Lesson Plan

Date: November 2022 Teacher’s Name: Ms. Marinas

Subject: Mathematics Grade level: 9
Learning Segment Title: Interpreting Key Features of Functions
Length of each lesson: 45 minutes

Essential Question(s): How can we apply functions in real-world situations?

Learning Standards:
Standard: AI-F.IF
4. For a function that models a relationship between two quantities:
i) interpret key features of graphs and tables in terms of the quantities; and
ii) sketch graphs showing key features given a verbal description of the relationship.

Day 1 Lesson Topic: Key Features of Functions

Outcomes Assessments
Students will:
Day 1: Identify key features from graphs of Day 1: Students will be given an exit ticket
functions. with a function. They will analyze the
function and identify the domain & range,
maximum & minimum, x-intercept(s) and y-
intercept(s).

Procedure:
Day 1
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Lesson Introduction

Time Teacher Actions Student Learning Form of Assessment

Activities

Display Learning
Target and Do Now
on board.
4 minutes 1. Direct students to 1. Students answer
complete the Do Now the Do Now in their
 (Students will be notebooks.
given a function and
will identify the
domain and range)
independently.
Observe students as
they work.

3 minutes 2. Ask a student to 2. Students should

share their response correct their work, if
and review the Do they did it
Now with the whole incorrectly.
class.

Initial Phase Direct Instruction (number the steps of your instruction)

The Teaching – “I do”

Time Teacher Actions Student Learning Form of Assessment

Activities

2 minutes 1. Introduce today’s 1. Students will copy

lesson. the learning target
Learning Target: I can into their notebooks.
identify the key
features of functions
from their graphs.

10-15 minutes 2. Display Google 2. Students will be 2. Students’ answers

Slides. actively listening and to questions will give
copying all of the evidence of clarity of
definitions and understanding.
examples into their
notebooks.

3. Definition for
function (Slide 2)

4. Give examples of
functions modeled
with graphs (Slide 3)

5. Definition for
domain and range
(Slide 4)

6. Model how to find

the domain and
range of a function
(Slide 5)

7. Definition for
maxima and minima
(Slide 6)

8. Model how to
identify the maxima
and minima (Slide 7)

9. Definition for x-
intercept(s) and y-
intercept (s) (Slide 8)

10. Model how to

identify the x-
intercept(s) and y-
intercept(s) (Slide 9)

11. Do an example
with students of
finding domain and
range, maximum and
minimum, and x-
intercept(s) and y-
intercept(s) of a
function.

12. Ask questions as 12. Students should

you are doing the engage with the
examples to engage examples and answer
the students in the questions.
process (e.g. What
are the x- and y-
intercept(s) of this
function?.
Middle Phase
1. Guided Practice 

Guided Practice- “We do”

Time Teacher Actions Student Learning Form of Assessment
Activities
15-20 mins 1 Direct students to 1. Students will get
get into their assigned into their assigned
groups of 4 (Prepare groups.
groups beforehand).
Hand out worksheets
containing 6 graphs of
functions. Instruct
students that they will
identify the key
features of these
functions (domain,
range, maximum,
minimum, x-
intercepts (zeros), and
y-intercepts.

2. Go over one 2. Students should

example from the follow along and
worksheet as a class. take notes.

3. Observe students as 3. Students will

they are working. work in their
groups to identify
the key features of
the functions.

4. Ask 2 groups to 4. Groups will show 4. Group responses

answer one problem all of their work for to problems will
each on the white the problems on provide evidence of
board. the white board. clarity of
understanding.
5. Check responses as
a class. 5. Students should
correct their work,
if they did it
incorrectly.
6. Determine student
 readiness for
independent practice

2. Independent Practice and Closure

Independent Practice (“You Do”) and Closure

Time Teacher Actions Student Learning Form of Assessment
Activities
(5 minutes) 1. If students seem 1. Students will
ready, give them an complete their exit
exit ticket with a tickets
function. Instruct independently.
students to analyze
the function and
identify the domain
and range, maximum
and minimum, x-
intercept(s) and y-
intercept(s).

2. If students seem to 2. Students will

be struggling, assign complete the
them the exit ticket homework
for homework independently.
instead (to be
reviewed in class the
next day).
Closure: Ask students Students should
to take out a piece of answer the prompt
paper. Instruct them independently.
to summarize what
they have learned in
a few sentences and
include a question
they have about
functions. Then, have
a class discussion
about what we
learned.

Evaluative Criteria:
Score Point

3 (Yes) 2 (Yes, but) 1 (No, but)

Identify domain, range, Identify some features Attempts to identify features,
maximum, minimum, x- correctly, but not all. but they are incorrect.
intercept (s) and y-intercept
(s) of the function correctly.

______________________________________________________________________________

Day 2 Lesson Topic: Using Descriptions of Functions

Outcomes Assessments
Students will:
Day 2: Match the graphs/tables to their Day 2: Students will be given homework, in
verbal description which they will be given verbal descriptions
of functions and their graphs and tables.
They will analyze the descriptions and graphs
and tables, and match the descriptions to the
graphs or tables of the functions.

Day 2
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Lesson Introduction

Time Teacher Actions Student Learning Form of Assessment

Activities

Put pipe cleaners on

each of their desks.

Display Learning
Target and Do Now
on board.

5 minutes 1. Explain Do Now to 1. Students will work

students (Students with their elbow
will be given partners to complete
functions (y=x^2 and the Do Now.
y=x^3) and will use
the pipe cleaners to
 model the graphs of
the functions). Direct
students to work with
elbow partners.
Observe students as
they work.

2 minutes 2. Review Do Now 2. Students should 2. Student examples

with the class. Ask correct their work, if will give evidence of
pairs of students to they did it clarity of
share their example incorrectly. understanding.
for each.

Initial Phase Direct Instruction (number the steps of your instruction)

The Teaching – “I do”

Time Teacher Actions Student Learning Form of Assessment

Activities

2 minutes 1. Introduce today’s 1. Students will copy

lesson. the learning target
Learning Target: I can into their notebooks.
match the equations
and graphs/tables to
their verbal
description.

Provide students with

10-15 minutes colored pencils.

2. Distribute a 2. Students should 2. Students’ answers

worksheet containing follow along on the to questions will
graphs/tables of worksheet and provide evidence of
functions and their underline as we go clarity of
descriptions (This along. They should understanding.
worksheet will also also take note of how
be their homework we can match the
assignment). Explain graphs/tables to their
to students that they description.
should use a colored
pencil to underline
 key words/phrases in
the description(s)
that will help them to
match it to the
respective
graph/table. Ask
questions throughout
(e.g. What are the
key things to
underline in this
description?)

Middle Phase
1. Guided Practice 

Guided Practice- “We do”

Time Teacher Actions Student Learning Form of Assessment
Activities
20 minutes 1. Direct students to 1. Students will get
get into their into their assigned
assigned groups of 3 groups.
(Prepare groups
beforehand).
Hand out a set of
flash cards containing
various equations of
functions, their
graphs/tables, and
their verbal
descriptions to each
group. Also, provide
students with a
corresponding
worksheet for them
to fill in their
answers.
Instruct students to
go in order (i.e. read
the verbal
description first, then
look for the
corresponding
equation and
 graph/table).
2. Students should
2. Go over one follow along and take
example from the notes.
worksheet as a class.
3. Students will work 3. Student responses
3. Instruct students in their groups to will provide evidence
to work together. match the graph/table of clarity of
Observe students as to its corresponding understanding.
they are working in verbal description.
their groups.
4. Students should
4. Check responses as correct their work, if
a class. Have each they did it incorrectly.
group come up and
tape their answers to
the corresponding
area on the board
(verbal description,
equation, and
graph/table).

5. Determine student
readiness for
independent
practice.
2. Independent Practice

Independent Practice- “You Do”

Time Teacher Actions Student Learning Form of Assessment
Activities
1. If students seem 1. Students complete
ready, assign the rest the problems
of the problems for independently.
homework.

2. If students seem to
be struggling, assign
only 2 of the
problems for
homework.

Evaluative Criteria:
Full/Partial Credit

Full Credit Partial Credit

Correctly matched all items (verbal Correctly matched some items OR none are
description, equation, graph/table). matched correctly.

3. Closure/Summary
Lesson Closure
Time Teacher Activities Student Learning Form of Assessment
Activities
3 minutes 1. Instruct students 1. Students will Summary of learning
to take out a piece of reflect on and explain
paper and answer the process of
the question: How do matching
we match graphs/tables and
graphs/tables and equations to their
equations to their verbal description.
verbal description?

2. Ask a few students 2. Students will share

to share their their responses.
explanations of the
process.

______________________________________________________________________________

Day 3 Lesson Topic: Creating Graphs/Tables of Functions

Outcomes Assessments
Students will:
Day 3: Create graphs and tables for functions Day 3: Students will be given an exit ticket in
with their key features which they will be given an equation of a
function. Using the equation, students will
draw the graph, construct a table of values,
and identify the domain & range, maximum
& minimum, x-intercept(s) and y-intercept(s).

Day 3
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
 Lesson Introduction

Time Teacher Actions Student Learning Form of Assessment

Activities

Display Learning
Target and Do Now
on board

8 minutes 1. Read aloud 3 1. Three students will 1. Students’

questions from share their answers responses will give
yesterday’s and explain their evidence of clarity of
homework. reasoning. understanding.
Choose three
students to share
their answers and
explain why they
chose the
corresponding
equation and
graph/table.
Review the problems Correct their work, if
with the whole class. they answered them
Display the correct incorrectly.
answers on the Smart
Board.

Initial Phase Direct Instruction (number the steps of your instruction)

The Teaching – ”I do”

Time Teacher Actions Student Learning Form of Assessment

Activities

2 minutes 1. Introduce today’s 1. Students will copy

lesson. the learning target
Learning target: I can into their notebooks.
create graphs and
tables for functions
with their key
features.

Provide students with

 graphing calculators
(or ask students to
bring in their own
beforehand)

15-20 minutes 2. Display Google 2. Students will take

Slides. Provide notes of how to
equations of create graphs and
functions. tables for functions.

3. Do an example by 3. Students should

modeling the process take notes in their
for creating a table notebook.
and a graph for a
function.

4. Ask students to 4. All students should 4. Students’ ability to

take out their have a calculator and create their own
calculators. Use an be able to perform graphs/tables and
online calculator that the steps on their their use of a
students can see or own. graphing calculator to
your own calculator. find the
Then, talk through graphs/tables will
the steps of how provide evidence of
students can use clarity of
their calculator to understanding.
graph the function
and obtain a table
from the calculator.

5. Instruct the 5. With their elbow

students to work with partners, students
their elbow partner should identify the
and identify the key key features as
features (domain and instructed.
range, maxima and
minima, x- and y-
intercept(s)) of a
function, using the
graphs/tables that
they have found
(Displayed on Google
 Slides Presentation).

Middle Phase
1. Guided Practice 

Guided Practice- “We do”

Time Teacher Actions Student Learning Form of Assessment
Activities
15-20 minutes 1. Direct students to 1. Students will get
get into their into their assigned
assigned groups of 4 groups.
(Prepare groups
beforehand). Hand
out worksheets
containing 3
equations of
functions.
Also, provide
students with graph
paper. Instruct
students that they
will create a graph
and table for each,
and identify the key
features for each.

2. Go over one 2. Students should

example from the follow along and take
worksheet as a class. notes.

3. Observe students 3. Students should

as they complete the complete work as a
worksheet. group.

4. Ask 2 groups to 4. Groups will show 4. Group responses

answer one problem all of their work for to problems will
each on the white the problems on the provide evidence of
board. white board. clarity of
understanding.

5. Check responses as 5. Students should

 a class. correct their work, if
they did it
incorrectly.

6. Determine student
readiness for
independent
practice.

2. Independent Practice and Closure

Independent Practice (“You Do”) and Closure

Time Teacher Actions Student Learning Form of Assessment
Activities
5 minutes 1. If students seem 1. Students will
ready, give them an complete the exit
exit ticket in which ticket independently.
they will be given an
equation of a
function. Instruct
students that they
will need to construct
a table of values,
draw a graph, and
identify the domain
and range,
maximum, and
minimum, x-
intercept(s) and y-
intercept(s) for the
function.
2. Students will
2. If students are complete the
struggling, assign the homework
supposed exit ticket independently.
for homework
instead (to be
reviewed in class the
next day).
Do another example
as a class.
3 minutes 3. Students should Summary of learning
3. Closure: Instruct answer the prompt
students to reflect on independently. If
 how they feel using there is time, all
functions applies in students will share
real-life contexts. Ask their responses to
students to share the question.
their responses. Have
a short class
discussion.

Evaluative Criteria:

Score Point

3 (Yes) 2 (Yes, but) 1 (No, but)

Graph and table are done
correctly. All key features are
identified correctly (domain,
range, maximum, minimum,
x-intercept(s) and y-
intercept(s)
Graph/table are done Attempt to complete the
correctly, BUT not all key graph/table and identify the
features are identified key features, but they are
correctly incorrect
OR
Graph/table are not done
correctly, BUT all key
features are identified
correctly

______________________________________________________________________________

Resources: (reference any “borrowed” materials for any part of the Learning Segment)

https://www.mathworksheets4kids.com/function/domain-range/infinite-graph-1.pdf

Practice: Key Features of Graphs Namehttps://wcpss.instructure.com › files › download

https://silo.tips/download/multiple-representations-of-linear-relationships-12-real-world-
situations#modals

MatchingActivityLinearQuadraticExponentialalgebra-1.pdf

https://www.math-aids.com/cgi/pdf_viewer_4.cgi?
script_name=graphing_coordinate_plane.pl&size=1&numbered=1&memo=&x=69&y=34
https://www.mathworksheets4kids.com/quadratic-function/graphing/function-table-1.pdf