ST8LinearandNonlinearFunctions

Lesson6
byJennaVolkmann

Details
1.1IntegrationofLearningOutcomes
Students will be able to identify functions as linear or non-linear.
Students will be able to describe a function using the words increasing, decreasing, and constant.

1.2Standards
CCMA
2010.8.F.3

Interprettheequationy=mx+basdefiningalinearfunction,whosegraphisastraight
line;giveexamplesoffunctionsthatarenotlinear.Forexample,thefunctionA=s2giving
theareaofasquareasafunctionofitssidelengthisnotlinearbecauseitsgraphcontains
thepoints(1,1),(2,4)and(3,9),whicharenotonastraightline.

CCMA
2010.8.F.4

Constructafunctiontomodelalinearrelationshipbetweentwoquantities.Determinethe
rateofchangeandinitialvalueofthefunctionfromadescriptionofarelationshiporfrom
two(x,y)values,includingreadingthesefromatableorfromagraph.Interprettherateof
changeandinitialvalueofalinearfunctionintermsofthesituationitmodels,andinterms
ofitsgraphoratableofvalues.

1.3AnticipatorySet
Labeleachexampleasafunctionornotafunction.Reviewtherulesofafunction.
1.(3,3,)(4,2)(5,6)(6,7)Function
2.(4,6)(4,5)(2,3)(7,4)NotaFunction
3.(4,3)(6,4)(8,5)(4,3)Function
4.(4,2)(4,5)(4,7)(4,1)NotaFunction.
Havestudentssharewithapartnerandexplainwhyeachoneisorisnotafunction.

1.4Procedures
1.ReviewWarmUp

2.Notes:

LinearFunctionAfunctionthatformsastraightlinewhengraphed
o Includesslopeandyintercept
o Doesnotincludeexponents

3.Domain3Lesson14Packet(pg150).HavepacketontheSMARTboard.

#7asaclass
Havestudentsdo#1,3and8independently

4.Notes:

Describingfunctionsongraphs
o Increasing(numbersgettinghigher)
o Decreasing(numbersgettinglower)
o Constant(numbersstayingthesame)

5.Domain3Lesson15Packet(pg159).HavethepacketontheSMARTboard.

Doproblem#1asclass,reviewdefinitionsfromnotesasyouworkthroughproblem

6.Domain3Packet(pg169)

Havestudentscomplete#1,2,4,5,independently

1.5Differentiation
Since this is a learning support classroom, the lessons are already differentiated for all students. The
students spend more time on each topic compared to the typical 8th grade math class. The students are
given more examples. There is also an instructional aide to provide additional support.

1.6Closure
Domain 3 Packet (pg 169)

Have students complete # 1,2, 4, 5, independently

If time allows, review as a class and collect. If not collect packet.

1.7Formative/SummativeAssessmentofStudents(P12)
Formative:Observestudentsastheycompletetheirpacket.Reviewandcheckpacketattheendofclass.
Homeworkwillalsobeusedasaformativeassessmentwhenitisdue.
Summative:StudentswillcompleteafinalpacketasanassessmentonFriday.

1.8Materials/Equipment

Student'snotebooks
Domain3PSSAReviewPacket

1.9Technology

SMARTboard
ScientificCalculator

2.1ReflectiononPlanning
This lesson covers two main topics. My original plan was to do this as two different lessons but as I taught
the previous lessons I learned that the students were able to pick up functions quicker than I had imagined.
With special education, it is even more difficult than a typical classroom to predict how the students will do
with a topic. The students surprised me with how fast they understood functions and how quickly we moved
through the PSSA review packet for the previous lessons. These two lessons were short, relatable and easy
to combine.
The warm up reviewed basic function skills. I did this to give the students a chance to review basic skills
before moving on to more complex topics. I had the students compare with a partner so they could work on
verbally explaining why the relation was a function. On the PSSAs students will have to explain their work
and how they solved a problem. My goal for having the students explain to a partner is to give them
experience explaining how they did the math. This will help them practice for the PSSAs.
My notes are short and to the point to keep the students engaged. Many of the students are also in a special
education language arts class and struggle with reading or writing. Having short notes allows the students to
practice taking notes but gives them the important information only. I wanted to review the words
increasing, decreasing, and constant to help them with the problems. If they got those words mixed up,
they would get all the answers wrong in their packet.
I am interested to see how the students will do working independently. Usually I do each problem with them
in PSSA review packets and leave 1 or 2 for them to do on their own. I decided to allow them to work on it by
themselves so they can use their knowledge and test themselves on if they know how to use the skill or not.
Overall, this lesson is well planned out and has enough work to fill the whole class period and to keep the
students engaged.

2.2ReflectiononInstruction
IamgladIdecidedtocombinethesetwolessons.First,becausethestudentswereabletocompletethem
withinthetimegivenanddemonstratedtheyunderstoodthecontent.Second,becauseweendeduphaving
twosnowdaysthisweeksothestudentswouldhavemissedoneoftheselessonsduetotimelimitsbefore
thetest.Thelessonwentwell!Thestudentsweresuccessfulwiththewarmupandwereabletoexplain
whetherarelationwasafunctionornot.ThiswasalsoagoodreviewbecausetheydaybeforeIhadatleast
3absentstudentsand2studentswenttothenurseduringclass.Thisallowedmetotesttheirknowledge
fromthepreviouslesson.

Thenoteswentwell.Thestudentscopiedthem,askedgoodquestionsandwereabletodoexampleswith
me.Thestudentswereveryengaged.Mr.Henryhadtodoprogressmonitoringduringsecondperiod.I
taughthalftheclassthelessonwhiletheotherhalfdidprogressmonitoringthenweswitched.Thiswas

greatbecauseIgottoworkmoredirectlywithstudentsandteachtotheirlevels.Ihadaboutsixstudents
eachtime.Itallowedmetotrulyseehowtheyweredoingwiththelesson.

IdidnotcollecttheirpacketsbecausetheyneeditforonemorelessonbutIwasabletowalkaroundduring
theclosureandseehowthestudentsweredoing.Theyallseemedtodoreallywell.Iaminterestedtosee
howtheywilldoontheirhomeworkandunittest.Ibelievetheywilldowellbasedontheirparticipationin
theclass.