Lambeth, Megan

NC High School Math 1

Building Functions: The Crow and the Pitcher
Mathematics Learning Objectives:
• Students should be able to construct a function given the relationship of two quantities.
• Students should be able to use a graph, table, or description of a relationship between two quantities to
construct a linear function.

Language Objectives:
• Students will be able to explain the input/output relationship of a function and what those variables are.
• Students will be able to define the slope of a function given a table, set of ordered pairs, description, and
or graph and compare the relationship between slope and the change in the two quantities listed.
• Students will be able to describe a linear function, between two quantities, given a real-world scenario.

Essential Question:
How do I construct a linear function, between two quantities, through a given graph, description of their
relationship, or a set of ordered pairs (including a table)?

Common Core State Mathematics Standards:

NC.M1.F.BF.1
Write a function that describes a relationship between two quantities.
NC.M1.FBF.1a
Build linear functions (arithmetic) given a graph, a description of the relationship, or two ordered pairs
(including reading from a table).

Common Core State Mathematical Practice Standards:

• Model with mathematics.
• Construct viable arguments and critique the reasoning of others.

Materials:
• Warm-up worksheet (enough copies for the class and a few extra)
• Lesson Packet (enough copies for the class and a few extra)
• The Crow and the Pitcher Story Sheet (enough copies for the class or every two students)
• The Crow and the Pitcher introduction video
• The Crow and the Pitcher Activity Sheet (enough copies for each group member plus a couple extras)
o 100 mL graduated cylinder (one per group of 2-3 students/ask science team for this item)
o At least 50 (equally sized) marbles per group. (Dollar Tree is a great place to purchase, although
some marbles are not equally sized/may have to compensate for unequal marbles)
o Water in separate containers for each group (enough to fill graduated cylinders)
o Rulers for drawing tables and graphs (*optional)
• 3-2-1 Out the Door Exit Ticket Slips (enough copies for the class)
***Links are located within the lesson plan outline.

Notes to the reader:

Students should understand how to find the slope and y-intercept of a line. This should not be the first time that
they have seen a function. Students should have an idea about input/output relationships. For the purpose of the
Crow and the Pitcher Activity, students should be familiar with how to read a graduated cylinder (read at the
base of the meniscus). If students do not know how to read a graduated cylinder this should be addressed before
proceeding (this could play a role in results).
Time: 90 minutes
Time What is the teacher doing? (Be sure to include
questions the teacher will ask, and academic
language supports)
15 mins. Welcome Students to Class and Warm-Up
(Individual Review Assignment)
• Welcome students to class and ask them
to unpack their things. Once they have
done so they should come to the teacher
and retrieve a warm-up worksheet
reviewing the input/output method of
functions.
• This time will be set aside to gear student
thinking into the appropriate mindset for
the class period. Since we will be
discussing the relationship of two
quantities and building linear functions
from their relationship, students should
begin the class by reviewing practical
relationships within their everyday lives.
• The following link will be provided to
students through a printed copy. They
will have about 5 to 7 minutes to
complete the worksheet before coming
together for a class discussion.
Link to the worksheet: https://goo.gl/TfVky8
Link to the answer key: https://goo.gl/Hqfr1p
• This Warm-up will be a helpful review
for students of the input/output
representation of a function with an
independent and a dependent variable. X
being the independent variable and Y or
f(x) being the dependent variable.
• While students are working, the teacher
should be walking around the classroom
for support and observance of student
work.
• Once students have been given 5-7
minutes to work on the work sheet, the
teacher should call for classroom
discussion.
• The teacher will start by asking
What are students doing?
• Students should unpack items they
will need for class, pick up their
warm-up from the teacher, and then
be in their seats, ready to begin
class.
• Once students are given the warm-
up worksheet, they will be expected
to work diligently on their own for 5
to 7 minutes.
• If students have questions regarding
the assignment, they will be
encouraged to ask the teacher for
assistance. (Teacher should not
directly provide the answer but
scaffold students in the right
direction.
• Once the 5 to 7 minutes of work
time has surpassed, students will
direct their attention to the
classroom discussion.
• Students should be prepared to
volunteer or be ready when called on
by the teacher to share with the class
their solution to the questions they
answered.
• Students should try and derive a few
extra real-world applications of
input/output relationships that they
encounter daily.
 volunteers to provide solutions to the
questions asked. If there are no volunteers
or little participation, the teacher may
then call on students to answer.
The classroom discussion will take between 8 to
10 minutes.
25 mins. Four Representations of a Linear Relationship • Students will follow along with the
(Notes Section) teacher through the first two pages,
• The teacher will pass out the student filling in the blanks and jotting down
copies of the notes packet. any additional notes.

Link for notes sheet: https://goo.gl/brqqZX • Students should participate

Link for answers to notes sheet:
https://goo.gl/p4cAmj
• Once the teacher has handed out all the
notes packets, s/he will go over the first
two pages. Within these two pages are
basic definitions to help expound upon
the warm-up and continue in the direction
of building a linear function.
• When the teacher reaches the last
representation of a linear relationship
(algebraic function) s/he will ask students
if they can determine the input/output
relationship.
individually during the practice
section of the notes. Applying what
they already know about linear
equations to expand their knowledge
to linear functions.
• Students should be prepared to
provide an answer during the review
period. Students should be
encouraged that it is okay to be
wrong or make mistakes, this is the
first time they have built linear
functions.

• Next, the goal will be presented to

students. They will be made aware that in
the exit ticket for the day will bring them
back to the goal and ask to see if they
successfully reached it.

• After the first two pages have been

covered, the teacher will provide students
with the opportunity to use their current
knowledge to explore the example
problems.

• As students individually explore, the

teacher should walk around the room and
ask students probing questions such as;
What is the independent and dependent
variables?, What is the input/output
relationship?, etc.

• For about 5min, at the end of the

anticipated 30, the teacher should gather
students together as a group and go over
 the answers of the practice problems.
• The teacher should ask for volunteers to
go first and then call on students if there
is a lack in participation.
• Once this time has concluded the teacher
will ask that students put this packet in
their notebook.
43 mins. The Crow and the Pitcher Linear Relationship
Experiment (Group Assignment)
• Teacher will pass out the story sheet of
The Crow and the Pitcher.
• After the teacher has passed out the story
sheet, s/he will ask students to direct their
attention to the board or screen to watch
the short Crow and the Pitcher video.
Link to the story sheet: Located at the bottom
of the document.
Link to the YouTube Video:
https://www.youtube.com/watch?v=XtnG37texEI
• Once the students have finished watching
the video, the teacher will ask for a
volunteer to read The Crow and the
Pitcher from the story sheet.
• The teacher will decide the groups that
students are put in. Depending on class
size, the groups should be made up of
ideally 3 students. If there is an uneven
group of 3 students, then the students will
either be placed in a group of 2 or a group
of four students. The teacher should try to
jigsaw groups so that students are able to
provide their unique qualities to the
group.
• The teacher will then pass out the activity
packets to each group member. The
teacher can ask for a volunteer to pass out
a 100 mL graduated cylinder, at least 50
marbles, and a container of water to each
group.
• Once everything has been passed out the
teacher will read out the directions on the
• Students should be attentive during
the video, story reading, and the
directions of the activity.
• Students should be prepared to
volunteer or respond when called
upon.
• Each student should be fully
participating in the group
assignment. Every student should
also be recording their own answers
to turn in to the teacher at the end of
the class period.
• The students should be using the
tools they have been given
appropriately.
• If the groups are stuck they should
ask the teacher for assistance,
however persevere through the
problems.
• Students should use their knowledge
of slope and y=mx+b, tables, graphs,
and descriptions to build a linear
function that satisfies the scenario.
• Students should also consider the
input/output relationship.
• The students, when instructed, will
place their groups table from the
begging of the activity on the board.
If students do not have a slope of +2,
then there would be a discussion as
to why this was not the case.
• After students have completed the
packet, they should return their
 first page of the packet. items to the appropriate location and
dispose of their water.
• After directions have been given, students
will work in their groups to ultimately • Students should select a group
derive a formula for the scenario given. presenter to give the group findings
on the following class day.
Link to the activity packet:
https://goo.gl/EQQtM4
Link to the activity packet answer key:
https://goo.gl/wFa9vr

• During this time the teacher should be

walking around the classroom and
observing student work. If students need
help on the problems or clarification, the
teacher should not bluntly provide the
correct answer. The teacher should probe
students into the direction to retrieve the
right answer.

• The teacher should notice the similarities

and differences in student work.

• After Students have had enough time to

work through the table at the beginning of
the activity and be working towards
answering the first and second question.
The teacher will stop and ask each group
to present their table on the whiteboard.

• After each group has placed their table on

the whiteboard, this will give the teacher
a chance to stress the importance of
having a slope of +2. If some groups did
not come to this conclusion then they
could discuss reasons why this was not
the case.

• Once students are finished, they should

dispose of their water properly and lay the
graduated cylinder and marbles out in the
appropriate location to dry.

•Once it is nearing the end of the allotted

time for the activity, the teacher will ask
students to come together as a whole.
During this time, the teacher will instruct
students to elect a presenter of the group
material to present at the beginning of
class the following day.
7 mins. Wrapping Up Class– 3-2-1 Out the Door Exit • Students should listen to homework
Slip
• The teacher should pass out the Exit Slip
to students and have them fill it out
during the last 7 minutes of class time.
This will also be the time in which the
teacher presents the homework.
directions and then begin completing
their exit slip.
• Once dismissed students should turn
in exit slip to the teacher and leave
the class.

• When students are dismissed, they should

turn in the Exit Slip to the teacher for
review.

Link to the Exit Slip: https://goo.gl/q8ZMgR

***There are no answers for the exit slip. Students
answers will vary, plus it is to see where their
understanding lies.
Homework Assignment • Students should follow directions
• Teacher will present the class homework given and complete homework.
assignment during the last five minutes of
class, when the exit slip is given.

• Assignment Details: Students will be

asked to think of or find a real-world
example of an input/output relationship
and collect real data from the relationship
they found. After doing so they should
place their data in a table and graph and
then try to build a function that describes
that relationship.

***There are no answers for the homework. Students

will vary in answers.