EMS 470/472/572/474 Template 2

NC Math 4
Composition Functions and how to apply them within a given context

Mathematics Learning Objectives:

SWBAT explain the composition of two functions in a context.
SWBAT find the composition of two functions.
SWBAT apply a composition of two functions into a given context and apply the resulting functions.

Language Demands:
1. Vocabulary/Symbols: Composition, f (x),( f ∘ g)(x)=f (g( x )), composite function
2. Language supports: First off, students will be introduced to the terminology and symbols used at the
start of the lesson in the warm-up. Then, as students work, they can discuss with their partners and in
the class conversation at the end of the period.
3. Mathematical Precision: Students will have to know the definition of composition and be clear about
the order of composition when solving for composition functions. Moreover, students will have to
monitor their units when completing the task worked on in the lesson.
4. Discourse and/or Syntax: During class conversations students will be able to present their thoughts to
others and engage in a meaningful discussion about the mathematics at hand.
5. Language supports: All new terminology will be introduced to them by the teacher. There will be clear
definitions and examples presented to students to strengthen their understanding of any new terms.

Essential Question:

How can we apply mathematics to real-world situations?

What are the different ways to represent the patterns or relationships?

What strategies can be used to solve for unknowns in algebraic equations?

NC Math Standards:
NC.M4.AF.1.1 Execute algebraic procedures to compose two functions.

NC.M4.AF.1.2 Execute a procedure to determine the value of a composite function at a given value when the
functions are in algebraic, graphical, or tabular representations.

Standards for Mathematical Practice:

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

Materials:
Composition Functions Task:
https://docs.google.com/document/d/16Exlh8t3qTS3mDC7EcvrhsdTuVGTwMND_9wHH87_Ya4/edit?
usp=sharing
EMS 470/472/572/474 Template 2

Task Solutions: https://drive.google.com/file/d/1dkCZlBNzdBA_xM8XlBaQoX2JqzDeDD0Q/view?usp=sharing

Warm up slides: https://docs.google.com/presentation/d/1JMkprP1bXADwTbf7tR5us05RRAg0MiS8_-
_B9hvHRUA/edit?usp=sharing
Exit Ticket:
https://docs.google.com/document/d/1PV4tXEuBcVvhXhvKXZbViK2HLEQ3C6GbwkED5Yf7Cto/edit?
usp=sharing
Discussion Jamboard:
https://jamboard.google.com/d/1Foj5w2nyCfU6Ci3bqIyx5pg9p5n9j_mnL41A9anTqsc/edit?usp=sharing
Differentiation:
To address the needs of diverse learners, students can be given extra time to work on an activity, see the
activity before class to review it so they have an idea of the assignment before starting, or be placed into
specific groups to assure they will remain on task. Moreover, if there are any students with language barriers,
copies of the assignments can be made in their first language.

Prior Knowledge:
Students will use their understanding of single-variable functions, graphing functions, and solving for unknown
variables either algebraically or graphically.

Time: Assume 90 minutes (high school), or 60 minutes (middle school)

Time Lesson Component
15-20 Warm Up: There is a google slide presentation attached in the materials to have students think about
min the order of computing values. Kohl's example should spark some conversation around solving things
in different orders and can give different responses. Give students a few minutes to work on this
problem on their own then create a classroom discussion regarding their responses/reasoning to the
question.
Part Anticipated Solutions for Warm Up: Instructional Support for Warm Up:
of A short explanation of the correct solution to the Possible Questions:
time warm up is listed in the teacher notes on the Which order do you think is best to save the
abov slideshow. most?
e Students might think backwards and think taking
$10 of a bigger number then taking a percentage What would happen if our price before checkout
will result in a lower final price. was $100? What would the final cost be in both
scenarios?

Will you save more money taking 20% off of a

bigger purchase or a smaller purchase?
30-35 Task/Activity 1 of lesson: Students will be working through the composite function’s task attached
min above. Students can work with a partner of their choice but each student has to write/type their work
out and submit their own document. When introducing the task make sure students understand the
context of the assignment to remove any room for misunderstandings (read out the context of the
task before students start working and see if students have questions). Have students attempt
question 1 and 2 of the task and go over the responses they get. Then go back to the slideshow the
warm up was on and go over the last two slides to introduce the definition of composition functions
along with the notation. After providing these definitions, direct their attention back towards the rest
of the composition functions task. After launching the rest of the task, monitor the students’ progress
by walking around the room and seeing if any students have questions. Moreover, asking directed
EMS 470/472/572/474 Template 2

questions towards each group can be possible to confirm students are understanding the task. It
would be worth checking their equations for question 3 to assure students are in the right place
before they try to provide context to the equations and/or solve for values backwards using the
equations.

Part Anticipated Solutions for Activity 1: Instructional Support for Activity 1:

of The correct solutions to the activity are attached How can we create the equations f(x) and t(x)
time under the materials. with the given context?
abov Students may encounter difficulty in interpreting What operations are we doing in (t∘f)
e the composite functions in the given context. (x) and (f∘t)(x)? How could we
Some students may interpret them backwards or contextualize each step in these
not be able to connect them at all. Moreover, equations?
students may not be able to recognize the Are (t∘f)(x) and (f∘t)(x)? What is the
difference between each function or why this difference between these two
difference exists. Finally, students may have equations? Why?
difficulty solving the equation backward Between the input and output values, what does
each represent in terms of the context of the
(questions 6 and 7) or may not realize they can
solve it graphically. problem?
Let’s say there was a $50 discount available that
does get taxed but the fee still is not taxed. How
would this impact our equation(s)?
15-20 Task/Activity 1 Whole Group Discussion: As students finish up the task have them post responses on
min the google jamboard located in the materials part of the lesson plan. Some of the questions are the
same and others are slightly different but have them work through it and use it as a tool for the
discussion. However, start the discussion by assuring each student got the same t(x) and f(x) to avoid
any miscommunications. Either a student can share their response or the teacher can present the
correct answer. Then transition to the Jamboard where students can read other students’ responses
and a few can talk through their responses. Go through each slide of the Jamboard in order so the
questions build upon one another. At slide 3 (the one pertaining to graphs) have students share their
responses to questions 6 and 7 to demonstrate how this can be done algebraically or graphically.
Connect this back to properties of functions in general to show composition functions still behave as
normal functions as compositions are simply an operation. Finally, for the last slide of the Jamboard
give students time if they have not already attempted it then have a few students share their
responses. Use this last question as a recap tool to go over the concepts at hand and measure if
students truly understood how the composition operation was used and if they can contextualize a
function.

5-15 Closure:
min To recap information ask for any additional questions after going over the entirety of the task and
through the jamboard. If there are any areas of confusion try to clarify them or if most students
appear to be lost go over concepts again. To wrap up class, give students the exit ticket and have
them turn it in before they leave. Use the responses on the exit tickets (along with the
activity/jamboard responses) to see if students have met the learning goals for the lesson.
Assessment:
Students can demonstrate their understanding through the task they complete, their responses in
discussions (either the warm up activity or the task discussion), and the exit ticket. The teacher should
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have a digital copy of the Jamboard to review their responses and a paper copy of all of the exit
tickets to check for understanding. For the task used responses can be collected (if a paper copy is
used) or a google doc can be shared (if students complete the activity on a computer. Take into
account the discussion responses along with the collected work to assess the students’ understanding
of the material.