardtoaweekendrelaxingathome.GraphJuanitasflightscheduleforweek2. Week2:

4.DoesJuanitasflightschedulerepresentafunction?Provideanexplanationofwhyorwhynot.