UNIT: FUNCTIONS

Lesson Plan--Day 2
Teacher: ​Mrs. Shaikh
Subject: ​Integrated Math
Lesson Title: ​Domain of a Function
Classroom Details Content Details

Time:​ 1 hr 20 minutes. Grade Range:​ ​7–12

Equipment: ​Content Area: ​Mathematics

● Class Timer ​Category:​ Interpreting Functions
● Fill in the Blank quiz. Standard(s):
Understand that a function from one set (called the
● Powerpoint presentation
domain) to another set (called the range) assigns to
● White Board each element of the domain exactly one element of
● IPADs the range. If f is a
function an x is an element of its domain, then f(x)
Resources: denotes the output of f corresponding to the input x.
● Khan Academy The graph of f is the graph of the equation y = f(x).

● FACEing Math Worksheets Objective:

● MathAntics Video By the end of the lesson students will be able to
● Class worksheet which includes: answer the following questions:
○ Two review problems from prior day
learning --​ What is the domain of the function?
○ 5 problems that we will complete as a
--What ​are the elements​ of the domain of the
class through modeling and group work.
function?
● Class handout that will contain key
vocabulary/terms, definitions, images and
-- Identify the elements of the domain of the function
visuals for content related language and literacy.
on an XY axis.
The academic terminology on the handout will
be :
--List the elements of the domain of a given function.
-​Function
-Variable Student Friendly Objective:
-Dependent Variable Given the graph of f(x), can you
-Independent Variable identify the domain and list all the elements of the
domain?
-Input of a function
-Output of a function
Time in Lesson Element What is the What are the Notes / Tips
mins. teacher doing? students doing?

5 mins. Link to prior Link to prior Link to prior Link to prior knowledge
knowledge knowledge knowledge (pre-assessment)
(pre-assessment) (pre-assessment) (pre-assessment)
1. The handout will
Prior to this class, Greet each student at have 3 (maximum 4)
Students will take 3
students are the door and ask questions. Students
minutes to complete
expected to be able them to pick up one will turn these in
their Fill In The
to identify Fill-In-Blank upon completion.
Blank handout.
independent and worksheet on the 2. The questions are
dependent way to their desks. pulled from concepts
Students will turn in
variables on a Ask students to learned the previous
their fill-in-blank
graph and within a complete the day; dependent
sheet, and pick up
given function. In assigned handout. variables,
today’s warm up
our case we have independent
worksheet and take
been working with variables, and
out their Math
f(x) in which the identifying the
Journals.
independent variables on a graph.
variable is “x” the 3. This is to be
dependent variable completed
is “y”. independently by
Students will each student.
complete a “fill in 4. Although it is more
the blank” quiz like a “quiz” I will
that has questions
not refer to it as a
regarding
quiz in class. I do not
important concepts want it to be a
and academic
stressful experience,
vocabulary. This is
my goal is for
background
students to complete
knowledge that it with a relaxed
students should be
mindset. This will
comfortable with
allow me to gauge
before beginning which concepts they

2
 the​ ​lesson. With are comfortable with
this information , I and which concepts
will tweak the next would require more
day’s lesson so as practice.
to re-explain the
content that most
students struggled
with.

8 min Review Warm Up Review Warm up Review Warm Up Review Warm Up

Activity--Activate Activity--Activate Activity--Activate Activity--Activate Prior
Prior Knowledge: Prior Knowledge Prior Knowledge Knowledge

After students Write the problem on Students have completed and

Students will be
have completed the the whiteboard. submitted the fill in the blank
asked to solve a
pre-assessment, I pre-assessment. Now they
review problem that
will begin the class The students also will be given a worksheet that
uses background
by asking students have the problem on they will work on during
knowledge. Students
to work on a their worksheet. class. The first two problems
will complete this
problem(s) that of the worksheet are review
problem on their
uses concepts Ask students to solve problems. Students will now
handout. This will be
learned from the the problem(s) on the be asked to solve these review
independent work.
previous day given worksheet. problems that use background
(background knowledge. This will be
knowledge). This After students have independent work.
will also be used to completed the
problem, I will go
reflect and focus on
over the steps to
what needs to be
emphasized in solve the problem.

today’s lesson. on the whiteboard. I

can also invite class
discussion, ask
students what they
think the next step
should be, and/or

3
 invite students to
come up and
complete the next
step.
20 Instruction: Instruction: Instruction: Instruction:
minutes
Direct Instruction: Direct Instruction: Direct Instruction: Direct Instruction:
(15 Minutes) (15 Minutes) (15 Minutes) (15 Minutes)

i) Present Direct instruction in Students are taking As the lesson progresses

Powerpoint. the form of a notes. Students are students will work through
PowerPoint watching the videos the PowerPoint presentation
ii) Explain presentation. included in the with the teacher.
concepts. Students are PowerPoint. The Powerpoint will go over
expected to work concepts of domain, range,
iii) Show videos: through the problems Practice: function notation and the
Include the in the powerpoint Students are working vertical line test. Students will
following video with the teacher. through the problems take notes. For today’s lesson,
in the lecture Periodically ask with the teacher. not all the slides of the
/powerpoint students to give Some students are PowerPoint on functions are
presentation. thumbs up/thumbs called upon to come used. Some slides regarding
https://www.you down during to the front of the function notation and the
tube.com/watch? instruction. class to solve vertical line test were already
Model problems. Students presented in previous classes
v=52tpYl2tTqk
expectations: are asking questions. for this unit. The remaining
slides will be used for follow
iv) Show the Model how to
up lessons.
students a ​video identify a function,
that explains how to identify the
Input/Modeling/Practice:
functions in a domain and range
of a function. We will complete 3-4 practice
fun way: problems using the Smart
https://study.c Encourage class
discussion. Board or Elmo. In these
om/academy/le problems, we will determine
sson/introducti the value of a function after
on-to-functions. putting a value as an input
html and receiving an output. Ask
Input / Modeling
Work out for student volunteers to help
v) Practice with with each step of the solution.
problems on a
Student whiteboard.We During the course of solving
Participation will complete 3-4 these problems, students will
practice problems be asked to pay attention to
using the Smart patterns and will develop
Model

4
 expectations: Board or Elmo. In strategies for identifying
Present 3 more these problems, patterns and develop their
problems on the we will determine understanding of the domain
board.​Ask the value of a and range of a function.
students to come function after Students can ask questions
up (1 volunteer putting a value as and participate in discussions.
from each table) an input and When the teacher stops to
receiving an check for understanding,
to solve each
output. Ask for students give a thumbs
step. Solve a few
student volunteers up/thumbs down to indicate
more problems to help with each whether they understand or
on the board in a step of the whether the teacher should
similar manner. solution. explain further.

3 Transition Ask a (pre-assigned) Table leader hands

minutes student to distribute out the group
handouts for each worksheet.
table.
Ask students to work Students move to
in groups. their resp. groups at
their tables.
20 Guided Practice Guided Practice Guided Practice Guided Practice
minutes (checking for (checking for (checking for (checking for
understanding) understanding) understanding) understanding)

Students are now Students are now Students working Students will be working
working through working in their in their respective collaboratively on word
problems that are groups. They are problems that have real life
groups to solve given
on the last pages given a worksheet relevance. I will be walking
problems. I will be around the classroom,
of their walking around the with real life
actively engaging with
worksheet. classroom, stopping problems, they can students, paying attention to
Ideally, a few of at each table and discuss and use the those who seem confused
these problems observing student examples that we with the problems, making
will be real life work as well as went over as a sure that everyone in the
application of class to help group works together and
discussing with finally to answer any
functions… them. Students can understand and
questions.
basically they raise their hand if solve the given
are word they have a question problems.
problems. They and I can go and help
can work them directly
through these as one-on-one. Also
a group. This students have been
will also provide informed that they
scaffolding for can quietly place a

5
 students that post -it note on the
might need it corner of their desk
(the group if they have a
arrangement was question. As students
pre-planned and work on the
will incorporate problems, I will walk
built in around and observe
scaffolding) and interact with
students and check
for any post it notes
with questions that
need answered.

5 Transition Ask students to glue Students are gluing

minutes a worksheet in Math their worksheet and
Journals and put notes in Math
away the journals. Journals. Put away
journals when done.
10 Independent Independent Independent Independent Practice
minutes Practice Practice Practice (ongoing assessment)
(ongoing (ongoing (ongoing
assessment) assessment) assessment) This worksheets links is an
Give students the Problems to be done activity that allows students to
At this point, I like
FACEing Math alone using the draw in facial features on a
to give students
worksheets. FACEing Math blank face. Each facial feature
the FACeing Math
worksheet. finish corresponds to the answer to a
worksheets.
what they can in given problem. Students not
Students will solve
class and take the rest only solve a series of
the problems, and
home for homework problems, but are
then draw the facial
to turn in the simultaneously engaged in
features linked to
following day. art. Once they have completed
their answer onto
their practice problems they
the blank face.
can color in their completed
Students will need
character.
to complete the
This can also be used as an
entire face, which
exit activity.
means about 5-8
problems.

6
 These are simple
problems that the
students should be
familiar with
through previous
review,
independent and
group activities.
This is independent
practice.
3 Transition Ask students to turn Students turn in their If students have not
minutes Students in their work, let worksheets. completed the worksheets,
turn in their them know that they Those that have not they may take them home to
worksheets. may take it home for completed the work complete the homework and
homework if they will take it home as they must turn it in with their
have not completed additional regularly assigned homework.
it, and turn it in the homework. If not turned in by the next
next day with the morning they will receive a
regular homework. late homework grade on it.
Remind them that
homework rules
apply.
3 Closure Closure/Review​:​ ​ (3 The worksheets ​and​ ​the
minutes (post-assessment) minutes) question/answer both serve as
Ask 1-3 questions a closure and
relating to today’s post-assessment. The
lesson to be worksheet is self regulatory,
answered by the students will be able to draw
class as a whole. in a face if they get the correct
What is a function? answers. The discussion
What is another allows some engagement and
word for the domain gives students a bit of a brain
and what is another break after solving a long list
word for the range of of problems.
a function? Etc.