Unit Plan Brittany Queen

Topic: Characteristics of Equations and Functions

Overview: In this unit, the students will use equations to find different
characteristics relating to the equation (distance, midpoint, slope, intercepts,
and symmetry). They will use information given to them to write their own
equations. The students will look at functions and identify different
characteristics of the function algebraically or graphically.
Essential Questions: How can we use points to identify characteristics of a
graph? How can we use a set of points to write the equation and draw the
graph? How can we use a function to identify several different
characteristics of the function?
Concepts: Distance Formula, Midpoint Formula, Sketching a Graph,
Intercepts of a Graph, Test
for Symmetry, Equation of a Circle, Slope, Point-Slope Form, Parallel and
Perpendicular Lines, Identifying Functions, Domain and Range of Functions,
Increasing and Decreasing Functions, Relative Maximum/Minimum, Even and
Odd Functions, Average Rate of Change
Time: 10 Days
Grade Level: Eleventh
Common Core Standards:
N-CN Represent complex numbers and their operations on the complex
plane
6. (+) Calculate the distance between numbers in the complex
plane as the modulus of the difference, and the midpoint of a
segment as the average of the numbers at its endpoints.
A-CED Creating equations that describe numbers or relationships
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate
axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters.
A-REI Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two variables is
the set of all its solutions plotted in the coordinate plane, often
forming a curve (which could be a line).
11. Explain why the x-coordinates of the points where the graphs
of the equations y=f ( x) and y=g(x ) intersect are the

solutions of the equation

f ( x)=g( x) ; find the solutions

approximately, e.g., using technology to graph the functions,

make tables of values, or find successive approximations. Include
cases where f ( x) and/or g( x) are linear, polynomial, rational,
absolute value, exponential, and logarithmic functions.
F-IF Understand the concept of a function and use function notation
1. 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

is an element of its domain, then

output of

corresponding to the input

is the graph of the equation

f ( x)

denotes the

x . The graph of

y=f (x) .

F-IF Interpret functions that arise in applications in terms of the context

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.
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
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.
F-IF Analyze functions using different representations
7. Graph functions expressed symbolically and show key features
of the graph, by hand in simple cases and using technology for
more complicated cases.
a. Graph linear and quadratic functions and show
intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value
functions.
c. Graph polynomial functions, identifying zeros when
suitable factorizations are available, and showing end
behavior.
d. (+) Graph rational functions, identifying zeros and
asymptotes when suitable factorizations are available, and
showing end behavior.
Instructional Objectives:
1. When given two points, the students should be able to find the
distance and midpoint with 80% accuracy. The students will
need to use the correct formulas and calculate each value

correctly.
2. When given an equation or set of information, the students
should be able to perform the requested task (graph, find
intercepts, test for symmetry, find the equation of the circle) with
80% accuracy. They will need to use the appropriate method to
solve the problem and identify what information they are given.
3. The students should be able to find the slope and use it to create
and equation or find the equations of parallel and perpendicular
lines with 80% accuracy. They will need to use what they know
and find any missing information to solve each problem.
4. The students should be able to identify if a given equation is a
function and identify its domain with 80% accuracy. If the
equation is not a function, the students must be able to explain
why this happens.
5. The students should be able to identify the requested
characteristic of a function with 80% accuracy. They will need to
know the appropriate method for finding each characteristic and
understand what each of them means.
Length of Class Period: 1 hour and 25 minutes
Materials:
Promethean Board
Graphing Calculators
Textbook
Quiz on midpoint, distance, sketching graphs, intercepts, symmetry,
and circle equations
Copies of the practice sheet on slope, slope-intercept, parallel and
perpendicular lines, identifying functions, solving functions, and
domain
Quiz on slope, slope-intercept, parallel and perpendicular lines,
identifying functions, solving functions, and domain
Test review on the unit
Test on the unit
Technology:
ActivInspire and Promethean Board
TI-83 Graphing Calculators
Accommodations for Students with Special Needs:
N/A
Daily Outline
Day 1: Distance Formula and Midpoint Formula
Day 2: Sketching Graphs, Intercepts of a Graph, Symmetry of a Graph,
Equations of Circles

Day 3: Quiz on Midpoint, Distance, Sketching Graphs, Intercepts, Symmetry,

and Circle
Equations
Day 4: Slope of a Line, Point-Slope Form, Parallel and Perpendicular Lines
Day 5: Identifying Functions and Domain of a Function
Day 6: Extra Practice on Slope, Slope-Intercept, Parallel and Perpendicular
Lines, Identifying
Functions, Solving Functions, and Domain
Day 7: Quiz on Slope, Slope-Intercept, Parallel and Perpendicular Lines,
Identifying
Functions, Solving Functions, and Domain
Day 8: Domain and Range of a Function, Increasing and Decreasing
Functions, Relative
Minima/Maxima, Even and Odd Functions, Average Rate of Change
Day 9: Test Practice on every objective covered in the unit
Day 10: Test on every objective covered in the unit
Assessments:
Teacher Observation
Class Discussion
Student Assignments
Quizzes
Unit Test

Lesson Plan Day 1

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/4/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra H, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will be able to find the distance between two given points
2
2
using the formula d= ( x 2x 1 ) + ( y 2 y 1 ) . They will also find the

midpoint of two points using the formula

midpoint=(

x1+ x2 y1+ y2
,
) .
2
2

Lesson Title: Distance and Midpoint

Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.

Represent and analyze mathematical situations and structures

using algebraic symbols.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Common Core Standard(s):
N-CN Represent complex numbers and their operations on the
complex plane
6. (+) Calculate the distance between numbers in the
complex plane as the modulus of the difference, and the
midpoint of a segment as the average of the numbers at its
endpoints.
Cross Curricular Connections:
The students will use the distance formula in Geometry as well.
Instructional Objective(s) Criteria:
When given two points, the students should be able to find the
distance and midpoint with 80% accuracy. The students will need to
use the correct formulas and calculate each value correctly.
Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):
The students should know how to plug in numbers for x and y.
The students should be able to read an ordered pair.
The students should know how to simplify radical expressions.
References:
I used the textbook to come up with examples in class and to assign
homework problems for the students to complete.
Procedures:
Class will begin with a discussion about the Cartesian plane.
The students will be given a picture of the plane; they will need to
assist me in labeling the quadrants, axes, origin, and identify how to
graph a set of points given to them.

They will then be reminded what the Pythagorean Theorem is:

a2 +b 2=c 2 .

Using the Pythagorean Theorem, the teacher will construct the

distance formula using the following picture:
(x 1, y 1)
y1
d

y 2 -- y 1

y2

(x 2, y 2)

x1

x 2 -- x 1

x2

The students will practice some examples with the teacher then be
given some problems to try on their own.
The teacher will then move on to teach the students how to find the
midpoint.
They will practice examples with the teacher then be given individual
practice problems.
They will be assigned homework problems from the textbook.

Accommodations:
There are not students in need of accommodations in this class. I will
use different colors when drawing the pictures to help make each piece
clear to the students.

Assessment(s) of the Objectives:

Lesson Objective(s)
Assessment(s) of the
Objective(s)
When given two
Pre: The discussion
points, the students
about the Cartesian
should be able to find plane will serve as the
the distance and
pre-assessment.
midpoint with 80%
accuracy. The
During: The teacher
students will need to
will observe the

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson, and ensure
they understand the

use the correct

formulas and
calculate each value
correctly.

students during the

discussion and
independent work.
Post: The homework
problems will serve as
the post-assessment.

basics. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan Day 2

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/6/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce

Description of Lesson:
The students will be able to sketch a graph using a table, identify the
x- and y-intercepts of graphs, identify any symmetry, and find the
equation of a circle. They should be able to do identify the
characteristics of a graph both algebraically and by looking at the
graph.
Lesson Title: Graphs and Circles
Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Apply and adapt a variety of appropriate strategies to solve
problems.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
A-CED Creating equations that describe numbers or relationships
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
A-REI Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a
line).

Instructional Objective(s) Criteria:

When given an equation or set of information, the students should be
able to perform the requested task (graph, find intercepts, test for
symmetry, find the equation of the circle) with 80% accuracy. They will
need to use the appropriate method to solve the problem and identify
what information they are given.
Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):
The students should know how to plug in values for x and y.
The students should know how to translate points they create onto a
graph.
References:
I used the textbook to come up with examples in class and to assign
homework problems for the students to complete.
Procedures:
The class will be given a bell ringer problem that they should solve as
the teacher checks their homework.
The teacher will go over the bell ringer with the students.
The students will be given a chance to ask questions about their
homework, and the teacher will answer any questions that are asked.
The students will be given an equation to graph. The teacher will work
this problem with them to make it clear what they need to do.
They will be given three or four examples to graph on their own.
The teacher will then talk about x- and y-intercepts and how to find
them algebraically.
The class will work several problems together as a whole. They will be
asked to solve a few problems on their own.
The teacher will then ask the students what it means to be symmetric.
After a few responses, the teacher will explain what they need to look
for and give the students an example.
The teacher will then present a graph of each type of symmetry (xaxis, y-axis, origin) to the students and discuss what that means in
terms of points.
o x-axis symmetry means (x , y ) and ( x , y ) are on the graph

o y-axis symmetry means

(x , y )

and (x , y)

o origin symmetry means

(x , y )

and

are on the graph

The students will need to use the above ideas to help them find out if
the examples they are given are symmetric anywhere.
Once the students have a better grasp on this idea, the teacher will
2
2
2
give them the form for the equation of a circle: ( xh ) + ( yk ) =r
where

(x , y)

are on the graph

r= radius and

(h , k )

is the center.

The teacher will work through a few examples with the students then
ask them to try some on their own.
They will be assigned homework problems from the textbook.

Accommodations:
There are not students in need of accommodations in the class. I will
use give them picture examples of all appropriate concepts, and write
out a list of steps for solving each concept covered in this lesson.
Assessment(s) of the Objectives:
Lesson Objective(s)
Assessment(s) of the
Objective(s)
When given an
Pre: The homework
equation or set of
and bell ringer will
information, the
serve as the prestudents should be
assessment
able to perform the
requested task
During: The teacher
(graph, find
will observe the
intercepts, test for
students during the
symmetry, find the
discussion and
equation of the circle) independent work.
with 80% accuracy.
They will need to use
Post: The homework
the appropriate
problems will serve as
method to solve the
the post-assessment.
problem and identify
what information they
are given.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan Day 3

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/10/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will take a quiz on distance, midpoint, sketching a graph,
identifying intercepts, testing for symmetry, and finding the equation
of a circle.
Lesson Title: Quiz 1.1-1.2
Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Apply and adapt a variety of appropriate strategies to solve
problems.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
N-CN Represent complex numbers and their operations on the
complex plane
6. (+) Calculate the distance between numbers in the
complex plane as the modulus of the difference, and the

midpoint of a segment as the average of the numbers at its

endpoints.
A-CED Creating equations that describe numbers or relationships
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
A-REI Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a
line).

Instructional Objective(s) Criteria:

The students should be able to perform the appropriate task with 80%
accuracy. They will need to identify the information given to them and
use the appropriate formula or method to solve the problem.
Materials/Resources:
Promethean Board
Quiz
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):
The students will need to know what the distance formula is and how
to use it.
The students will need to know how to find the midpoint between two
given points.
The students should know how to use a table to plot points on a graph.
The students should know what the intercepts are and how to find
them.
The students should know how to identify symmetry in a graph.
The students should know the form for a circle equation, and they
should be able to provide it when given two points, a center point and
radius, or a center point and point on the circle.
References:
I used Kuta software to help me come up with the problems used on
the quiz.

Procedures:
The students will complete a bell ringer assignment as the teacher
checks their homework.
The teacher will go over the bell ringer, and the students will be given
a chance to ask questions about the homework.
Once the teacher has finished going over homework questions, the
students will be given a brief review of what they need for the quiz.
They will be given time to ask for examples of concepts they are still
struggling with.
After the review is finished, the students will be given their quiz to
work on until class ends.
Accommodations:
There are no students in need of accommodations in this class.

Assessment(s) of the Objectives:

Lesson Objective(s)
Assessment(s) of the
Objective(s)
The students should
Pre: The students
be able to perform the homework and bell
appropriate task with
ringer will serve as the
80% accuracy. They
pre-assessment.
will need to identify
the information given
During: The teacher
to them and use the
will listen to the
appropriate formula or responses of the
method to solve the
students during the
problem.
review.
Post: The quiz will
serve as the postassessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson, which will
identify problem
areas. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Quiz 1.1-1.2
Name____________________
Find the distance and the midpoint of each set of points.
1. (2,5) and (6,0)

3.

(16,3)

and (2,6)

2.

(3,8)

and (1,5)

Complete a table and sketch the graph.

4.

y=x 23 x

6.

y=2 x 2x9

5.

y=

1
x+2
2

Identify the x- and y- intercepts and test for all types of symmetry.
7.

9.

y=2 x 3x 5

y 2+ x2 =1

8.

10.

y= x +5

y 4 + x 35 x=0

Write the equation of the circle described.

11. Endpoints (3,3) and (5,3)

12. Center: (5,7)

Radius: 3

13. Center: (3,2)

(2,3)

Point: (1,1)

14. Endpoints

and (4,10)

Quiz 1.1-1.2
Name______Key__________
Find the distance and the midpoint of each set of points.
1. (2,5) and (6,0)
distance= 89
4 pts
midpoint=
4 pts

5
(2, )
2

2.
4 pts
4 pts

(3,8)

and (1,5)

distance= 5
midpoint=

(1,

13
)
2

3.

(16,3)

and (2,6)
distance= 9 5
4 pts
midpoint=

3
(7, )
2

4 pts

Complete a table and sketch the graph.

4.

6.

y=x 3 x

4 pts

5.

y=

1
x+2
2

4 pts

3
2

5
2

y=2 x 2x9

4 pts

Identify the x- and y- intercepts and test for all types of symmetry.
7.

y=2 x 3x 5
x :(0,0),( 2 , 0) ,( 2 , 0)

y :(0,0)

8.
4 pts

y= x +5

x :(5,0)

4 pts

y :(0, 5)

4 pts
4 pts

symmetric about the origin

4 pts

no symmetry

pts

9.

y + x =1

10.

y + x 5 x=0

x :(1,0) ,(1,0)

4 pts

x :(0,0),( 5 , 0) ,(5 , 0)

y :(0,1),(0,1)

4 pts

y :(0,0)

pts
4 pts
symmetric about all 3
axis 4 pts

4 pts

symmetric about x-

Write the equation of the circle described.

11. Endpoints (3,3) and (5,3)

12. Center: (5,7)

Radius: 3
( x1 )2+ ( y3 )2=16

( x5 )2 + ( y7 )2=9

4 pts

13. Center: (3,2)

(2,3)

and (4,10)

4 pts

Point: (1,1)

14. Endpoints

( x3 ) + ( y +2 ) =25

4 pts

2
( x1 )2+ y + 13 = 85
2
4

4 pts

Lesson Plan Day 4

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/12/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will be able to find the slope of a line using the formula
y y
m= 2 1 and by looking at a graph. The students will use the slopex 2x 1
intercept form to create an equation of a line. They will need to find
the equations of lines parallel and perpendicular to a given line.
Lesson Title: Slope and its Applications
Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
A-CED Creating equations that describe numbers or relationships

2. Create equations in two or more variables to represent

relationships between quantities; graph equations on
coordinate axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Cross Curricular Connections:
The students can use the slope in Statistics to interpret information
about a linear set of data.
Instructional Objective(s) Criteria:
The students should be able to find the slope and use it to create and
equation or find the equations of parallel and perpendicular lines with
80% accuracy. They will need to use what they know and find any
missing information to solve each problem.
Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):
The students will need to know how to plug in numbers for x and y.
The students will need to know how to solve equations for y.
The students should know what the graph of linear equations looks
like.
References:
I used the textbook for classwork examples and to assign homework
problems for the students to practice.
Procedures:
The students will be given a linear equation and asked to graph it.
The teacher will ask the students to think about slope and how to find
rise
it. The students will be given a chance to explain how to use run to

find the slope of a graph.

The students will be asked to label each point on a picture. They

should relate the image to the idea of

use of the slope formula:

m=

rise
run

. This will lead into the

y 2 y 1
x 2x 1 .

The teacher will work through a set of examples with the students.
They will then be given some examples to work on their own.
Once they have a good grasp on slope, the class will be given a slope
and a point where they will need to write the equation.
The formula will be given to them, and they will be asked to tell the
teacher what to do.
y y 1=m(x x1 )
o
After finishing the first example, the teacher will work through more
examples; some of these examples will begin with slope and a point,
others will begin with two points. The students should be able to
identify that they must find slope in the second scenario.
The class will then discuss how to tell if a line is parallel or
perpendicular.
After identifying that parallel lines have the same slope and
perpendicular lines have a slope that is an opposite reciprocal, the
class will work through some examples together.
The students will be given a set of problems to solve independently or
with a partner.
There will be homework problems from the book assigned to the
students.

Accommodations:
There are no students in need of accommodations in this class.
Assessment(s) of the Objectives:
Lesson Objective(s)
Assessment(s) of the
Objective(s)
The students should
Pre: The graphing of
be able to find the
the linear equation will
slope and use it to
serve as the precreate and equation
assessment.
or find the equations
of parallel and
During: The teacher
perpendicular lines
will observe the
with 80% accuracy.
students during the
They will need to use
discussion and
what they know and
independent work.

Use of Formative
Assessment
The pre-assessment
will allow me to see
if the students
understand the
basics about a
linear equation.
The assessment
during the activity
will be used to view
the progress the

find any missing

information to solve
each problem.

Post: The homework

will serve as the postassessment.

students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan Day 5

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/18/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will be able to identify whether an equation is a function
of x and, if it is not, explain why it is not a function. They will also
identify the domain of a function.
Lesson Title: Functions

Curriculum Standards Addressed:

National Standard(s):
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Common Core Standard(s):
F-IF Understand the concept of a function and use function
notation
1. 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

the input

x . The graph of

equation

y=f (x) .

corresponding to

is the graph of the

F-IF Interpret functions that arise in applications in terms of the

context
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
Cross Curricular Connections:
The idea of functions can be used in Calculus when working with
Related Rates, since they are considered functions of time.
Instructional Objective(s) Criteria:
The students should be able to identify if a given equation is a function
and identify its domain with 80% accuracy. If the equation is not a
function, the students must be able to explain why this happens.

Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil

Paper
Prerequisites (Prior Knowledge):
The students should know how to read a graph of an equation.
The students should know how to solve equations for y.
The students will need to know what the vertical line test is.
References:
I used the textbook and Kuta software to come up with examples to
work during class. I also used the textbook to assign homework to the
students.
Procedures:
The teacher will check the students homework from the previous class
as they work on a bell ringer assignment.
The teacher will go over the bell ringer and homework problems that
students ask about.
The teacher will write the word function and the equation f ( x )=x on
the board, followed by the following list:
o Every x value must give us some value

f ( x )= y

o Some of the

o Two or more

x s may be matched to the same

o Any

values may not have an

has only one

x
y

value

The students will then be given the following diagram:

The teacher will then explain that the set of x values (or inputs) is
called the domain and write that domain {1,2,3,4,5,6 } , and that the
set of y values (or outputs) is called the range and write that range
{1,2,3,4,7,8,9,11,12,13 } .

The teacher will do three more examples of how to identify if an

equation is a function and its domain for the students. Then there will
be examples worked where the students will be asked to explain to the
teacher how to solve the problems.

The student will be asked to solve some problems independently as the

teacher walks around and observes their progress.
The students will be assigned homework problems from the book.

Accommodations:
There are not students in need of accommodations in this class. I will
implement the used of colors to match items together, and I will use
pictures to represent the concepts when I am able.
Assessment(s) of the Objectives:
Lesson Objective(s)
Assessment(s) of the
Objective(s)
The students should
Pre: The students
be able to identify if a homework and bell
given equation is a
ringer will serve as the
function and identify
pre-assessment.
its domain with 80%
accuracy. If the
During: The teacher
equation is not a
will observe the
function, the students students during the
must be able to
discussion and
explain why this
independent work.
happens.
Post: The homework
will serve as the postassessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson, which will
identify problem
areas. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan Day 6

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/20/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will be able to find the slope and use it to write the
equation of a line, find the equations of parallel and perpendicular
lines, identify if an equation is a function, evaluate where a function is
equal to 0 or another function, and find the domain of a function.
Lesson Title: Extra Practice
Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
A-CED Creating equations that describe numbers or relationships
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
A-REI Represent and solve equations and inequalities graphically

11. Explain why the x-coordinates of the points where the

graphs of the equations y=f (x) and y=g( x ) intersect
f (x)=g( x) ; find the

are the solutions of the equation

solutions approximately, e.g., using technology to graph

the functions, make tables of values, or find successive
approximations. Include cases where f (x) and/or g(x)
are linear, polynomial, rational, absolute value,
exponential, and logarithmic functions.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
F-IF Understand the concept of a function and use function
notation
1. 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

the input

x . The graph of

equation

y=f (x) .

corresponding to

is the graph of the

F-IF Interpret functions that arise in applications in terms of the

context
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
Instructional Objective(s) Criteria:
The students should be able to perform the tasks asked of them with
80% accuracy. They will need to recall the appropriate formulas or
methods that should be used to solve each type of problem and apply
them appropriately.
Materials/Resources:
Promethean Board
Textbook
Worksheet
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):

The students should know how to find the slope of a line.

The students should know how to find parallel and perpendicular lines.
The students should know how to write an equation of a line when
given two points or slope and a point.
The students will need to know the rules for an equation to be a
function.
The students will need to know how to find the domain of a function.
The students should know how to solve for x in an equation.
References:
I used the textbook and Kuta software to find examples to use during
class and on the practice sheet.
Procedures:
The students will complete a bell ringer assignment as the teacher
checks their homework.
The teacher will go over the bell ringer and allow students to ask
questions about homework.

After the homework has been discussed, the teacher will give the
students an example of a problem where they must find x when
f ( x )=0 .

The class will discuss this problem together. The teacher will then give
the students a few problems to try on their own.
They will then be given two functions, f ( x) and g( x) , and asked to
find when the two are equal ( f ( x )=g( x ) ). The class will work this

problem together, and do two more like it as a class.

They will then be given some examples to try independently.
Once they have finished these problems, the teacher will work through
example problems dealing with slope, parallel/perpendicular lines,
functions, and domain.
The students will be given practice sheet to work on for the rest of
class, and they should finish it for homework if it is not completed
during class.

Accommodations:
There are no students in need of accommodations in this class. This
lesson itself what created because the students seemed to be
struggling with many of the concepts in these past two sections, so
they needed more practice before assessing them on the material.
Assessment(s) of the Objectives:

Lesson Objective(s)
The students should
be able to perform the
tasks asked of them
with 80% accuracy.
They will need to
recall the appropriate
formulas or methods
that should be used to
solve each type of
problem and apply
them appropriately.

Assessment(s) of the
Objective(s)
Pre: The students
homework and bell
ringer will serve as the
pre-assessment.
During: The teacher
will observe the
students during the
activity.
Post: The number of
correct answers will
serve as the postassessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson, which will
identify problem
areas. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Practice on 1.3 and 1.4

Find the slope and write the equation of the line using point-slop
form.
1. (20,8) and (9,16)

2.

(17,13)

and (17,8)

3.

(9,3)

and (19,17)

4.

(12,18)

and

(15,18)

For each of the following, find the equation of the (a) parallel line
and (b) perpendicular line.
5.

1
y= x +2
8

(1,5)

6.

y=x +4

Determine whether each equation is a function.

7.

x1=0

8.

9.

y=75

10.

y=|4x|

y= x +5

(2,2)

Find where f ( x)=0 , g( x)=0 , and f (x)=g( x).

2

11.

f ( x )=x +2 x +1

12.

f ( x )=x 3x

g ( x ) =7 x5

g ( x ) =x

Identify the domain of each function.

13.

f ( x )=

10
x 2 x
2

14.

f ( x )=

x+2
x +10

Practice on 1.3 and 1.4

Find the slope and write the equation of the line using point-slop
form.
1. (20,8) and (9,16)
m=
y=

8
11

8
72
x
11
11

2.

(17,13)

m=undefined
x=17

and (17,8)

(9,3)

3.

and (19,17)

4.

(12,18)

and

(15,18)

m=2

m=0

y=2 x+21

y=18

For each of the following, find the equation of the (a) parallel line
and (b) perpendicular line.
1
y= x +2
8

5.

(1,5)

6.

Parallel:

y=x +4

Parallel:

1
41
y= x
8
8

y=x

Perpendicular:

Perpendicular:

y=8 x+ 3

y=x+ 4

Determine whether each equation is a function.

7.

x1=0

No

(2,2)

8.

y=|4x|

Yes

y=75

9.

10.

Yes

y= x +5

Yes

Find where f ( x)=0 , g( x)=0 , and f (x)=g( x).

11.

f ( x )=x 2 +2 x +1
f ( x)=0

at x=1

g( x)=0

5
at x= 7

f ( x)=g( x)

12.

g ( x ) =7 x5

at x=2 and x=3

f ( x )=x x

g ( x ) =x

f ( x)=0

at x=0 , x=1 , and x=1

g( x)=0

at x=0

f ( x)=g( x)

at x=0 , x= 2 , and x= 2

Identify the domain of each function.

13.

f ( x )=

10
x 2 x
2

14.

f ( x )=

x+2
x +10

x0

and x 2

x 10

Lesson Plan Day 7

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/24/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will take a quiz on slope, slope-intercept form, parallel
and perpendicular lines, identifying functions and their domain, and
solving functions equal to 0 or another function.
Lesson Title: Quiz 1.3-1.4
Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
A-CED Creating equations that describe numbers or relationships
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
A-REI Represent and solve equations and inequalities graphically
11. Explain why the x-coordinates of the points where the
graphs of the equations y=f (x) and y=g( x ) intersect
are the solutions of the equation

f (x)=g( x) ; find the

solutions approximately, e.g., using technology to graph

the functions, make tables of values, or find successive
approximations. Include cases where f (x) and/or g(x)
are linear, polynomial, rational, absolute value,
exponential, and logarithmic functions.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
F-IF Understand the concept of a function and use function
notation
1. 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

the input

x . The graph of

equation

y=f (x) .

corresponding to

is the graph of the

F-IF Interpret functions that arise in applications in terms of the

context
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
Instructional Objective(s) Criteria:
The students should be able to perform the appropriate task with 80%
accuracy. They will need to identify the information given to them and
use the appropriate formula or method to solve the problem.
Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):
The students should know how to find the slope of a line.
The students should know how to find parallel and perpendicular lines.
The students should know how to write an equation of a line when
given two points or slope and a point.
The students will need to know the rules for an equation to be a

function.
The students will need to know how to find the domain of a function.
The students should know how to solve for x in an equation.
References:
I used Kuta software to create the problems for the quiz.
Procedures:
The students will be able to ask questions about their practice sheet
from the previous class.
Once all questions have been answered, the students will be given a
short review on the concepts they need to know for the quiz.
They will be able to ask for some last minute examples to work through
with the teacher.
Once the review is done, the students will be given their quiz. They
will work on the quiz until the end of class.
Accommodations:
There are no students in need of accommodations in this class.
Assessment(s) of the Objectives:
Lesson Objective(s)
Assessment(s) of the
Objective(s)
The students should
Pre: The students
be able to perform the practice sheet will
appropriate task with
serve as the pre80% accuracy. They
assessment.
will need to identify
the information given
During: The teacher
to them and use the
will listen to the
appropriate formula or responses of the
method to solve the
students during the
problem.
review.
Post: The quiz will
serve as the postassessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the quiz.
The assessment
during the activity
will be used to view
the progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Quiz 1.3-1.4
Name________________________
Find the slope and write the equation of the line using point-slope
form.
1. (8,10) and (7,14)

2.

(18,20)

and (18,15)

For each of the following, find the equation of the (a) parallel line
and (b) perpendicular line.

3.

5 y4 x=10

(15,8)

4.

y=5 x +12

Determine whether each equation is a function.

5.

x+ 3=0

6.

y= 16x2

7.

y 2+ x=4

Identify the domain of each function.

8.

10.

f ( x )=

2 x 23
x +2

9.

g ( x ) = x2

11.

f ( x )=2 x 36 x 2+ 8 x

g (x )=

Find where f ( x)=0 , g( x)=0 , and f (x)=g( x).

12.

f ( x )=

3 x4
5

g ( x ) =2 x

x+ 5
2

x +3

(0,3)

f ( x )=x 2 +2

13.

g ( x ) =3 x

Quiz 1.3-1.4
Name________________________
Find the slope and write the equation of the line using point-slope
form.
1. (8,10) and (7,14)

(18,20)

and (18,15)

4
15

4 pts

m=undefined 4 pts

4
182
x+
15
15

4 pts

x=18

m=
y=

2.

4 pts

For each of the following, find the equation of the (a) parallel line
and (b) perpendicular line.
(15,8)
3. 5 y4 x=10
Parallel: 4 pts

4. y=5 x +12
Parallel:

4
y= +20
5

(0,3)

4 pts

y=5 x3

Perpendicular: 4pts

Perpendicular:

5
43
y=
x
4
4

1
y=
x3
5

Determine whether each equation is a function.

5.

x+ 3=0

y= 16x2

6.

7.

No 4 pts
Yes 4 pts
Identify the domain of each function.
8.

2 x 23
(
)
f x=
x +2

All real values of

numbers
5 pts

10.

g ( x ) = x2

9.
x

except x=2

y 2+ x=4

No

4 pts

f ( x )=2 x 36 x 2+ 8 x
x

is all real

5 pts

11.

x+ 5
g (x )= 2
x +3

4 pts

All values of x such that x 2

x

All values of

such that x 5
5 pts

5 pts

Find where f ( x)=0 , g( x)=0 , and f (x)=g( x).

12.

f ( x )=

3 x4
5

f ( x)=0

4
at x= 3

4 pts

g( x)=0

at x=0

4 pts

f ( x)=g( x)

13.

g ( x ) =2 x

at

x=

f ( x )=x +2

4
7

4 pts

g ( x ) =3 x

f ( x)=0

has no real solution

4 pts

g( x)=0

at x=0

4 pts

f ( x)=g( x)

at x=1 and x=2

4 pts

Lesson Plan Day 8

Teacher Candidate Brittany Queen
Date and Time of Lesson
2/26/15, 8:00-9:25

School Strom Thurmond High School

Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce

Subject/Grade Level

Description of Lesson:
The students will be able to find the domain and range of a function,
identify any relative maxima and minima of a graph, determine where
a graph is increasing or decreasing, find it a function is even or odd,
and find the average rate of change. They will need a graphing
calculator to find some of the charactersistics.
Lesson Title: Function Characterstics
Curriculum Standards Addressed:
National Standard(s):
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Apply and adapt a variety of appropriate strategies to solve
problems.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
F-IF Understand the concept of a function and use function notation
1. 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

is an element of its domain, then

output of

corresponding to the input

is the graph of the equation

f ( x)

denotes the

x . The graph of

y=f (x) .

F-IF Interpret functions that arise in applications in terms of the context

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.
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
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.
F-IF Analyze functions using different representations
7. Graph functions expressed symbolically and show key features
of the graph, by hand in simple cases and using technology for
more complicated cases.
a. Graph linear and quadratic functions and show
intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value
functions.
c. Graph polynomial functions, identifying zeros when
suitable factorizations are available, and showing end
behavior.
d. (+) Graph rational functions, identifying zeros and
asymptotes when suitable factorizations are available, and
showing end behavior.
Cross Curricular Connections:
The concepts of maxima/minima, increasing/decreasing, and the
average rate of change can be used in many Physics concepts when
looking at velocity and acceleration.
Instructional Objective(s) Criteria:
The students should be able to identify the requested characteristic of
a function with 80% accuracy. They will need to know the appropriate
method for finding each characteristic and understand what each of
them means.
Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil
Paper
Prerequisites (Prior Knowledge):
The students should know how to graph a function on a calculator.
The students should know how to plug values in for x.

The students need to know what domain and range are.

References:
I used the textbook to find examples for the class discussion and to
assign homework problems.

Procedures:
The students will be given an equation and asked to determine if it is a
function. Once they find out it is a function, the teacher will ask for a
student to explain what domain and range mean.
Once a student responds, the teacher will repeat the answer, and write
it down, for all the students to see.
They will then be asked to think about what they think the domain and
range are for the example they were given.
The answers will be given to them and discussed.
The teacher will work through several more examples of domain and
range, allowing the students to present their ideas.
The teacher will then explain to the students what relative minima and
maxima are. The class will be taught how to use their calculator to find
these values on the graph.
With one example, the teacher will ask them to identify the maxima
and minima and then think about what the graph is doing between
some of those points.
After the students have had time to think about the question, the
teacher will prompt them to look at where the graph increases. They
will then be asked to identify what points the graph decreases.
The class will work through some more of these problems, using the
calculator each time.
The students will then be told what it means for a graph to be even or
odd:
o A graph is even if for each x in the domain f (x )=f ( x) .
o A graph is odd if for each

in the domain

f (x )=f ( x ).

The class will work through some examples together then the students
will be given some problems to work independently.
The teacher will then give the students the formula for the average
f ( x 2) f (x 1)
rate of change:
. The students will then be asked if the
x 2x 1
formula looks familiar, and the teacher will ask them if it looks like the

slope formula. This comparison will be used to help them remember it

more easily.
The teacher will then assign the students their homework.

Accommodations:
There are no students in need of accommodations in this class. I will
use drawings of the graphs to help the students see what is going on. I
will also use comparisons to past material to give the students a way
to remember some of the concepts a bit more easily.

Assessment(s) of the Objectives:

Lesson Objective(s)
Assessment(s) of the
Objective(s)
The students should
Pre: The discussion on
be able to identify the domain and range will
requested
serve as the precharacteristic of a
assessment.
function with 80%
accuracy. They will
During: The teacher
need to know the
will observe the
appropriate method
students during the
for finding each
discussion and
characteristic and
independent work.
understand what each
of them means.
Post: The homework
will serve as the postassessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
how much of the
basics the students
understand. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Lesson Plan Day 9

Teacher Candidate Brittany Queen
Date and Time of Lesson
3/2/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will be able to solve all types of problems that were
covered in this unit.
Lesson Title: Test Practice
Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to determine
measurements.
Apply and adapt a variety of appropriate strategies to solve
problems.
Organize and consolidate their mathematical thinking through
communication.

Communicate their mathematical thinking coherently and clearly

to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
N-CN Represent complex numbers and their operations on the
complex plane
6. (+) Calculate the distance between numbers in the
complex plane as the modulus of the difference, and the
midpoint of a segment as the average of the numbers at its
endpoints.
A-CED Creating equations that describe numbers or relationships
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
A-REI Represent and solve equations and inequalities graphically
10. Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a
line).
11. Explain why the x-coordinates of the points where the
graphs of the equations y=f (x) and y=g( x ) intersect
are the solutions of the equation

f (x)=g( x) ; find the

solutions approximately, e.g., using technology to graph

the functions, make tables of values, or find successive
approximations. Include cases where f (x) and/or g(x)
are linear, polynomial, rational, absolute value,
exponential, and logarithmic functions.
F-IF Understand the concept of a function and use function
notation
1. 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

the input

x . The graph of

equation

y=f (x) .

corresponding to

is the graph of the

F-IF Interpret functions that arise in applications in terms of the

context
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.
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
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.
F-IF Analyze functions using different representations
7. Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using
technology for more complicated cases.
a. Graph linear and quadratic functions and show
intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewisedefined functions, including step functions and
absolute value functions.
c. Graph polynomial functions, identifying zeros when
suitable factorizations are available, and showing end
behavior.
d. (+) Graph rational functions, identifying zeros and
asymptotes when suitable factorizations are
available, and showing end behavior.
Instructional Objective(s) Criteria:
The students should be able to solve each type of problem covered in
this unit with 80% accuracy. They will need to recall the appropriate
rules, formulas, and methods needed to answer each question
appropriately.

Materials/Resources:
Promethean Board
Textbook
Calculator
Pencil

Paper
Test Review
Prerequisites (Prior Knowledge):
The students should know how find the distance and midpoint between
two points.
The students should know how to identify the x- and y-intercepts.
The students need to know how to test for all three types of symmetry.
The students need to know how to write the equation of a circle.
The students should know how to find slope and use it to write
equations of lines, and write the equations of parallel and
perpendicular lines.
The students should know what the rules of a function are and how to
identify if an equation is a function.
The students should know how to values of x into a function.
The students need to know what domain and range are and how to find
them.
The students need to know how to solve for x when a function is equal
to 0 or another function.
The students should know how to find where a function is
increasing/decreasing, where it has relative maxima/minima, where it
is even/odd/neither, and what its average rate of change is.
References:
I used Kuta software to create the various types of problems for the
test practice sheet.
Procedures:
The students will be asked to complete a bell ringer assignment as the
teacher checks their homework.
The teacher will go over the bell ringer and any homework problems
the students ask for.
The students will then be given their test practice. They will be asked
to look over it quickly and identify one problem from each section to
work out as a whole class.
After they have been given enough time to decide, the teacher will
work the problems that the class has chosen to see. This will help
remind the students what each problem requires before doing the
review.
Once the teacher has gone over the problems they asked for, the
students will begin working on the test practice independently; they
will be allowed to compare their answers with a neighbor.
The teacher will walk around the class and observe the students
progress.

Accommodations:
There are not students in need of accommodations in this class.
Assessment(s) of the Objectives:
Lesson Objective(s)
Assessment(s) of the
Objective(s)
The students should
Pre: The students
be able to solve each
homework and bell
type of problem
ringer will serve as the
covered in this unit
pre-assessment.
with 80% accuracy.
They will need to
During: The teacher
recall the appropriate will observe the
rules, formulas, and
students during the
methods needed to
discussion and
answer each question independent work.
appropriately.
Post: The test the next
day will serve as the
post-assessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson, which will
identify problem
areas. The
assessment during
the activity will be
used to view the
progress the
students are
making. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
lesson.

Test Practice
Use the points given to find the distance and midpoint.
1. (0,2) and (5,1)

3.

(10,1)

and (9,4)

2.

(3,8)

4.

(5,6)

Find the x- and y-intercepts of each equation.

2

5.

y=( x4 ) 3

6.

y= x5

7.

y=|2 x|

8.

y=3 x6

and (9,10)

and (8,4)

Test each equation for all three types of symmetry.

9.

11.

2 y=x +3

x 2+ y 2 =6

10.

12.

y =x

y=x

Find the equation of the circle with the given conditions.

13. Center: (13,13)

Radius: 4

14. Endpoints of (18,13) and (4,3)

Find the slope of the points given.

15.

(2,27)

17.

(12,18)

and (2,9)

and (11,12)

16.

(3,8)

and (3,4)

18.

(19,6)

and

(15,16)

Find the equation of the line using the given conditions.

5
3

19.

m=

21.

(1,10)

(0,4)

20.

(1,9)

and (2,6)

and (3,2)

22.

m=4

(5,3)

Determine whether the equation is a function.

23.

y =3 x

24.

y= 6 x4

25.

x=5

26.

y=x 3

Find the equation of the (a) parallel line and (b) perpendicular
line.
27.

y=4 x+2

(2,5)

28.

3 y=2 x3

(3,4)

Evaluate the function at the given values.

29.

f ( x )=3 x 2+ 4 x +5

(a)

f (2)

(b)

f (1)

(c)

f (n1)

30.

g (x )=

for x > 4
{3 x5,
x , for x 4
2

g(7)

(a)

(b)

g( 4)

(c)

g(3)

Find the domain and range of each function.

4 x +2
2 x6

31.

f ( x )=

33.

h ( x )=3 x2 +1

32.

g ( x ) = x7

34.

f ( x )=

x+ 2, for2< x 1
x 23, for 1< x 5

Find the values where f (x)=0 , g( x)=0 , and f ( x)=g( x).

35.

f ( x )=9 x

g ( x ) =3 x +3

36.

f ( x )=2( x + 4)

g ( x ) =5 x1

Use the calculator to find where the function is increasing or

decreasing.
3

37.

y=x + 2 x +2

39.

y=|x 7|

38.

x
y=
4 x+4

40.

y=x 2 +2 x

Find the relative minima and maxima of each equation.

41.

y=x 36 x 2 +9 x+ 1

43.

y=

42.

2
x 4

y=x 4 x 2

44.

y=|2 x+ 3|

Find the average rate of change of each function.

45.

f ( x )=x 2x +1

46.

f ( x )=

1
x2

x 1=0

x 2=3

x 1=3

x 2=2

Find whether the function is even or odd.

47.

f ( x )=x 3x2

49.

g (x )=

4
x

48.

g ( x ) =4 x +5

50.

f ( x )=3|x|5

Test Practice
Use the points given to find the distance and midpoint.
1. (0,2) and (5,1)
distance= 26
5 3
midpoint= ( 2 , 2 )

3. (10,1) and (9,-4)

distance= 26
19 3
midpoint= ( 2 , 2 )

2. (3,8) and (9,10)

distance= 2 10
midpoint= (6,9)

4. (-5,6) and (8,-4)

distance= 269
3
midpoint= ( 2 , 1)

Find the x- and y-intercepts of each equation.

5.

y=( x4 ) 3
x :(4 + 3 ,0) ,(4 3 , 0)

6.
x :(5,0)

y:

y :(0,13)

7.

y=|2 x|

y= x5

8.

y=3 x6

x :(0,0)

x :(2,0)

y :(0,0)

y :(0,6)

Test each equation for all three types of symmetry.

9.

2 y=x 2+3

10.

Symmetric about the y-axis

x-axis

11. x + y =6
Symmetric about all 3
origin

y 2=x 3

Symmetric about the

12.

y=x

Symmetric about the

Find the equation of the circle with the given conditions.

13. Center: (13,13) Radius: 4
( x13 )2 + ( y +13 )2=16

14. Endpoints of (18,13) and (4,3)

( x11 )2 + ( y +8 )2 =74

Find the slope of the points given.

15.

(2,27)

and (2,9)

16.

(3,8)

and

(3,4)

m=-9

17.
(15,16)

(12,18)

m= 3

and (11,12)

18.

(19,6)

and

11
m= 17

m=-30

Find the equation of the line using the given conditions.

m=

19.

5
3

(0,4)

20.

(1,9)

and

(2,6)
y=

21.

5
x4
3

(1,10)

y=5 x4

and (3,2)

22.

y=2 x+8

m=4

(5,3)

y=4 x23

Determine whether the equation is a function.

2
23. y =3 x
No

24.

y= 6 x4

Yes

2
25. x=5
26. y=x 3
No
Yes
Find the equation of the (a) parallel line and (b) perpendicular
line.

27.

y=4 x+2

(2,5)

Parallel:

y=4 x3

Perpendicular:
1
11
y= x +
4
2

28. 3 y=2 x3
Parallel:

(3,4)

2
y= x +6
3

Perpendicular:
y=

3
1
x
2
2

Evaluate the function at the given values.

29.

f ( x )=3 x 2+ 4 x +5
f (2)

(a)

(b)

25

30.

f (1)

(c)

3 n22 n+ 4

for x > 4
g ( x ) = 3 x5,
2
x , for x 4

(a g (7)

(b)

g( 4)

f (n1)

(c)

g(3)

16

16

Find the domain and range of each function.

31.

f ( x )=

4 x +2
2 x6

32.

Domain: x 3

g ( x ) = x7

Domain: x 7

Range: all reals

33.

h ( x )=3 x2 +1

Range:
34.

f ( x )= x+2 2, for2< x 1
x 3, for 1< x 5

Domain:

Domain: all reals

y1

Range:

y0

Range:

Find the values where f (x)=0 , g( x)=0 , and f ( x)=g( x).

35.

f ( x )=9 x
f ( x)=0

at x=0

g( x)=0

at x=1

f ( x)=g( x)

36.

g ( x ) =3 x +3

1
at x= 2

f ( x )=2( x + 4)

f ( x)=0
g( x)=0

g ( x ) =5 x1

at x=4
at

f ( x)=g( x)

x=

1
5

at x=3

Use the calculator to find where the function is increasing or

decreasing.

y=x + 2 x +2

37.

38.

y=

Increasing: ,

Increasing: [0,1.3]
Decreasing: ,

Decreasing: ,

y=|x 7|

39.

x2
4 x+4

y=x 2 +2 x

40.

Increasing:
Increasing:
Decreasing:
Decreasing:
Find the relative minima and maxima of each equation.
y=x 36 x 2 +9 x+ 1

41.

42.

y=x 4 x 2

Max: x=1

Max: x=1.3

Min: x=3

Min: x=0.7 and

x=0.7

y=

43.

2
x 4

44.

Max: x=0
Min: None

y=|2 x+ 3|

Max: x=1.5
Min: None

Find the average rate of change of each function.

f ( x )=x 2x +1

45.

x 1=0

x 2=3

46.

f ( x )=

1
x2

x 1=3

x 2=2

1
4

Find whether the function is even or odd.

47.

f ( x )=x 3x2

Neither

49.

g (x )=

48.

g ( x ) =4 x +5

Neither

4
x

Odd

50.

f ( x )=3|x|5

Even

Lesson Plan Day 10

Teacher Candidate Brittany Queen
Date and Time of Lesson
3/4/15, 8:00-9:25
School Strom Thurmond High School
Subject/Grade Level
Advanced Algebra, 11th
Cooperating Teacher Mr. Yonce
Description of Lesson:
The students will take a test covering all of the concepts that were
discussed throughout the unit.
Lesson Title: Test
Curriculum Standards Addressed:
National Standard(s):
Understand meanings of operations and how they relate to one
another.
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and structures
using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to determine
measurements.

Apply and adapt a variety of appropriate strategies to solve

problems.
Organize and consolidate their mathematical thinking through
communication.
Communicate their mathematical thinking coherently and clearly
to peers, teachers, and others.
Use the language of mathematics to express mathematical ideas
precisely.
Recognize and used connections among mathematical ideas.
Select, apply, and translate among mathematical representations
to solve problems.
Common Core Standard(s):
N-CN Represent complex numbers and their operations on the
complex plane
6. (+) Calculate the distance between numbers in the
complex plane as the modulus of the difference, and the
midpoint of a segment as the average of the numbers at its
endpoints.
A-CED Creating equations that describe numbers or relationships
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one variable,
including
equations with coefficients represented by letters.

A-REI Represent and solve equations and inequalities graphically

10. Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a
line).
11. Explain why the x-coordinates of the points where the
graphs of the equations y=f (x) and y=g( x ) intersect
are the solutions of the equation

f (x)=g( x) ; find the

solutions approximately, e.g., using technology to graph

the functions, make tables of values, or find successive
approximations. Include cases where f (x) and/or g(x)
are linear, polynomial, rational, absolute value,
exponential, and logarithmic functions.

F-IF Understand the concept of a function and use function

notation
1. 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

the input

x . The graph of

equation

y=f (x) .

corresponding to

is the graph of the

F-IF Interpret functions that arise in applications in terms of the

context
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.
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
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.
F-IF Analyze functions using different representations
7. Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using
technology for more complicated cases.
a. Graph linear and quadratic functions and show
intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewisedefined functions, including step functions and
absolute value functions.
c. Graph polynomial functions, identifying zeros when
suitable factorizations are available, and showing end
behavior.
d. (+) Graph rational functions, identifying zeros and
asymptotes when suitable factorizations are
available, and showing end behavior.

Instructional Objective(s) Criteria:

The students should be able to solve each type of problem covered in
this unit with 80% accuracy. They will need to recall the appropriate

rules, formulas, and methods needed to answer each question

appropriately.
Materials/Resources:
Promethean Board
Calculator
Pencil
Paper
Test
Prerequisites (Prior Knowledge):
The students should know how find the distance and midpoint between
two points.
The students should know how to identify the x- and y-intercepts.
The students need to know how to test for all three types of symmetry.
The students need to know how to write the equation of a circle.
The students should know how to find slope and use it to write
equations of lines, and write the equations of parallel and
perpendicular lines.
The students should know what the rules of a function are and how to
identify if an equation is a function.
The students should know how to values of x into a function.
The students need to know what domain and range are and how to find
them.
The students need to know how to solve for x when a function is equal
to 0 or another function.
The students should know how to find where a function is
increasing/decreasing, where it has relative maxima/minima, where it
is even/odd/neither, and what its average rate of change is.
References:
I used a test that Mr. Yonce had already used in a previous class to
create the test. I did not add anything new, but I did remove 2
questions.
Procedures:
The students will be given a short time to ask questions about any
problems they had from the test practice.
After this short review, the students will be given their test. They will
work on the test until the end of class.
Accommodations:
There are not students in need of accommodations in this class.

Assessment(s) of the Objectives:

Lesson Objective(s)
The students should
be able to solve each
type of problem
covered in this unit
with 80% accuracy.
They will need to
recall the appropriate
rules, formulas, and
methods needed to
answer each question
appropriately.

Assessment(s) of the
Objective(s)
Pre: The test practice
will serve as the preassessment.
During: The teacher
will observe the
students during the
review.
Post: The test will
serve as the postassessment.

Use of Formative
Assessment
The pre-assessment
will allow me to see
where the students
knowledge is before
beginning the
lesson. The
assessment during
the activity will be
used to view the
progress the
students have
made. The postassessment will
allow me to see how
much the students
have improved from
the beginning of the
unit.

Unit Test

Name________________________

Use the given points to find the distance and midpoint.

1. (3,8) and (1,5)
(

2.

1 1
, )
3
3

and

1 1
, )
6
2

Find the x- and y-intercepts of the graph of each equation.

3.

y=|x +1|3

4.

y=( x3 )24

Test each equation for symmetry.

5.

y=5x 2

6.

y=6x3

7.

x= y 24

Find the center and radius of the circle.

8.

( x+ 2 )2+ ( y 1 )2=16

Write the equation of the circle described.

9. Center: (4,2)
(3,6)

Point: (2,3)

10. Endpoints

and (7,10)

Find the slope of the line passing through each pair of points.
11.
(

(3,5) and

(5,4)

5 3
, )
4 2

Find the equation of each of the following:

12.

1 8
( , )
2 3

and

13.

m=

1
2

Point: (10,3)

m=undefined

14.

Point:

(12,6)

15.

(1,0)

and (6,2)

16.

(11,2)

and

(6,1)

Find the equations of the lines through the given point that are (a)
parallel to the given line (b) perpendicular to the given line.
17.

2 x +3 y=5

(8,3)

Determine whether the equation is a function.

18.

16 x y 2=0

19.

y= 12 x

Evaluate each function at the given value.

20.

f ( x )=3 x 22 x+1

f (2)

(a)

21.

(b) f (n+1)

1, for x 1
g ( x ) = 2 x+
2
x +2, for x >1

(a)

g(2)

(b)

g(2)

Find the domain and range of each function.

22.

f ( x )= 25x2

23.

g (x )=

5 x +5
3 x9

24.

h ( x )=|x +1|

Find where the function is equal to zero.

25.

f ( x )=5 x + 4 x1

26.

f ( x )=3( x 7)

Use a calculator to find where the function is increasing or

decreasing.
27.

f ( x )=x 2+ 4

28.

f ( x )=x 36 x 2

Find the relative minimum and maximum.

29.

f ( x )=x 2+2 x +1

30.

g ( x ) =x3 4 x 21

Determine whether each function is even, odd, or neither.

31.

f ( x )=x 4 20 x2

f ( x )=2 x x+ 3

32.

Find the average rate of change.

33.

g ( x ) =x3 +12 x2

x 1=0

x 2=4

Unit Test
Name__________Key___________
Use the given points to find the distance and midpoint.
1. (3,8) and (1,5)
(

1 1
, )
6
2

3 pts

2.

1 1
, )
3
3

and

3 pts

distance: 5

distance:

13
midpoint: (1, 2 )

1
5
midpoint: ( 4 , 12 )

Find the x- and y-intercepts of the graph of each equation.

3.

y=|x +1|3

3 pts

4.

y=( x3 ) 4

x :(2,0),(4,0)

x :(1,0),(5,0)

y :(0,2)

y :(0,5)

3 pts

Test each equation for symmetry.

2

5. y=5x
y-axis symmetry
symmetry
3 pts

6.

y=6x3

7.

x= y 24

no symmetry
3 pts

x-axis
3 pts

Find the center and radius of the circle.

8.

( x+ 2 )2+ ( y 1 )2=16

Center: (2,1)

3 pts
Radius: 4

Write the equation of the circle described.

9. Center: (4,2)
(3,6)

and (7,10)

Point: (2,3)

10. Endpoints

( x4 )2 + ( y2 )2=37

( x2 )2 + ( y8 )2=29

3 pts

3 pts

Find the slope of the line passing through each pair of points.
(3,5)

11.
(

5 3
, )
4 2

and

(5,4)

3 pts

1 8
( , )
2 3

12.

and

3 pts

m=

9
2

m=

2
3

Find the equation of each of the following:

13.

m=

1
2

Point: (10,3)

14.

m=undefined

Point:

(12,6)
y=

1
x+2
2

x=12

3 pts

15.

(1,0)

3 pts

and (6,2)

16.

(6,1)
2
2
y= x +
7
7

3 pts

y=

1
1
x+
5
5

3 pts

(11,2)

and

Find the equations of the lines through the given point that are (a)
parallel to the given line (b) perpendicular to the given line.
17. 2 x +3 y=5
Parallel:
y=

(8,3)

3 pts

2
7
x
3
3

Perpendicular:
3
y= x +15
2

Determine whether the equation is a function.

2
18. 16 x y =0
No

3 pts

y= 12 x

19.

Yes

Evaluate each function at the given value.

20.

f ( x )=3 x 22 x+1
f (2)

(a)

3 pts
(b)

3 n2 +4 n+2

21.

1, for x 1
g ( x ) = 2 x+
2
x +2, for x >1

(a)

f (n+1)

3 pts

g(2)

(b)

g(2)

Find the domain and range of each function.

3 pts

22.

f ( x )= 25x2

g (x )=

23.

Domain: 5 x 5
all reals
Range: [0,5]

5 x +5
3 x9

24.

Domain: x 3

h ( x )=|x +1|

Domain:

Range: all reals

Range:
3 pts
3 pts
Find where the function is equal to zero.
25.

f ( x )=5 x 2+ 4 x1

x=1

26.

3 pts
f ( x )=3( x 7)

1
and x= 5

x=7

3 pts

3 pts

Use a calculator to find where the function is increasing or

decreasing.
27.

f ( x )=x 2+ 4

3 pts

Increasing :

28.

f ( x )=x 36 x 2

3 pts

Increasing: ,

Decreasing :

Decreasing: [0,4]

Find the relative minimum and maximum.

29.
pts

f ( x )=x 2+2 x +1

Max: x=1
Min: None

3 pts

30.

g ( x ) =x3 4 x 21

Max: x=0
Min: x=3

Determine whether each function is even, odd, or neither.

31.

f ( x )=x 4 20 x2

3 pts

32.

Even

f ( x )=2 x x+ 3

Odd

Find the average rate of change.

33.
28

g ( x ) =x3 +12 x2

x 1=0

x 2=4

3 pts

3 pts