Grade level: 6-10

Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

TI-Nspire Activity: Function Properties Activity

By: Edward C. Nolan

Activity Overview
In this activity, students explore the meaning of
relations and functions. In addition, they investigate
different representations for relations and functions.
They examine how to determine whether a relation is
a function and investigate many different properties of
functions.

Concepts
 Relations and mappings  Continuity and discrete
 Representations of relations and  Maximum and minimum
mappings  Intercepts
 Functions  Increasing and decreasing
 Domain and range

Teacher Preparation
 This activity is designed for students to explore the definition and properties of
functions. It can be used to introduce students to the topics or as a review prior to
summative assessment.

The Classroom.
 This activity is designed to be done alternating between small group and whole class
discussion. Students work on their own and supported by the teacher as they work.
There may be occasions where the teacher regains the attention of the class to
share/gain observations from the class.

The Lesson

Stage 1: Learning about Relations and Functions

Students start the activity by investigating

relations and mappings. The student is given
the definition of a relation and asked to
change the representation of a relation from
ordered pairs to a table.

Page 1
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Next, students are asked to change the

representation of the relation to a mapping
and to a graph.

Emphasis should be made by the teacher

that when elements are repeated in the
domain or the range, they are not repeated in
the mapping.

Also, be sure that students are plotting the

ordered pairs correctly on the graph, with the
first coordinate plotted on the x-axis, the
second on the y-axis.

Students then apply the concept of relation to

a real world situation.

Students then look for a pattern in the real

world situation, which they can answer either
on the calculator or on the worksheet,
depending upon how the teacher wishes to
collect student understanding.

Connections can be made to the

representation of the constant rate of change
and how that appears on the graph
(connecting to linear functions).

Page 2
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

The students next connect to the definition of

functions as a subset of relations.

Students may need support in clicking,

grabbing, and dragging the vertical line
across the graph to test whether the relation
is a function.

There is a distinction made between the

definition of function and the characteristic of
functions using the vertical line test.

Students then apply the definition of function

to the earlier real world situation.

Stage 2: Properties of Functions

The students begin their study of properties

with domain and range. Remember to focus
on having the students use correct set
notation (using brackets around the sets),
placing the elements in numerical order, and
not repeating elements.

Next, students learn about continuity and

maximum and minimum. Students are asked
to identify maxima and minima on relations in
both ordered pair and graph form.

The students then are presented the

definitions for intercepts and interpret them
from a graph. The teacher can help reinforce
with students that x = 0 is the location of the
y-intercept and that y = 0 is the x-intercept.

Page 3
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Students conclude their study of the

properties of functions with determining the
intervals over which the function is increasing
or decreasing.

The teacher will need to work with the class

to have the students understand interval
notation. Having the students shade back to
the x-axis can be an effective re-teaching
strategy for determining increasing and
decreasing.

Analysis/Extension

The teacher can choose to have additional examples of graphs for students to identify
function properties. Examples like the second page of the exit card could be created by the
teacher to allow for differentiation in the classroom.

Assessment

Give each student the Exit Card to complete.

Page 4
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Exit Card Answer Key

Express as a table, a graph, and a mapping.
{ (5, 3), (-4, 2), (0, 4), (2, 3) }

x y 5
5 3 -4
3
-4 2 2
0
0 4 4
2
2 3

What is the domain and range of this relation?

Domain: { -4, 0, 2, 5 }

Range: { 2, 3, 4 }

Determine whether each graph represents a function. Explain how you know.

YES NO YES NO
It is a function because for each It is not a function because for some
x-value there is one and only one values of x (like 2), there are two
y-value. values of y (fails vertical line test).
Page 5
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Domain: -8 ≤ x ≤ 9 Domain: -6 ≤ x ≤ 9

Range: -6 ≤ y ≤ 8 Range: -5 ≤ y ≤ 9

Continuous? Yes No Continuous? Yes No

Maximum: 8 Maximum: 9

Minimum: -6 Minimum: -5

Increasing: -8 < x < -4 and 2 < x < 9 Increasing: 0 < x < 9

Decreasing: -4 < x < 2 Decreasing: -8 < x < 0

Page 6
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Pages of the Activity

Page 7
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Page 8
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Page 9
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

Page 10
 Grade level: 6-10
Subject: Pre-Algebra/Algebra I
Time required: 60 minutes

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