Updates- Unit 1 Test will be on Wednesday, Jan. 21st
Bell Ringer- Posted on the board
Review- Intro to Functions
- What is a function?
- Function Notation
- Evaluating Functions
- Examples/Counterexamples
- Graph
- Table
- Set
- Domain/Range (using functions students covered in Algebra: linear, constant, square root, etc.)
- Graph
- Table
- Set
- Using Words
- Compound Inequalities
- Interval Notation
- Intercepts
- End Behavior
- Extrema
- Relative Min/Max (Cubic Functions)
- Absolute Min/Max (Quadratic and Absolute Value Functions)
- Using the graphing calculator to calculate mins and maxs
- Desmos
- Graphing Calculator
- Note: Address issue with rounding using the calculator
- Symmetry
- Axis of Symmetry (Quadratic and Absolute Value Functions)
- Intervals Of Increasing And Decreasing (Quadratic and Absolute Value Functions)
- Evaluating Functions
- Piecewise Functions
- Function Operations
- Addition, Subtraction, Multiplication, Division
- Composition
- Translations
Lesson- Function Operations
- Functions Quiz 2
- Function Practice Test
Exit Ticket- Posted on board at the end of the block
| Lesson Objective(s)- How are function shifts across the x and y-axis related to parent functions?
- How are function operations used to solve problems?
Standard(s)- CC.9-12.F.IF.1 Understand the concept of a function and use function notation. 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).
- CC.9-12.F.IF.2 Understand the concept of a function and use function notation. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
- CC.9-12.F.IF.6 Interpret functions that arise in applications in terms of the context. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*
- CC.9-12.F.IF.7 Analyze functions using different representations. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*
- CC.9-12.F.IF.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.*
- CC.9-12.F.IF.7b Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.*
- CC.9-12.F.IF.8 Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
- CC.9-12.F.IF.9 Analyze functions using different representations. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
- CC.9-12.F.BF.1c (+) Compose functions.
- CC.9-12.F.BF.3 Build new functions from existing functions. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.
- CC.9-12.F.LE.2 Construct and compare linear, quadratic, and exponential models and solve problems. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Mathematical Practice(s)- #1 - Make sense of problems and persevere in solving them
- #2 - Reason abstractly and quantitatively
- #4 - Model with mathematics
- #5 - Use appropriate tools strategically
- #7 - Look for and make use of structure
Past Checkpoints |