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# Natalie Edge Unit 5 Plan

Unit Title: Features of Functions Topics &Goals: SWBAT use the proper vocabulary to describe graphs and tables. SWBAT see and form relationships between two different functions. Unit Rationale: This unit will help students understand how to use the proper vocabulary to describe graphs and functions, to the extent they can feel comfortable drawing a particular graph given verbal or written instructions (not necessarily a specific equation). Timeframe: January 21-February 14 (4 weeks)
Week Jan 21-24 Subtopics Skills/Activities

F.IF.4: Interpret key features of graphs and tables in terms of quantities, sketch graphs given a verbal description of the relationship Key Vocabluary: intercepts, intervals, increasing/decreasing, positive/negative, maximum/minimum, symmetries, end behavior, domain, range.

Activity: Students will describe to a partner their favorite food. Break into a class discussion about the importance of adjectives, and the purpose of adjectives. Transition into note-taking, learning new adjectives to use when describing graphs, tables, and functions. Given several different graphs and tables, SWBAT describe them using the proper vocabulary.

## F.IF.5 Relate domain of function to the range on a graph.

Given verbal descriptions/instructions of a particular graph, SWBAT draw out a graph matching the instructions given.

Jan 27-31

## F.IF.2: Using functions to interpret domain and range: domain=input, range=output.

F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases

Activity: Number machine. I will draw a machine on the board with a mystery function (students don't know what it is) and when I put a number into it, it turns it into another number. After several different numbers, see if students can figure out the function.

F.BF.1b Write a function that describes relationship between two quantities; combine standard function types using arithmetic operations.

Activity: Students create their own graph, then (without letting their partner see) describe their graph to their partner, and their partner will try to draw it.

Activity: I will write two different functions on the board, students will tell me everything they know about the two functions (using vocab from first week), but then I will ask if there's a way to combine the two. We'll experiment, come up with ideas, and see how it looks graphically.
Feb 3-7

F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically, in tables, or by verbal descriptions) F.IF.6 Calculate and interpret average rate of change over a specified interval

Activity: Each student will be given a card, and they will go around the room and try to find three other people with that same function, only represented in a different way.

Activity: Students will create their own matching game, representing a function in several different ways.

Activity: Students will experiment with slopes, and when given a context, see if the slope is related to a rate of change.
Feb 10-14

Review, tying in all the concepts together: Domain range, or input output, using key features vocab to describe graphs,

Activity: Students will be given a tiered review/assignment ("menu") where they are asked to do enough activities to earn 100 points. Some activities will be worth more than others. It is a multi-day assignment/project, intended to help students make connections between the concepts learned this unit.

Materials/Texts: Mathematics Vision Project Textbook (available online), packets, worksheets, notebooks, graph paper.