Lesson Plans – Week 1 (Mon, Jan 9th)

Lesson Topic: Describing and Graphing Situations

Course: Algebra 1

TERMINAL BEHAVIORAL OBJECTIVE

I can identify independent and dependent variables in a function, and use words and graphs to represent the function

CONTENT STANDARDS
•F-IF.A.1 - Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then
f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

VOCABULARY
● Dependent variable
● Function
● Independent variable

Lesson Sequence
(Bellwork, at least 2-3 Learning Activities, perhaps a Final Closure/Exit Ticket)

TIME Describe what is happening at this step How are you checking student understanding
(piece of content + teaching strategy) at this step?
Hand out Expectancy Sheet and go over it with students Question students about the Expectancy Sheet:
ask them when the signed sheet is due back by
5-7
minutes
Notes over Vocabulary: Ask students to turn to their partner and take
turns describing the vocabulary terms in their
● dependent variable own words
5-7 ● independent variable
minutes ● function

Ask students to engage in a discussion about the

1.1 Bagel Shop: situation and then have students volunteer their
10 -15 ● Students will be given this Bagel Shop problem on responses.
minutes a worksheet to answer in their small groups.
Ask students about which of the four situations
described form a proper function

1.2 Be Right Back: Three blank graphs will be displayed on the

10 ● Groups will be assigned one of three possible days board. After 7 minutes, three groups will be
minutes and they need to work together in their groups to graph the called upon to draw their graphs on the board.
dog’s motion on that day on a coordinate plane Then, the class as a whole will discuss how each
 ● Then, all groups will come together to describe the of the three days different from one another
dog’s movement across all three days graphically
1.3 Talk about a Function: Students will be called on to write and explain
10 ● Students will analyze two pairs of quantities from the function they came up with
minutes the 1.2 scenario by expressing each relationship as a
function These functions will also be modeled on
Desmos for visuals

5-7 Closure: On a half-sheet of paper, students will record

minutes ● The relationship between the amount of time a car their responses to these two questions and then
is parked, in hours, and the cost of parking, in dollars, can be turn it in to the basket before they leave
described with a function.
1. Identify the independent variable and the dependent
variable in this function.
2. Describe the function with a sentence of the form
“_____ is a function of __________”
 Lesson Plans – Week 1 (Tues/Wed, Jan 10th – 11th)

Lesson Topic: Function Notation

Course: Algebra 1

TERMINAL BEHAVIORAL OBJECTIVE

I can use function notation to express functions that have specific inputs and outputs

CONTENT STANDARDS
•F-IF.A.2 - Evaluate a function for inputs in the domain, and interpret statements that use function notation in terms
of a context.

VOCABULARY
● Function notation

Lesson Sequence
(Bellwork, at least 2-3 Learning Activities, perhaps a Final Closure/Exit Ticket)

TIME Describe what is happening at this step How are you checking student understanding
(piece of content + teaching strategy) at this step?
Bellwork: This Kahoot should serve as a review of
5-7 ● Identifying Independent and Dependent Variables yesterday’s lessons and act as a check for
minutes Kahoot understanding

2.1 Back to the Post: After giving students time to answer the
● This revisits a previous scenario (Dog Walking) and worksheet questions, random students will be
10-15 asks students to interpret graphs and functions called on to write their answers up on the board
minutes ● Students will work in their small groups to answer
these questions

Notes: At the end of notes, students will be asked to

● function notation turn to a partner and explain function notation in
5-7 their own words
minutes
10 - 15 2.3 Birthdays:
minutes ● In this activity, students are given two rules and then
asked to fill out a table according to these rules
● After, students respond to several questions about
what they “notice and wonder” about the table
I will call on students and ask about what they
“notice and wonder,” writing their responses
down on the whiteboard
Then, I will give students a few minutes to
identify any possible relationships

5-7 Short Break for students on Block Day

minutes
10 Blooket Functions This helps the teacher check student
minutes ● This Blooket will review inputs, outputs, and understanding as the teacher will review the
evaluating function rules results at the end to check how well the
understood the material
10-15 Function Rule Worksheet Students will turn this worksheet into the basket
minutes ● Students will work through the worksheet problems at the of class, so the teacher can check
using their notes everyone’s progress
Closure: On a half-sheet of paper, students will record
their responses to these two questions and then
5-7 turn it in to the basket before they leave
minutes
 Lesson Plans – Week 1 (Thurs, Jan 12th)

Lesson Topic: Interpreting & Using Function Notation

Course: Algebra 1

TERMINAL BEHAVIORAL OBJECTIVE

I can describe the connections between a statement in function notation and the graph of the function

CONTENT STANDARDS
•F-IF.A.2 - Evaluate a function for inputs in the domain, and interpret statements that use function notation in terms
of a context.

VOCABULARY

Lesson Sequence
(Bellwork, at least 2-3 Learning Activities, perhaps a Final Closure/Exit Ticket)

TIME Describe what is happening at this step How are you checking student understanding
(piece of content + teaching strategy) at this step?
Bellwork: At the end of bell work time, I will call on four
5-7 random students to answer the bell work
minutes questions

3.2 Smartphones: After giving students time to respond to the

● In this activity, students continue to interpret
20-25 statements in function notation in terms of a situation.
minutes Several things are new here, all of which provide
opportunities to attend to precision and to reason
quantitatively and abstractly
● Students will work together in their small groups to
interpret these statements
questions, I will ask students to stand up and
pair with someone else around the room (who is
not part of their small group) and share their
responses with each other. Then, I will call on
students to randomly share their responses
 3.3 Boiling Water: Students will turn in their final sketches of the
10 - 15 ● In this activity, students reason about unknown graph at the end of the class period, for the
minutes output values by relating them to values that are known by teacher to review, and then they will be handed
interpreting inequalities such as W(5) > W(2) and using a back the following day
graph and a context to support their reasoning
● Students will work together in their small groups to
answer these questions

Closure: On a half-sheet of paper, students will respond

5-7 to these questions and then turn them in to the
minutes basket before the end of class
 Lesson Plans – Week 1 (Fri, Jan 13th)

Lesson Topic: Using Function Notation to Describe Rules (Part 1)

Course: Algebra 1

TERMINAL BEHAVIORAL OBJECTIVE

I can make sense of rules of functions when they are written in function notation and create tables and graphs to
represent the functions

CONTENT STANDARDS
•F-IF.A.2 - Evaluate a function for inputs in the domain, and interpret statements that use function notation in terms
of a context.

VOCABULARY

Lesson Sequence
(Bellwork, at least 2-3 Learning Activities, perhaps a Final Closure/Exit Ticket)

TIME Describe what is happening at this step How are you checking student understanding
(piece of content + teaching strategy) at this step?
Bellwork: Students will be given 5 minutes to write down
5-8 everything they “notice and wonder” about the
minutes bellwork problem. After, I will call on every
student and write down their “notice and
wonder” on the whiteboard

Notes: I will ask students to find the output of the

● function machine function machine when the inputs are 0, 1, 3,
5- 7 and x and write their responses in their notes
minutes
 4.2 Four Functions Matching Activity:
10 ● Students will be given four function descriptions
minutes and need to match them with their actual function rules
● Then students will be asked to test various inputs
into each of the four function rules
4.3 Rules for Area and Perimeter:
● In this activity, students analyze functions that relate
20 two quantities in a situation and work to define the
minutes relationship between the quantities with a rule. They do so by
creating a table of values and generalizing the process of
finding one quantity given the other. Students also plot the
values in each table to see the graphical representation of the
functions.
Closure:
5-7 ● Kahoot - Function Notation and Identifying
minutes Functions
I will ask students which of the four functions is
the greatest when the input is 0 vs when the
input is 10 and to record their response in their
notes along with a justification
Toward the end of the time constraint, students
will be called upon randomly to share the
function rule they came up with to describe the
perimeter
Students will complete this Kahoot to check
their understanding of function notation and
rules