5-Day Learning Map

Summary of Unit:
What topics will be covered?
Dependent Variables
Independent Variables
Function Input (Domain)
Function Output (Range)
Graphing a function

What overall attitudes or sensitivities should students build towards these

topics?
Students should understand the basic concept of input and output and how that
relates to the concept of a function. Building on that, they should understand
what a variable means, and then move into understanding an independent
variable and a dependent variable. Then they must understand the relationship
between these variables to create a function and then how functions are used in
higher Math, Science and Real World applications.

What should students know before this unit?

Slope
linear equations
Slope
How to determine slope
Graphing Lines
X intercept
Y intercept
X as an independent variable
Y as a dependent variable.

What should students know or be able to do by the end? B ​ y the end of the unit, students should be able to answer the
questions that are listed below. However these questions must be answered in three ways:
i) They must give a general definition to the questions below.
ii) When given a mathematical problem, they should be able to answer the questions in the context of the problem.
iii) When provided an example of a function in a real life context they must be able to identify and answer the questions in the
context of the real life application. Students should know what a function means and how it is applicable to every day life and to
many things around us.

What is the function?

What is a Domain of a function?
What is the Range of a function?
What does it mean to be an element of the Domain or Range?

Day 1 Day 2 Day 3 Day 4 Day 5

​ tandard:
S ​ tandard:
S ​ tandard:
S ​ tandard:
S ​ tandard:
S
Standard Understand that a Understand that a Understand that a Understand that a Understand that a
Grade Range:​ 7–12 function from one set function from one set function from one set function from one set function from one set
​ Content Area: (called the domain) to (called the domain) to (called the domain) to (called the domain) to (called the domain) to
Mathematics
another set (called the another set (called the another set (called the another set (called the another set (called the
​ ategory
C ​ range) assigns to ​ range) assigns to ​ range) assigns to ​ range) assigns to ​ range) assigns to
Interpreting each element of the each element of the each element of the each element of the each element of the
Functions domain exactly one domain exactly one domain exactly one domain exactly one domain exactly one
​ Cluster: element of the range. If element of the range. If element of the range. If element of the range. If element of the range. If
Understand the
f is a f is a f is a f is a f is a
concept of a ​ function and x is an ​ function and x is an ​ function and x is an ​ function and x is an ​ function and x is an
function and use element of its domain, element of its domain, element of its domain, element of its domain, element of its domain,
function notation. then f(x) denotes the then f(x) denotes the then f(x) denotes the then f(x) denotes the then f(x) denotes the
[Learn as a general output of f output of f output of f output of f output of f
principle; focus on
corresponding corresponding corresponding corresponding corresponding
linear and ​to the input x. The ​to the input x. The ​to the input x. The ​to the input x. The ​to the input x. The
exponential and on graph of f is the graph graph of f is the graph graph of f is the graph graph of f is the graph graph of f is the graph
arithmetic and of the equation y = f(x). of the equation y = f(x). of the equation y = f(x). of the equation y = f(x). of the equation y = f(x).
geometric
sequences.]

The Leading Essential Leading Essential Leading Essential Leading Essential Essential Question
Essential Question; Day 1: Question; Day 2: Question; Day 3: Question: Day 4: Day 5:
Question Given the graph of
f(x); how do you
and the Given a graph of ​Given the graph of ​Given the graph of ​Given the graph of identify “y”, how can
Leading function “f”, can f(x), can you f(x), can you f(x), can you you identify all the
Essential you identify the identify the domain identify the range elements of the
Questions: “domain” of the
identify the input to independent and and list all the and list all the function, and how
NOTE:   the function and the dependent elements of the elements of the do you identify all
output of the variable and relate domain? range? the elements of the
Each day the “range” of the
function? them to the input and function?
students will output of the
be presented
function?
with an
essential
question. I
call this the
“Leading
Essential
Question”. At
the end of the
week, all the
leading
questions will
feed into, or
combine to
comprise the
Main
Essential
Question
which is
listed below.
This is of
course also
the Essential
Question for
Day 5.
The
Essential
Question:
Given the graph
of f(x); how do
you identify “y”,
how can you
identify all the
elements of the
“domain” of the
function, and
how do you
identify all the
elements of the
“range” of the
function?
Relevance in DAY 1: DAY 2: DAY 3: DAY 4: DAY 5:
your class
​What is being ​What is being ​What is being ​What is being ​What is being
Prior to this covered before and covered before and covered before and covered before and covered before and
class, students after this content? after this content? after this content? after this content? after this content?
will learn about
and need to be This is the first day of Prior to this class, Prior to this class, Prior to this class, Prior to this class,
proficient in the this unit. Prior to this students reviewed students will students will need to students will need to
concept of class, students will graphing a function understand and be understand the understand the
independent need to understand the on the XY axis. able to identify the concept of the concept of the
variables, basics of graphing in Students dug deeper independent and “domain” as the input “range” as the output
dependent the xy axis and what into the definition of a dependent variables in to a function, and that to a function, and that
variables, that means. After this function, the input and a function. In our case the elements of the the elements of the
graphing on an content, students will output of a function we have been working domain refer to the range refer to the
XY axis, and the dig deeper into the and the various types with f(x) and the (possible and actual) (possible and actual)
concept of slope. concept of the input of functions with independent variable inputs to a function. outputs to a function.
Students need to and output of a various inputs and is “x” the dependent After this content, After this content,
be able to graph function and how that outputs. After this variable is “y”. After students will work students will be able
points relates to the content, students will this content, students with functions and be to answer the essential
corresponding to independent and learn the concept of will learn the concept able to graph a question. After this
a linear equation dependent variables of “domain” as the input of the “range” as the function, identify the content students will
in one and two the function f(x). to a function, and that output to a function, elements of the range, also be able to make
variables. Then, the elements of the and that the elements and the elements of real world
they must What specific skill domain refer to the of the range refer to the domain. connections to the
understand what levels-- initiating, (possible and actual) the (possible and classroom content.
the slope means developing, and inputs to a function. actual) outputs to a
and how to mastery--do your What specific skill function. What specific skill
determine the students have? levels-- initiating, What specific skill levels-- initiating, What specific skill
slope of the developing, and levels-- initiating, developing, and levels-- initiating,
graph that they Students will be able mastery--do your developing, and mastery--do your developing, and
have plotted. to answer the students have? mastery--do your students have? mastery--do your
Often students following questions: students have? students have?
are able to plot Students will be able Students will be able
the points in a --​ What is a variable? to answer the Students will be able to answer the Students will be able
graph, however -- What is the slope? following questions: to answer the following questions: to answer the
they do not following questions: following questions:
necessarily Students will need to --​ What is an --​ What is the range of
understand what be able to plot points independent variable? --​ What is the domain the function? --​ What is an
a slope is and of a linear equation --What is a of the function? independent variable?
what a negative on an XY axis. dependent variable? --What are the --What is a
or positive slope --What are the elements of the range dependent variable?
means, and what Students will be able Students will need to elements of the of the function? -- What is a slope?
the relationship to identify a function, be able to plot a domain of the Students will need to
between the and identify the input function on the XY function? -- Identify the be able to plot points
variables ``x" and output of a axis, and identify the elements of the range of a linear equation
and "y" means. function. input, output of the -- Identify the of the function on an on an XY axis.
In my initial function based on the elements of the XY axis.
pre-assessment I How will you graph. domain of the How will you
will gauge the develop them function on an XY --List the elements of develop them
students' further? Students will clearly axis. the range of a given further?
understanding of understand that “x” is function.
these concepts. In ​Use Technology​ for given as the --List the elements of Math Games:
order to develop interactive independent and the the domain of a given How will you use Math Jeopardy;
these concepts simulations to see function “f(x)” is also function. develop them break class into teams,
further, I will how “y” or f(x) is denoted as “y” is the further? and students will need
show them a dependent on x. Also dependent variable How will you to identify the domain
video. Also, they to identify the domain because it’s value develop them Students will create and range of a
will complete a and range on the depends on x. further? their own function function.
group activity in graph. machine​ using an
which they will How will you Students will create everyday example; Domain/Range
be given a real Visuals:​ Handouts develop them their own function and use an item of Matchup Game:
life example of with visual further? machine​ using an interest as the variable prepare a
an independent depiction of everyday example; quantity “x” e.g domain/range
variable and will functions. Video ​that explains and use an item of skateboards, video matchup game and
calculate the interest as the variable games, candy etc. create a set of 24
functions in a fun
dependent Vocabulary: quantity “x” e.g Students will identify cards such that twelve
variable and then Handout with key way: skateboards, video the elements of the of the cards should
plot it on a graph. vocabulary. Wall range of this function. contain graphs of
https://study.com/ac games, candy etc.
For example; posters with Students will identify lines on a coordinate
How much milk vocabulary. ademy/lesson/introd the elements of the Students will work plane and the other
is needed for ice Possible handout in small groups on twelve cards should
uction-to-functions. domain of this
cream. with translation of function. projects​ that explore list the domain and/or
--How much key vocabulary for html real world examples range represented by
salary is needed ELL students(if of functions. the functions that are
Direct instruction​ in Students will work
to buy a car. needed). in small groups on graphed on the
the form of a
--How will you projects​ that explore Think Pair Share: original cards.
PowerPoint
develop them Daily Math real world examples Students will work Students will work
presentation.
further? Journal: ​Place of functions. to solve 2 -3 within their group and
Include the
 worksheets, class following video in remaining take turns matching
handouts in Math the Think Pair Share: problems. They can the domain/range to
Journal. lecture/powerpoint Students will work talk to other the graph of the
presentation. to solve 2 -3 students (only at function.
Think Pair https://www.youtub remaining their own table) to
Share:​students will e.com/watch?v=52t problems. They can work through the Real Life Relevance
work to solve 2 -3 pYl2tTqk talk to other problems Video and
remaining Think Pair students (only at Discussion:
problems. They can Share:​students will their own table) to Daily Math I will incorporate
talk to other work to solve 2 -3 work through the Journal: ​Place discussion after
students (only at remaining problems worksheets, class watching a video, or a
their own table) to problems. They can handouts in Math few videos about real
work through the talk to other Daily Math Journal. life relevance of
problems students (only at Journal: ​Place functions.
their own table) to worksheets, class
work through the handouts in Math
problems Journal.

Purpose for DAY 1: DAY 2: DAY 3: DAY 4: DAY 5:

learning in What are prevalent What are prevalent What are prevalent What are prevalent What are prevalent
your subject expectations in your expectations in your expectations in your expectations in your expectations in your
area content area for content area for content area for content area for content area for
previous and previous and previous and previous and previous and
T​his unit is following grades? following grades? following grades? following grades? following grades?
extremely
important for The prevalent The prevalent The prevalent This unit is
expectations are expectations are The prevalent expectations are extremely
future Physics,
Chemistry, that students that students need expectations are that that students need important for
Mathematics, understand the to know and students need to know to know and future Physics,
and Higher concept of a understand what a and understand what understand what an Chemistry,
Mathematics variable and a function really an input means in output means in Mathematics, and
subjects. linear function from means...what it general and then build general and then Higher
Mathematical previous classes. means when a upon that to build upon that to Mathematics
Modeling relies understand what the understand what the
But also, take this machine or a subjects.
on functions, input of a function
Statistics relies
concept and be able process has an input output of a function Mathematical
to apply it to the and what that really means. In this really means. In this Modeling relies on
heavily on class, students will
functions, concept of a relationship is to class, students will functions, Statistics
function or a the output. It is the learn to refer to the learn to refer to the relies heavily on
Calculus,
Physics and “function machine”. relationship input as the domain output as the range functions, Calculus,
C​hemistry use And then between an input and in future classes, and in future Physics and
functions. understand that in and the output of a high level math classes, high level Chemistry use
Basically , the the working of a function that is the classes and real life math classes and functions. Basically
concept of function and the essence of this unit applications students real life the concept of
functions, input depiction on an XY and is a basic and will be able to applications functions, input and
and output and axis, for example, fundamental understand and often students will be output and the
the relationship
when variable “x” concept that will be identify the elements able to understand relationship
between the
input and and “y” are used; used in future of the domain. and often identify between the input
output forms a the value of one learning and real the elements of the and output forms a
foundation for variable is world applications. range. foundation for
many concepts dependent on the many concepts in
in higher other. That a higher Mathematics
Mathematics function is and the real world.
and the real essentially the
world. “dependent”
variable.
Real world How might some How might some of How might some of How might some of How might some of
application of of these skills be these skills be applied these skills be these skills be these skills be
content applied in college in college or career applied in college or applied in college or applied in college or
Soda, Snack , or career settings settings outside of career settings career settings career settings
Stamp machines. outside of K-12 K-12 classrooms? outside of K-12 outside of K-12 outside of K-12
Circle classrooms? S​oda, Snack , Stamp classrooms? classrooms? classrooms?
Measurements, S​oda, Snack , machines. Circle S​oda, Snack , Stamp S​oda, Snack , Stamp S​oda, Snack , Stamp
measurement of a Stamp machines. Measurements, machines. Circle machines. Circle machines. Circle
shadow, Circle measurement of a Measurements, Measurements, Measurements,meas
economics and Measurements, shadow, economics measurement of a measurement of a urement of a
Money Math, Car measurement of a and Money Math, shadow, economics shadow, economics shadow, economics
Efficiency, shadow, economics Car Efficiency, and Money Math, and Money Math, and Money Math,
Geometric and Money Math, Geometric patterns, Car Efficiency, Car Efficiency, Car Efficiency,
patterns, are just Car Efficiency, are just some Geometric patterns, Geometric patterns, Geometric patterns,
some examples of Geometric examples of how are just some are just some are just some
how functions are patterns, are just functions are used in examples of how examples of how examples of how
used in​ r​ eal world some examples of real world functions are used in functions are used in functions are used in
applications. I how functions are applications. I will real world real world real world
will incorporate used in real world incorporate applications. I will applications. I will applications. I will
examples, and applications. I will examples, and hands incorporate incorporate incorporate
hands on project incorporate on project and examples, and hands examples, and hands examples, and hands
and worksheet examples, and worksheet problems on project and on project and on project and
problems that hands on project that connect to real worksheet problems worksheet problems worksheet problems
connect to real and worksheet world experiences that connect to real that connect to real that connect to real
world experiences. problems that world experiences world experiences world experiences
connect to real
world experiences.