LEARNING EXPERIENCE PLAN

Subject: Mathematics Grade level: 8th Grade

Unit: Functions Day/periods:

Topic: Comparing Graphs of Functions

Content Standards:

Functions (8.F)

Define, evaluate, and compare functions. Define, evaluate, and compare

functions.

1. Understand that a function is a rule that assigns to each input exactly one output.
The graph of a function is the set of ordered pairs consisting of an input and the
corresponding output.

2. Compare properties of two functions each represented in a different way

(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has the
greater rate of change.

3. Interpret the equation y = mx + b as defining a linear function, whose graph is a

straight line; give examples of functions that are not linear. For example, the
function A = s^2giving the area of a square as a function of its side length is not
linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a
straight line.

Use functions to model relationships between quantities.

4. Construct a function to model a linear relationship between two quantities.

Determine the rate of change and initial value of the function from a description of
a relationship or from two (x, y) values, including reading these from a table or from
a graph. Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of its graph or a table of values.

5. Describe qualitatively the functional relationship between two quantities by

analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that
has been described verbally.

Literacy Standards:
 Reading functions and interpreting their visual representations based on their
structure.

Determining characteristics of functions through kinesthetic activity.

Learning Experience Outcomes Learning Experience Assessments

Students will : Students will sketch rough images of
visualize graphs from written functions in their notebooks and for
equations. extended practice.
understand terms such as Students will be able to picture entities
"translation", "slope", and "tends to". described through other means, such as
creatively represent functions using writing or computational work.
their arms.

Differentiation
Approaching
The most challenging part
of this exercise is first
gaining an understanding
of which piece of a
function change what
aspects of their respective
graphs. Through prior
knowledge and
demonstrations through
the use of technology,
with practice, students
should be able to reach
on-level status.
Curriculum Integration
On-level
Students will be able to
accurately represent a
function without plotting
points with aspects such
as end-behavior and slope
both on paper and
creatively with their arms
or objects.
Beyond
Students who are beyond
may understand fully how to
graph linear and quadratic
functions, so they can get
introduced to more complex
functions such as
logarithmic and exponential
behavior to make intuitive
conclusions about those.

Material Procedures/Strategies
s/Resou
rces

Day 1

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Tell the students to draw a building in their books with any design or
properties they want. Then let some students show what kind of
building they drew. Next we'll draw another building together by having
students call out characteristics of this structure(tall, brick, many
windows, double door, etc.) to get a specific picture. After everyone
draws the same building, explain that just like in math, different
 aspects of a plan change the output. Every function's differences
determines how it looks visually in specific observable ways.

Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

Explain that the characteristics of a building are found in its blueprints.

The blueprints of a graph are its function and its characteristics include
every piece of it such as coefficients, sign, variables, etc. The question
is "What pieces change which parts of the graph and why?

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)

Have students recall the slope-intercept form of and equation y=mx+b

and that m represents slope and b represents the y-intercept. Describe
what each exactly does to the graph if they were to become
greater/lesser values.

Remind students that just as the product of multiplication varies based

on which factors are positive/negative, the same applies to functions;
the direction of a function will be changed if the slope is negated.

Direct Instruction (input, modeling, check for understanding)

-Using Desmos, first graph the equation y=x. Then have a student pick a
slope larger than one and graph the new equation having only changed
the slope. Notice that the line tilts more vertically. Try different slopes and
realize that the greater the slope, the larger the tilt. Introduce the fact that
picking slopes less than one tilts the line horizontally in a similar fashion.
Next have students pick constants to add to the equation and observe
that this results in a translation, or a slide in a direction depending on the
sign of the number.

Guided Practice (how students will demonstrate their grasp of new learning)

For our kinesthetic activity, have students use their acquired knowledge of
functions and graphs to visually represent equations together. Divide the
class into small groups and assign a function to each. Without using any
calculations via pen or paper, have students collaborate how to represent
the graphs with their arms or items like pens or rulers as demonstrated in
the image below. When each group is decided, have them share with the
rest of the class their function and their "graph".
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)

-Review what changes to functions alter which aspects of the graph i.e.
changing m changes the tilt of the line depending on the value, adding
constants translates the line because of the different y-intercept value,
etc.

-Quickly demonstrate on Desmos the difference between y=x 2 and y=-x2

-Explain that next time, the changes in quadratic are very similar in terms
of changes and that we will learn which discrepancies there are with the
jump from a line to a curve

Independent Practice (what students will do to reinforce learning of the lesson)

Have students complete the attached worksheet for homework to

gauge their comprehension of the material covered today.

Worksheet found from:

http://csobanskimath.weebly.com/uploads/6/0/5/7/60571435/ws3_-
_graphing_linear_equations.pdf