Lesson Title: Multiple Representations of Functions Course: Common Core Algebra II, Unit 4

Date: _____________ Teacher(s): ____________________ Start/end times: _________________________

Lesson Standards/Objective(s): What mathematical skill(s) and understanding(s) will be developed? Which
Mathematical Practices do you expect students to engage in during the lesson?

F.IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for complicated cases.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end
behavior.

MP3: Construct viable arguments and critique the reasoning of others.

MP5: Use appropriate tools strategically.
MP6: Attend to precision.
MP7: Look for and make use of structure.
MP8: Look for and express regularity in repeated reasoning.

Common Core Algebra II, Unit 4

Lesson Launch Notes: Exactly how will you use the Lesson Closure Notes: Exactly what summary activity,
first five minutes of the lesson? questions, and discussion will close the lesson and
connect big ideas? List the questions. Provide a
Have students identify key features of a graph. foreshadowing of tomorrow.

Use the similarities and differences you recorded from

today’s activity to answer the following questions.
(Student Resource: Multiple Representations of Functions
– Reflection)

Given the following functions, determine the maximum

number of zeros and end behavior:

1.
2.

Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations,
problems, questions, or tasks will students be working on during the lesson? Be sure to indicate strategic
connections to appropriate mathematical practices.

1. Have students complete the table in the table provided and graph the function on the grid provided (Student
Resource: Multiple Representations of Functions – Table & Graph) using the polynomial they were given.
(Teacher Resource: Student Polynomial Functions provides 24 different functions. Each student should receive a
different function. Predetermine 5-6 groups using the problem numbers for each polynomial to use with gallery
walk.) (Students may use a calculator to complete this part of the activity.) Allow students to work for 5-10
minutes. (Look for evidence of MP5 and MP6.)
2. Have students form pairs to compare their table and graphs with their partner. Allow 3-5 minutes for discussion
between partners. Have students focus their discussion on the similarities and differences between their
functions (symbolically, graphically, and in the table). ( Look for evidence of MP3 and MP6.)
3. Have students post their graphs on the chalkboard/wall. Ask students to determine how to categorize the graphs
using the number of zeros. (All polynomial functions will have 2-4 zeros. Functions that have multiplicity and
complex zeros are important to highlight here because the graphs and equations are different from the rest.
Examples are included in the Teacher Resource: Student Polynomial Functions). Create a designated area for
each category. Have students post their own graph to the appropriate category. (Look for evidence of MP3, MP6,
HCPSS Secondary Mathematics Office (v2.1); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Lesson Title: Multiple Representations of Functions Course: Common Core Algebra II, Unit 4
Date: _____________ Teacher(s): ____________________ Start/end times: _________________________
MP7, and MP8.)
4. Assign students to groups and have students gallery walk to each of the categories to compare the functions in
each category. Have students discuss and record the similarities and differences between each of the polynomial
functions within each category. Remind students to look at the graphs and equations. (Student Resource:
Multiple Representations of Functions – Reflection.) (The students should have 2 or more similarities and
differences.) (Look for evidence of MP3 and MP7.)
5. Select one student from each group to share a similarity or difference with the class.
6. Ask students to determine how to categorize the graphs using the end behavior. Create a designated area for
each category. Have students move their own graph to the appropriate category. (Look for evidence of MP3,
MP6, MP7, and MP8.)
7. Assign students to groups and have students gallery walk to each of the categories to compare the functions in
each category. Have students discuss and record the similarities and differences between each of the polynomial
functions within each category. Remind students to look at the graphs and equations. (Student Resource:
Multiple Representations of Functions – Reflection) (The students should have 2 or more similarities and
differences.) (Look for evidence of MP3 and MP7.)
8. Select one student from each group to share a similarity or difference with the class.

Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I
measure student success? That is, deliberate consideration of what performances will convince you (and any outside
observer) that your students have developed a deepened and conceptual understanding.

Students will be able to represent polynomial functions graphically and in a table. Students will be able to determine
the number of zeros and end behavior of a polynomial function from a given equation or graph.

Evidence: Students will submit the closure activity as an exit ticket.

Notes and Nuances: Vocabulary, connections, anticipated misconceptions (and how they will be addressed), etc.
Polynomial: define at the start of the lesson. Degree, end behavior: Terms will be discussed as concepts are
introduced when dividing graphs into categories.

Students will have difficulty with functions that have multiplicity and complex zeros.
Graphs of functions that do not fall in the standard window range can be challenging for some students.

Resources: What materials or resources are essential Homework: Exactly what follow-up homework tasks,
for students to successfully complete the lesson tasks or problems, and/or exercises will be assigned upon the
activities? completion of the lesson?

Teacher Resource: Student Polynomial Functions To be determined by teacher

Graphing Calculator
Student Resource: Multiple Representations of
Functions – Table & Graph
Student Resource: Multiple Representations of
Functions – Reflection

Lesson Reflections: How do you know that you were effective? What questions, connected to the lesson
standards/objectives and evidence of success, will you use to reflect on the effectiveness of this lesson?

Are students able to determine the maximum number of zeros of a polynomial function using the degree of the
function or the graph of the function?

Are students able to recognize when a polynomial function has multiplicity and complex zeros by comparing the
degree of a function to the graph of the function?
HCPSS Secondary Mathematics Office (v2.1); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Lesson Title: Multiple Representations of Functions Course: Common Core Algebra II, Unit 4
Date: _____________ Teacher(s): ____________________ Start/end times: _________________________

Are students able to determine the end behavior of a polynomial function when given the equation and the graph of
that function?

Howard County Public Schools Office of Secondary Mathematics Curricular Projects has licensed this
product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

HCPSS Secondary Mathematics Office (v2.1); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.