internet integration lesson
Class Description: This lesson will take 1-2 days in an Algebra 1 course.
Learning Objectives:
CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.*
CCSS.MATH.CONTENT.HSF.IF.B.6
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.
Materials
Laptop or iPad
Websites:
Desmos
http://www.shodor.org/interactivate/activities/VerticalLineTest/ -
https://www.ixl.com/math/algebra-1/identify-functions
https://www.ixl.com/math/algebra-1/identify-functions-vertical-line-test
Learning Plan
This lesson is designed for student who have some experience with graphing a story. It is possible to do this activity with students who do not have experience, but the activity will take longer.
1. The teacher will set up a class using the Water Line activity from Desmos. In this activity students will move at their own pace to draw functions of a graph that represents water filling a container. Students are able to move on as the successfully complete the graphs. As students move through the activity teachers are able to see students response to graphs as well as which students need feedback in the following areas:
2. Once student complete the self paced portion they will be responsible for design their own container with a matching graph. The class will create a cupboard for students to interact with. After students have completed 5 or more graphs from student generate container they will move on to the further practice stage.
3. Students will work through the vertical line test practice to help further enforce this method as well as the concept that each input (x) has only one output (y)
http://www.shodor.org/interactivate/activities/VerticalLineTest/
4. Once students are comfortable with their understanding and practice they will move into the Math XL site for further practice and formative assessment.
https://www.ixl.com/math/algebra-1/identify-functions
https://www.ixl.com/math/algebra-1/identify-functions-vertical-line-test
5. Students will record their learning experience through a discussion in Canvas. Students will answer the following prompt and the response to 2 additional students:
Learning Objectives:
- Students will identify functions from a graph
- Students will create graphs of functions to model scenarios
- Students will identify functions from a map
CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.*
CCSS.MATH.CONTENT.HSF.IF.B.6
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.
Materials
Laptop or iPad
Websites:
Desmos
http://www.shodor.org/interactivate/activities/VerticalLineTest/ -
https://www.ixl.com/math/algebra-1/identify-functions
https://www.ixl.com/math/algebra-1/identify-functions-vertical-line-test
Learning Plan
This lesson is designed for student who have some experience with graphing a story. It is possible to do this activity with students who do not have experience, but the activity will take longer.
1. The teacher will set up a class using the Water Line activity from Desmos. In this activity students will move at their own pace to draw functions of a graph that represents water filling a container. Students are able to move on as the successfully complete the graphs. As students move through the activity teachers are able to see students response to graphs as well as which students need feedback in the following areas:
- Holes
- Multiple Values
- Very Precise
- Points
2. Once student complete the self paced portion they will be responsible for design their own container with a matching graph. The class will create a cupboard for students to interact with. After students have completed 5 or more graphs from student generate container they will move on to the further practice stage.
3. Students will work through the vertical line test practice to help further enforce this method as well as the concept that each input (x) has only one output (y)
http://www.shodor.org/interactivate/activities/VerticalLineTest/
4. Once students are comfortable with their understanding and practice they will move into the Math XL site for further practice and formative assessment.
https://www.ixl.com/math/algebra-1/identify-functions
https://www.ixl.com/math/algebra-1/identify-functions-vertical-line-test
5. Students will record their learning experience through a discussion in Canvas. Students will answer the following prompt and the response to 2 additional students:
- What was the most challenging about the water line activity?
- In your own words describe/define a function?
- What are different ways to represent a function? Give examples/
- What do you want to continue to work on?