One day I was walking down the street and I decided that I was really thirsty.

I saw a soda machine

and pulled out a dollar to get something to drink.
At this point I will tap on the board to simulate getting a soda out of the machine, and I will ask students
to make and fill in the blank input/output table at the top of their notes. The input will be the button
that I push, and the output is the corresponding table:
Input Output
Coke Button --> Coke Can
Coke Button --> Coke Can
Sprite Button --> Sprite Can
Coke Button --> Coke Can
Would this be possible?
Input Output
Coke Button --> Coke Can
Coke Button --> Sprite Can
Sprite Button --> Root Beer Can
Coke Button --> Water Bottle

Input = Students in our class

Output = The Birthday Month of that Student
Domain and Range

In the previous example, the domain of the function was:

What do you think the meaning of domain is?

Domain
The domain of a function is all possible input values (x coordinates)
Domain and Range
In the previous example, the range of the function was:
What do you the meaning of range is?
Range
The range of a function is all possible output values (y coordinates)

Input = The Birthday Month of that Student

Output = Students in our class
Domain and Range
{(2,3),(-1,0),(2,-5),(0,-3)}

Continuous Vs. Discrete Functions

Continuous
Discrete
Turn and Talk: Would the graph of these functions be continuous or discrete?
Number of suitcases on an airplane
Ocean temperature
Weight of a Baby
Number of children in a family
Number of miles driven in a car
The purchase of grapes at a grocery store
The purchase of avocados at the grocery store.
Hotel Rooms
The length of a piece of snake
Domain and Range

I will introduce function notation and reinforce the most recent concepts that we have been learning
using this Presentation. I will ask to students to use their imaginations and pretend that we are planning
to have a Class Carnival on our school's football field. I tell students that the goal of this Carnival is to
make a lot of money, so we are going to charge our customers to sit on a ride, as well as an additional
charge for the number of rotations each ride makes as they ride on it.
y = 3x + 2 y = 2x + 1 y = 4x + 3
I will ask students to examine the equations with a partner, and to discuss how the pricing information
of each ride affected the final equation. After giving students the information on Slide 5, I will rewrite
our three equations above using function notation:
f(x) = 3x + 2 m(x) = 2x + 1 s(x)= 4x + 3
I will ask students if they see any benefit in writing our functions using this new notation. Then, I will ask
students to describe the meaning of the equations below in a complete sentence:
 f(6) = 3(6) + 2 -> $20
 A person rode the Ferris wheel six times and it cost $20
 m(4) = 2(4) + 1 -> $9
 A person rode the merry go round four times and it cost $9
 s(7) = 4(7) + 3 -> $31
 A person rode the swings seven times, and it cost $31

To conclude today's lesson I will ask students to compare the functions f(x) = 1x + 5 and g(x) = 5x + 1. I
will ask students to decide if these functions are the same, and if the order of the numbers is important.
I will ask a students to use a table of values to justify their response.
I will ask students to decide which Rapper won the first leg of the race. I'll give students time to work
independently, using their own mathematical reasoning and to calculate an answer. After a few
minutes, most students came to the conclusion that Jay Z one the first leg of the race because he was
able to run at a speed of 1 mile every 8 minutes. I will illustrate the math used to calculate this answer
on the board:

(40min - 16min)/(5miles - 2miles) = 8 minutes per mile.

Next, I will write the values in the table as coordinate points. Then I will label the points: (x1, y1) (x2, y2).
Lastly, I will show students that the math that we used to calculate Jay'z's speed was really just the
formula for slope, but applied in a different context.

(y2 - y1) / (x2 - x1)

Before moving on, I will ask students to write two linear equations that model both Jay-Z and Kanye's
speed. We will analyze what each component of the equation represents as a review from our last class.

Slide 7: Students will be expected to calculate the rate of change in the context of a function. I will show
students this variation of the formula, and discuss the similarities and differences between using f(x1) vs
y1.
By today's class students should be familiar with function notation. After this point, I will only represent
the rate of change using f(x).

Slide 8: Students should calculate the rate of change the the savings account balance. Students should
also create an equation to model this situation. Discuss whether the slope is positive or negative how
this can be verified.
f(10) – f(0) / 10 - 0

Slide 9: Students should calculate the rate of change of the height of the maple tree. Students should
also create an equation to model this situation. Discuss whether the slope is positive or negative how
this can be verified.
f(60) – f(20) / 60 - 20

We will spend the next 15 minutes to practice calculating the rate of change through a relay race.
Students will form 4-5 teams, and then stand in lines in the back of the classroom. There will be
whiteboards on the other side of the classroom on a desk that is directly across from where each line in
standing.

When I say "GO!", two students from each line will race to the other side of the classroom to complete a
rate of change problem together. They will hold up their board to me when finished. When it is correct,
they will run back to the other side of the room to tag two more people on their team who will then
repeat the process. The pair with the most points at the end of 15 minutes will be the winner.

Next a student volunteer will read today's lesson objective, "SWBAT graph linear functions on a
coordinate plane using slope intercept form."

Students will follow along during today's lesson using these Guided Notes.
Students will already be familiar with slope intercept form from the our previous practice with writing
linear equations. I begin by telling students that we can apply our knowledge of the components of
slope intercept form to translate each equation to points on a line that will extend endlessly in either
direction:
 We know that "b" represents our starting point in a situation that shows linear growth. "B" is also
the y-intercept, which will be the first point we plot on the plane to model the line.
 B is where you BEGIN.
 We also know that "m" represents the rate of change, will is also our slope. M shows the rate that
the line extends infinitely in both directions on the coordinate plane.
 M is how you MOVE.

First: Begin at the y intercept (0, b)

Next: Use the slope to "move" rise/right
Last: Once you have run our of room on the coordinate plane, move backwards to plot additional points
on the line. Draw a line through the points.
We will graph the example problems together as a class. The most common misconception that
students make when graphing the line is incorrectly interpreting a negative slope as movement to the
left, which makes the line be drawn in the wrong direction on the coordinate plane. To combat this, I
will stress to students that we will always analyze our slope as rise/right. Additionally, I will tell students
that if a slope is negative, this applies to the "rise" portion of the slope, but the line will still always move
to the right.

After every 2-3 problems, I will ask students to switch their paper with their neighbor to make sure they
are both graphing each linear function correctly.