Fordham University MST Adolescence Program

Ms.Almonte

Grade Level/Subject: 8th grade mathematics Unit: Intro to Functions

Pre-Assessment: Introduction to Functions Quiz

Learning Standards[CCSS]: CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that

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

Common Core Mathematical Practice Focus: CCSS.Math.Practice.MP2 Reason abstractly and

quantitatively.CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 Model with mathematics.CCSS.Math.Practice.MP7 Look for and make use of
structure.

Lesson goals-In this lesson,we will be able to analyze relations as ordered pairs, mapping diagrams,
tables and graphs to determine whether a relation is a function.

Essential Question- How can you we represent the relationship between data sets in different ways?

Student Learning Outcome-Students will be able to:

● define relations and functions.
● determine whether relations are functions.
● describe patterns in mapping diagrams.

Materials- Smart Board, Common Core Math Textbook, Group work Role Cards, and Function handout.

Prior Knowledge- In order for students to understand functions, they need to have a complete
understanding of ordered pairs, table of values, and manipulating equations. Therefore, students should
know how to identify points on a coordinate plane, read graphs, and identify missing values from a table.

Academic Language: Student will create a unit word wall contain key vocabulary and illustrations
(examples)
Key Vocabulary- domain, range, relation, function, mapping diagram, vertical line test
Syntax: {} , []
Procedure/Instructional Planning:
1. INTRODUCTION (Motivation) - Think-Pair-Share What is an independent variable? What is
a dependent variable? How are independent variables and dependent variables related?

● The teacher will relate independent variables and dependent variables to performing a science
experiment where the independent variable is represented by the domain and the dependent
variable is the range.

● Think-Pair-Share-used as an assessment tool; as students discuss their ideas, the teacher

circulates and listen to the conversations taking place and respond accordingly to any
misconceptions. This strategy provides an opportunity for all students to share their thinking with
at least one other student which, in turn, increases their sense of involvement in classroom
learning. Students will be able to discuss ideas with their partners in Spanish if desired.
 Fordham University MST Adolescence Program
Ms.Almonte

2. Key Idea (10 min)- Remind students that

● An ordered pair has an order associated with it, and the order matters!
● Spend time discussing the idea of a relation. A relation pairs each input (domain) with its
output(s) (range).
● A relation can be represented by ordered pairs, a mapping diagram, and graph such as in the
examples (see below).
● A function describes the relationship between inputs (independent variable) and outputs
(dependent variable).

I. The teacher will make the connection that a mapping diagram is similar to making a table of
values. “ The results are recorded in two ovals with an arrow connecting each input with its
output(s).” The teacher will then make the connection to the motivation topic where independent
variables are known as the input values and the dependent variables are the output values.

Examples - State the domain and range for each:

1. {(2,-2) , (3,0) , (4,4) , (6,8)}

2.

3.

4.
 Fordham University MST Adolescence Program
Ms.Almonte

3. Formative Assessment Worksheet (Aim 7.1 : Identifying domain & range of relations)- See
appendix

Teacher should walk around to ensure students are getting started but should not engage in any
discussions yet. Some guiding questions that the teacher can say outloud as students are working are the
following:
● Do any of the input values point to more than one output value?
● How does this help you describe a possible situation?
● Why are the inputs (or outputs) not listed more than once when they are used more than once as
in Example (#2)?

II. The teacher will first write the definition of a function and discuss the idea of a function. “A
relation that pairs each input with exactly one output is a function. Hence, a function describes
the relationship between inputs (independent variable) and outputs (dependent variable).” The
teacher will then analyze the following relations below represented as ordered pairs, tables,
mapping diagrams, and graphs using the “Think Aloud” technique as well as a “Sequence
Chart” so students can see what steps to take to classify relations and what their thinking process
should be when describing functions and explaining their response.

● First, identify the domain (input) and range(output) of the data set.
● Next, determine if any input values aka x-values repeat.
● Next, if an input value repeats the relation is not a function.
If an input value does not repeat the relation is a function.
● Lastly, use the definition of a function to justify your response.

Examples- Classify the following relations by stating whether each is a function or not a function. Justify
your answer.
1. {(2,0) , (3,4) , (-1,7) , (3,6)} 2. {(0,6) , (-2,4) , (4,5) , (-1,8)}

Note: 3 corresponds to both 4 and 6. Yes, this is a function because every x-value
Therefore, this is NOT a function because corresponds to exactly one y-value.
our input or x-value corresponds to more
than one output.

3. Yes, this is a function ... 4. Note: 3 corresponds to 6 and 12.

/////////////////////// /////////////////////// /////////////////////// Therefore, this is NOT a function...
 Fordham University MST Adolescence Program
Ms.Almonte

4. Formative Assessment Worksheet( Aim 7.2: Identifying functions & non-functions) - State
whether each is a function then justify your answer. See appendix

5. Closure Phase: When students have finished their worksheet, ask them to share their answers
within their group. They are to work in groups (of 3-4 students). Each group member will be
given a role, predetermined by the teacher or volunteered by the students (left at teacher’s
discretion). Direct the groups to the group work rules and hand out group roles cards (see
appendix).

Differentiated instruction: Students find it helpful to relate the words input (domain) and output (range)
with the prepositions in and out. In order to help students further understand the concept of a function we
will discuss how functions are used in real life. For example, the number of plates to set on the dinner
table is a function of the number of people expected to eat. A person earning an hourly wage has an
income that is a function of the number of hours worked. Discuss with students other instances of
functions in real life.

In addition, Think-Pair-Share is designed to differentiate instruction by providing students time and

structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas
with a peer. This learning strategy promotes classroom participation by encouraging a high degree of
pupil response while providing an opportunity for all students to share their thinking with at least one
other student which, in turn, increases their sense of involvement in classroom learning.

Furthermore, the Sequence Chart is designed present information in a meaningful and concise way to
help students gain a clear understanding of content. This is also a great organizer that upholds student's
self-monitoring; in fact, it helps guide students in making a checklist which teaches them to check off
each step that has been completed while working through any problem.

In the end, students will work in groups to develop and practice skills in: decision making, problem
solving, critical thinking, negotiation, conflict resolution, and teamwork. This is meant to introduce group
work to the class as a tool so that students are relying on each other to comprehend the problem together,
solving together(when applicable) and explaining/justifying their positions to each other.

All assessments are translated. All students get both versions.

Every student also gets a Foyer Model for the content word.

Post Assessment : Homework- Students will watch a review video and complete Identifying Functions
handout.
 Fordham University MST Adolescence Program
Ms.Almonte

Grade Level/Subject: 8th grade mathematics Unit: Intro to Functions

6.4-L2
Pre-Assessment: Entrance Slip

Learning Standards[CCSS]: CCSS.Math.Content.8.F.A.3 Interpret the equation y = mx + b as defining

a linear function, whose graph is a straight line; give examples of functions that are not linear.

Common Core Mathematical Practice Focus:CCSS.Math.Practice.MP4 Model with mathematics.

CCSS.Math.Practice.MP6 Attend to precision. CCSS.Math.Practice.MP8 Look for and express regularity
in repeated reasoning

Lesson goals-In this lesson,we will be able to compare linear and nonlinear functions.

Essential Question- How can you identify linear and non-linear functions?

Student Learning Outcome-Students will be able to:

● identify linear and nonlinear functions from tables or graphs.
● compare linear and nonlinear functions.

Materials- Smart Board, Common Core Math Textbook, Group work Role Cards, and Linear &
Non-Linear Functions handout.

Prior Knowledge- In order for students to compare functions, they need to have a complete
understanding that a function describes the relationship between inputs (independent variable) and outputs
(dependent variable). They should also understand that every x-value corresponds to exactly one y-value.

Academic Language: Student will create a unit word wall containing key vocabulary and illustrations
(examples). They also use the Foyer model worksheet to define key vocabulary terms.
Key Vocabulary- rate of change,slope, y-intercept, linear and non-linear function

Procedure/Instructional Planning:
Entrance Ticket (5min)- Classify the following relations. State whether each relation is a function.
Explain your answer.
1. {(2,1) , (3,1) , (4,3) , (5,6)}
2. 3.
x y

2 4

2 6

4 5

6 8
 Fordham University MST Adolescence Program
Ms.Almonte

1. INTRODUCTION (5 min)-Discuss the meaning of linear.

● Explain, that a the graph/table of a linear function shows a constant rate of change.
● “A nonlinear function does not have a constant rate of change. So, its graph is not a line.”
● Linear functions are those whose graph is a straight line.

2. Key Idea (10 min)- Remind students that

● A constant rate of change or slope describes a quantity that changes by equal amounts over equal
intervals
● A linear function can be written in the form y = mx + b, where m is the slope and b is the
y-intercept.
● Linear functions are those whose graph is a straight line(definition).

I. From the definition, students might guess that there are other types of functions besides linear
functions. Draw a parabola to make this connection.

Examples
1. 2.

NOT LINEAR LINEAR

 Fordham University MST Adolescence Program
Ms.Almonte

● When you have a set of ordered pairs or a table, we can determine if a function is linear by
finding the rate of change. A linear function has a constant rate of change , which is the slope of
the line.

3. Note: In the problem below x increases by 2 (run) and y increases by 3 (rise).

3
“There is a constant rate of change; the common slope between the ordered pairs is m = 2 so, the
function is linear.”

4. In the problem below “the rate of change is not constant. So, the function is nonlinear.”

● If an equation can be written as y=mx+b, then it is a linear function.

.
3
5. y = x2 6. y = 2x − 1 7. y = x

NOT LINEAR LINEAR NOT LINEAR

● Students may think y = x2 is a linear function. The teacher will explicitly state that this is not a
linear function based on the exponent of x.
 Fordham University MST Adolescence Program
Ms.Almonte

3 x
● Students often see y = x and y = 3 as the same kind of function. So, many students think this
x
will be a linear function.The teacher will remind students that y = 3 is linear because it has a
1 3
slope of and it can be written as a linear equation ( y = mx + b) while the equation y =
3 x
cannot be written as a linear equation.

Some guiding questions that the teacher can ask are:

● Can you tell anything about the function without plotting the points? Explain. Yes, by finding the
rate of change or slope you can tell if the relation is a linear function or not.For instance, in
Question 3 x increase by 2 (run) and y increases by 3( rise). Therefore, the common slope
between the ordered pairs is m = 23 so, the function is linear.
● Does it matter what two points you select to find the slope? Explain. No; The ratio of rise to run
will be the same if the function is linear.
● What if we weren’t given the y-intercept, could we still prove whether these are linear or
non-linear functions?

3. Formative Assessment- Activity: Comparing linear and non-linear functions. (See appendix)

The teacher will have students work in pairs. Students will be directed to the group work rules for active
discussion. The teacher will then walk around to ensure students are getting started but should not engage
in any discussions yet. Some guiding questions that the teacher can ask out loud as students are working
to promote discussion are:
● Can you tell anything about the function without plotting the points?
● When comparing the two falling object, which one has an increasing speed?
● How far has the jumper fallen after 4 seconds? 60 ft
● How far has the bowling ball fallen after 4 seconds?256 ft
● Compare the flight of the jumper to the flight of the bowling ball. What can you say about each
flight? The jumper is falling at a constant rate of 15 ft/sec, while the bowling ball is picking up
speed as it falls.

4. Independent Practice - (6.4 Practice B)

● When students have finished, ask them to turn and talk to each other about their explanations for
problems 7-9 on Practice B. Students should also be comparing answers and work for the
previous problems. This is meant to introduce teamwork to the class as a tool, so students aren’t
relying on the teacher for the correct answer. Instead, students rely on each other to comprehend
the problem while problem solving together and explaining/justifying their positions to each
other.

Differentiated instruction: In example 7, students often see y = 3x and y = 3x as the same kind of
function. So, the teacher makes it explicit of how fractions are multiplied, and use the following
scaffolding examples to show students visually that y = 3x is linear with a slope of 13 and the equation
3
y= x cannot be written as a linear equation.
x
3
= x
1
• 13 = x • 1
3
= x• 1
3
3
x
= 3
1
• 1
x = 3• 1
x

*All assessments are translated. All students get both versions.

 Fordham University MST Adolescence Program
Ms.Almonte

Post Assessment (5min): QUICK WRITE Write a letter to a friend that was absent that explains how
one can determine whether a function is linear or non-linear?

Sentences starter:
Dear Name,
I can determine whether a function is linear by….
I can determine whether a function is non-linear by…
Sincerely,
Your name

Homework Assignment (Worksheet)- Puzzle Time (see appendix)

NOTE: If students are done early they may work on homework

QUICK WRITE RUBRIC

Category 3 2 1

Neatness & The work is The work is The work appears

Organization presented in a neat, presented in an sloppy and
clear, and organized organized fashion, unorganized. It is
fashion that is easy to but may be hard to hard to read.
read. read.

Mathematical Correct content Terminology and There is no content

Terminology & vocabulary, notation are used, yet vocabulary,
Notation terminology and it is sometimes hard terminology, nor
notation are always to understand ideas. notation used to
used,making it easy explain ideas.
to understand what
was explained.

Explanation Explanation is Explanation is a little Explanation is difficult

detailed and clear. difficult to to understand and is
understand, but missing several
includes content content components.
components.

Quick Write as a Overall letter is very Letter is adequately Letter lacks clarity of
Whole well written, written. Lacks ideas and supportive
reasoning was clear , coherent reasoning. evidence.
and well supported.
 Fordham University MST Adolescence Program
Ms.Almonte

Grade Level/Subject: 8th grade mathematics Unit: Intro to Functions

6.3-L3
Pre-Assessment: 5-min check

Learning Standards[CCSS]:CCSS.Math.Content.8.F.A.2 Compare properties of two functions each

represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
CCSS.Math.Content.8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph
is a straight line; give examples of functions that are not linear CCSS.Math.Content.8.F.B.4 Construct a
function to model a linear relationship between two quantities. Determine the rate of change and initial
value of the function from a description of a relationship or from two (x, y) values, including reading
these from a table or from a graph. Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table of values.

Common Core Mathematical Practice Focus: CCSS.Math.Practice.MP2 Reason abstractly and

quantitatively.CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 Model with mathematics.CCSS.Math.Practice.MP7 Look for and make use of
structure.

Lesson goals- Today’s lesson is writing a linear function from a graph or a table of values.

Essential Question- How can you use a function to describe a linear pattern?

Student Learning Outcome- Students will be able to

● understand that the equation y = mx + b defines a linear function.
● write linear functions using graphs or tables.
● compare linear functions.

Materials- Smart Board,Handout, Common Core Math Textbook, Transparent paper

Prior Knowledge-Students should know how to write a linear equation in slope-intercept form.

Academic Language: linear function. Students receive the Foyer model worksheet to define key
vocabulary terms.

Procedure/Instructional Planning:
5-min check- Determine the slope and y-intercept of the following graphs.
 Fordham University MST Adolescence Program
Ms.Almonte

1. INTRODUCTION (5min)- Think-Pair-Share Think about the term linear function. What are
the characteristics of a linear function? Hint: How can we determine if a function is linear?

● Think-Pair-Share-used as an assessment tool; as students discuss their ideas, the teacher

circulates and listen to the conversations taking place and respond accordingly to any
misconceptions. This strategy provides an opportunity for all students to share their thinking with
at least one other student which, in turn, increases their sense of involvement in classroom
learning. This is also a great way to review the previous unit material.

2. Key Idea (10 min)- Remind students that

● A linear function can be written as y=mx+b.
● A linear function has constant rate of change, which is the slope of the line.
● The initial value is their y-intercept.

I. The teacher will go over the Think-Pair-Share activity and make the connection that a linear
function can be written in the form y = mx + b, where m is the slope and b is the y-intercept.

Examples -Plot the points from the table on the coordinate plane.Then, write a linear function represented
by the graph. Lastly, interpret what each part of the linear equation represents.

● “You are asked to write a linear equation for the function. How will you do this?”
Find the slope and y-intercept.

y= −25 x + 150 y = 52 x + 5
2
● The function is decreasing 25 units The function is increasing 5 units for every 2 units.
for every 2 units. The initial value is 5.
● The initial value is 150.

● The goal is for students to recognize that a linear pattern occurs when there is a constant rate of
change in a table of values or in a graph. In past units, students wrote linear equations in
slope-intercept form. What is new is the language—the linear equation is referred to as a
function. Students will recognize a pattern (constant rate of change) in the data and write the
function.
 Fordham University MST Adolescence Program
Ms.Almonte

Guiding Question:
● “What do you notice about the scaling on the axes for each problem?” Answers will vary.
Students should recognize that the x- and y-axes are scaled differently in examples(a) & (b).

3. Independent work - Use the graph or table to write a linear function that relates y to x.

● Give sufficient time for students to work through the four problems.
● From the graphs, students should be able to determine the slope. It is important that students pay
attention to how the axes are scaled when they record values for rise and run.

1. 2.

3. 4.

● Students will turn and talk to the person next to them and compare their responses. We will then
have a whole class discussion and share some of the similar and/or different responses that
students shared with one another.
 Fordham University MST Adolescence Program
Ms.Almonte

II. The teacher will read the problem to the class and translate it.The teacher will then analyze the
table as well as questions using the “Think Aloud” technique, so students can hear what their
thinking process should be when writing their linear function and interpreting their response.

Example- Real Life Application

You are controlling an unmanned aerial vehicle (UAV) for surveillance. The table shows the height
y (in thousands of feet) of the UAV x minutes after you start its descent from cruising altitude.

a. Write a linear function that relates y to x. Interpret the slope and the y-intercept.
“You can write a linear function that relates the dependent variable y to the independent variable x
because the table shows a constant rate of change. Therefore, to find the constant rate of change also
known as the slope use any two points from the table.”

Find the slope by using the points (0, 65) and (10, 60).

“Because the line crosses the y-axis at (0, 65), the y-intercept is 65.”

● Thus, the linear function is y = − 0.5x + 65.

● The slope indicates that the height decreases 500 feet per minute.
● The y-intercept indicates that the descent begins at a cruising altitude of 65,000 feet.

b. Graph the linear function.

m= −5 = −1
10 2

b=65

● The height of the UAV is decreasing 1,000feet for every 2 minutes.

● The initial height is 65, 000 ft.
 Fordham University MST Adolescence Program
Ms.Almonte

c. Find the height of the UAV when you stop the descent after 1 hour.

“ Because 1 hour = 60 minutes, find the value of y when x = 60.”

Write the equation.
y = − 0.5x + 65
Substitute 60 for x.
y = − 0.5(60) + 65
Simplify.
y = -35

So, the descent of the UAV stops at a height of 35,000 feet.

4. Formative Assessment Worksheet- 6.3 Practice A (see appendix)

● Students will begin working on problems 1-4 independently for the first five minutes. The
teacher will then ask students to share their answers within their group and complete the rest
together as a team. They are to work in groups (of 3-4 students). Each group member will be
given a role, predetermined by the teacher or volunteered by the students (left at teacher’s
discretion). Direct the groups to the group work rules and hand out group roles cards (see
appendix).

Differentiated instruction: Explain to students that representing a function table as a list of ordered pairs
is for convenience. Once the function is represented by ordered pairs, it can be graphed in a coordinate
plane. This is a visual representation of the function and is an excellent way to show students the
connection between algebra and geometry.

Students will work in groups to develop and practice skills in: decision making, problem solving, critical
thinking, negotiation, conflict resolution, and teamwork. This is meant to introduce group work to the
class as a tool so that students are relying on each other to comprehend the problem together, solving
together(when applicable) and explaining/justifying their positions to each other.

Students have the opportunity to work on the cumulative assessment at their own pace. They will have a
few days to complete the packet and bring it back with annotations such as questions that arose while they
were working on it.

Post Assessment- Cumulative Assessment- Write any questions you may have next to each section to
share with the class.

Homework Assignment- 6.3 Practice B (see appendix) *

 Fordham University MST Adolescence Program
Ms.Almonte

Appendix

( Group work rules & roles)

 Fordham University MST Adolescence Program
Ms.Almonte

Lesson 1
Fordham University MST Adolescence Program
Ms.Almonte
Fordham University MST Adolescence Program
Ms.Almonte
Fordham University MST Adolescence Program
Ms.Almonte

Sequence Chart
Fordham University MST Adolescence Program
Ms.Almonte
Fordham University MST Adolescence Program
Ms.Almonte
Fordham University MST Adolescence Program
Ms.Almonte
Fordham University MST Adolescence Program
Ms.Almonte
 Fordham University MST Adolescence Program
Ms.Almonte

Lesson 2- Comparing linear and nonlinear functions

Fordham University MST Adolescence Program
Ms.Almonte
Fordham University MST Adolescence Program
Ms.Almonte
 Fordham University MST Adolescence Program
Ms.Almonte

Lesson 3- Writing linear functions

Fordham University MST Adolescence Program
Ms.Almonte
 Fordham University MST Adolescence Program
Ms.Almonte

References

Complete Mathematics Curriculum for Middle School and High School. (n.d.). Retrieved
---March 15, 2017, from http://www.bigideasmath.com/

RubiStar Home. (n.d.). Retrieved December 04, 2016, from

---http://rubistar.4teachers.org/index.php