SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
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3.1 Getting Ready for a Pool Party A Develop Understanding Task
Sylviahasasmallpoolfullofwaterthatneedstobeemptiedandcleaned,thenrefilledforapool
party.Duringtheprocessofgettingthepoolready,Sylviadidallofthefollowingactivities,each
duringadifferenttimeinterval.
Removedwaterwithasinglebucket
Filledthepoolwithahose
(samerateasemptyingpool)
Drainedwaterwithahose
(samerateasfillingpool)
Cleanedtheemptypool
Sylviaandhertwofriendsremovedwaterwith
herthreebuckets
Tookabreak
1.Sketchapossiblegraphshowingtheheightofthewaterlevelinthepoolovertime.Besureto
includeallofactivitiesSylviadidtopreparethepoolfortheparty.Rememberthatonlyoneactivity
happenedatatime.Thinkcarefullyabouthoweachsectionofyourgraphwilllook,labelingwhere
eachactivityoccurs.
2.CreateastoryconnectingSylvia’sprocessforemptying,cleaning,andthenfillingthepooltothe
graphyouhavecreated.Doyourbesttouseappropriatemathvocabulary.
3.Doesyourgraphrepresentafunction?Whyorwhynot?Wouldallgraphscreatedforthis
situationrepresentafunction?
1
SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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3 . 1 Getting Ready for a Pool Party – Teacher Notes A Develop Understanding Task
Purpose:Thistaskisdesignedtodeveloptheideasoffeaturesoffunctionsusingasituation.
Featuresoffunctionssuchasincreasing/decreasingandmaximum/minimumcanbedifficultfor
studentstounderstand,eveninagraphicalrepresentationiftheyarenotusedtoreadingagraph
fromlefttoright.Asituationusingthewaterlevelofapooloveraperiodoftimecanprovide
opportunitiesforstudentstomakeconnectionstothesefeatures.Whilesomepartsofthegraph
needtocomebeforeothers(emptyingthepoolbeforefillingthepool),othersituationscanbe
switchedaround(emptyingthewaterwithbucketsandemptyingthewaterwithahose).Thekey
featuresofthistaskinclude:
• Thesketchofthegraphisdecreasingwhenthewaterisbeingemptiedfromthepoolandthegraphisincreasingwhenthepoolisbeingfilledwithwater.
• Thesketchofthegraphshowsaheightofzeroduringaperiodoftimewherethepoolisemptyandbeingcleaned.
• Thesketchofthegraphiscontinuouswhenthehoseisused(bothforfillingandemptying)andthattherateofchangeisthesamebothwhenfillingandwhenemptying.
• Thesketchofthegraphlookslikea“stepfunction”whenusingabucket,withthewaterleveldroppingthreetimesfasterwhenSylviahasfriendsassisting.
• Studentscommunicatetheirunderstandingofgraphsinpart2• Studentsexpressthatthissituationisafunctionbyindicatingthateveryinputoftimehas
exactlyoneoutputrepresentingthedepthofwater.
CoreStandardsFocus:
F.IF.4Forafunctionthatmodelsarelationshipbetweentwoquantities,interpretkeyfeaturesofgraphsandtablesintermsofthequantities,andsketchgraphsshowingkeyfeaturesgivenaverbaldescriptionoftherelationship.Keyfeaturesinclude:intercepts;intervalswherethefunctionisincreasing,decreasing,positive,ornegative;relativemaximumsandminimums;symmetries;endbehavior;andperiodicity.�
RelatedStandards:F.IF.1,A.REI.10,F.IF.5,F.IF.7
SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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StandardsforMathematicalPracticeofFocusintheTask:
SMP1–Makesenseofproblemsandpersevereinsolvingthem
SMP3–Constructviableargumentsandcritiquethereasoningofothers
TheTeachingCycle:
Launch(WholeClass):
Readtheinitialsituationandthefirstquestion.Makesurestudentsunderstandtheyaretographa
situationwhereallmethodsforemptying,cleaning,andthenfillingthepoolareusedinthe
problem.Whentheyhavecompletedtheirgraph,theyaretowriteastoryconnectingSylvia’s
processforemptying,cleaning,andthenfillingthepooltothegraphtheyhavecreated.
Explore(SmallGroup):
Yourstudentsmayalreadybefamiliarwithstrategiesforcreatinggraphsgivenasituation.They
arealsofamiliarwithslopeandrateofchangeaswellasgraphingcontinuousandnon-continuous
situations(itcanbearguedthatthegraphiscontinuousevenduringthebucketremovalasthereis
notaninstantaneousjump).Thecontextofthisproblemfocusesondecreasingandincreasing
intervalsofthegraph,rateofchange,andtheideaofafunctionbeingacontinuouslinear
relationshipvsasituationwhoseratechangesina‘stepfunction’fashion.Duringthemonitoring
phase,pressstudentswhoarenotbeingspecificenoughbyaskingquestionssuchas:
• Whatishappeningduringeachintervaloftimeontheirgraph?
• Compareandcontrastthedifferentactivities.Howshouldthegraphforthesesituations
looksimilar?Different?
Thiswillhelpbringoutthefeaturesoffunctionsdescribedinthislesson(seepurposestatement
above).Otherthanthefeaturesoffunctionslistedabove,thistaskalsosurfacestheideaofdomain
andstepfunctions.Ifyoudonothaveanystudentscreateastepfunctionrepresentationduringthe
bucketsituation,buttheydoshowadiscreterepresentation,plantousethisduringthediscussion
partofthelessontogetathowthedomainiscontinuous,evenifthegraphisnot.
Havestudentssharetheirstorywithapartner,thenhavethemdiscusswhattheyagreeaboutwith
eachother’sgraphaswellaspossibleerrorsintheirthinking.
SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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Discuss(WholeClass):
Choosestudentstosharewhohavethefollowingaspartoftheirgraph.(Besurestudentswhoare
sharingcanalsoshowtheirgraphstoallstudentswhileexplainingthefeaturesoftheirgraphs):
• Student1:haveastudentsharethathaslabeledtheiraxesandhasclearideasaboutwhere
thegraphshouldbeincreasing/decreasing.Thisstudentisnotsharingtheirstory,but
highlightingfeaturesoftheirfunction.
• Student2:haveastudentsharethathasrepresentedthebucketpartofthegraphtobe
‘discrete’innature(notacontinuousdecreasinglineargraph).Highlightthedifference
betweenacontinuousconstantrateofchangeversusthe‘jump’intheamountofwaterin
thepoolwhenusingabucket.Atthispoint,wearestillfocusingonincreasing/decreasing,
comparingratesandtheideathatafunctioncanhavedifferentcomponentswithinthe
function(i.e.continuousanddiscrete).Iftheconversationnaturallycomesupatthistime
abouthowthediscreteportionofthegraphshouldlookdifferent(morelikeastep
function),thendiscussthisnowandwhereappropriatediscussdiscontinuousversus
discrete.Otherwisewaituntilthenextstudentsharesandthenbringitalltogether.Again,
thisstudentisnotsharingtheirstory,buthighlightingfeaturesoftheirfunction.
• Student3:selectastudenttosharetheirstorywhileshowingeachpartonthegraph.Be
suretochoosesomeonewithanaccuratestorytohighlightthefeaturesfocusedinthistask.
Besurethediscussionincludesthesefeatures:increasing/decreasing,they-intercept,
labelingtheaxesandinterpretingwhatthismeans,andtheratesofchange.Atthistime,if
the‘stepfunction’conversationhasnotoccurred,useagraphthatshowsthebucket
situationasbeingdiscrete,thenaskstudentsquestionssuchas:
• Doesthegraphtellacompletestory?
• Pointingtoanintervaloftimethatiscontinuous,askstudentstodescribewhatis
happeningateachmoment.
• Pointtothediscretepartofthegraphandaskhowmuchwaterisinthepoolbetween
thetwodiscretepoints.
WhilestudentsdonotneedtoknowhowtographstepfunctionsinSecondaryI,thepurposeofthis
conversationistohavestudentsconnectthateverypointonagraphisasolution(A.REI.10)and
SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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thatsincetimeiscontinuous,everyinputvalue(thedomain)existsfromthebeginningtotheendofemptying,cleaning,thenfillingthepool(F.IF.5).AlignedReady,Set,Go:Features3.1
SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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3.1
READY
Topic:GraphingLinearandExponentialFunctions
Grapheachofthefunctions.Name3pointsthatlieoneachgraph.Chooseascaleforyourgraphthatwillmakeitpossibletographyour3chosenpoints.
1.! ! = −2! + 5 2.! ! = 4 − 3! 3.ℎ ! = 5 3 !
3points: 3points: 3points:
4.! ! = 4 2 ! 5.! ! = 2.5! − 4 6.! ! = 8 3 !
3points: 3points: 3points:
READY, SET, GO! Name PeriodDate
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SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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3.1
SET Topic:Describingattributesofafunctionsbasedongraphicalrepresentation
Foreachgraphgivenmatchittothecontextualdescriptionthatfitsbest.Thenlabeltheindependentanddependentaxiswiththepropervariables.
Graphs ContextualDescriptions
7.
a.Theamountofmoneyinasavingsaccount
whereregulardepositsandsomewithdrawals
aremade.
8.
b.Thetemperatureoftheovenonadaythat
mombakesseveralbatchesofcookies.
9.
c.Theamountofgasolineonhandatthegas
stationbeforeatankertruckdeliversmore.
10.
d.Watermelonsaredeliveredtoafarmer’s
marketeverySaturdaymorning.Thenumber
ofwatermelonsavailableforsaleonThursday.
11.
e.Theamountofmileagerecordedonthe
odometerofadeliverytruckoveratime
period.
3
SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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3.1
Giventhepairofgraphsoneachcoordinategrid,createalistofsimilaritiesthetwographsshareandalistofdifferences.(Considerattributeslike,continuous,discrete,increasing,decreasing,linear,exponential,restrictionsondomainorrange,etc.)12.
Similarities:
Similarities: Differences:
13.
Similarities:
Similarities: Differences:
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SECONDARY MATH I // MODULE 3
FEATURES OF FUNCTIONS – 3.1
Mathematics Vision Project
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3.1
GO Topic:Solvingequations
Foreachequationfindthevalueofxthatmakesittrue.(Hintfor#20and#22:whensolvingalinearequation,youneedtogetthetermcontainingthevariablealoneononeside.Whensolvinganexponentialequation,youalsoneedtogetthetermcontainingthevariablealoneononeside.)
14.10! = 100,000 15.3! + 7 = 5! − 21 16.−6! − 15 = 4! + 35
17.5! − 8 = 37 18.3! = 81 19.3! − 12 = −4! + 23
20.10 = 2! − 22 21.243 = 8! + 3 22.5! − 7 = 118
5