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Relations and Functions Lesson Plan-2

This lesson plan outlines a lesson for 8th grade students on functions and ordered pairs. The objective is for students to determine if a mapping diagram shows a function. The teacher will explain functions, ordered pairs, and use examples from the textbook. Students will work independently to identify functions from diagrams and complete a worksheet. The teacher will check for understanding and differentiate instruction as needed. Student understanding will be assessed based on their ability to identify functions from diagrams. The next lesson will focus on graphing ordered pairs.

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240 views4 pages

Relations and Functions Lesson Plan-2

This lesson plan outlines a lesson for 8th grade students on functions and ordered pairs. The objective is for students to determine if a mapping diagram shows a function. The teacher will explain functions, ordered pairs, and use examples from the textbook. Students will work independently to identify functions from diagrams and complete a worksheet. The teacher will check for understanding and differentiate instruction as needed. Student understanding will be assessed based on their ability to identify functions from diagrams. The next lesson will focus on graphing ordered pairs.

Uploaded by

api-524919792
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Rivier University

STUDENT TEACHER LESSON PLAN


Camryn Santiago

Day: Monday Date: 10/26/2020


Subject:​ Relations and Functions

Common Core Standard(s):


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.​1
Objective(s):​ ​At the end of this lesson my students will be able to​ determine whether or not a
mapping diagram shows a function.

Resources/Materials List:
● Big Ideas Math link
○ You will be using pages 244-245
● Worksheet for each student (at the end of this lesson)
● Whiteboard
● Projector

Procedure:
1. Have students come in to class and sit at their desk
2. Explain that today we are going to start our functions unit.
3. Ask if anyone knows what a function is. Tell students that a function is when every input
has only one output.
4. Open the Big Ideas Math link to page 244.
5. Ask if anyone knows what an ordered pair consists of. Tell students it shows the input
and output.
6. Read the introduction of ordered pairs and the key idea.
a. Make sure to stop and ask if any students need clarification of anything.
7. Once ready, move on to example one. Explain how the input is in blue and the output is
in red. Show the relation between the mapping diagram the ordered pairs.
a. Create an ordered pair and then ask students to create one from the mapping
diagram. Have them explain how they got it.
8. Move on to the red “On Your Own” section.
a. Read the directions and explain what students need to do.
b. Ask a student to explain what they are trying to find.
c. Send them off to try it on their own.
9. Move on to example 2.
a. Reiterate that a function is when each input only has one output.
b. Do example 2 together as a class.
10. Move on to example 3.
a. Go through this as a class by constantly asking for volunteers to answer
questions.
b. Ask if people need anything to be clarified.
11. “On Your Own”
a. Ask students to volunteer their answers and reasoning.
12. Handout worksheet.
a. Walk students through each section on 6.1 pg. 187.
i. Explain the directions
ii. Tell them to only do the problems in that section.
iii. Go over answers with volunteers coming to the board.
b. Once completed, tell students to work on the back side of the sheet except for
number 7. They may do number 7 if they finish early.
i. Give students 5-10 minutes to work independently, then start going over
the answers.
ii. Have students provide an explanation for each answer.
13. Collect sheets to look over and assess.

Plans for differentiation:


● Student may need slower directions or more explanation
● Students who finish fast can work on number 7
● Students may work with a para
● Students may need visual or verbal cues
● Students may need extra time to finish this assignment

Plans for accommodation/modification:


Accommodation:
● Students may need the Big Ideas Math introduction as a paper copy

Modification:
● A student may focus on only doing the front side of the sheet

Assessment:​ I will know students have reached the objective when they can use a mapping
diagram to determine if ordered pairs represent a function or not.

What’s next?​ Next, we will work on graphing ordered pairs to determine if they represent a
function.

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