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SECONDARY MATH I // MODULE 3 FEATURES OF FUNCTIONS – 3.1 Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org CC BY Graham Richardson Rhttps://flic.kr/p/6kSQtT 3.1 Getting Ready for a Pool Party A Develop Understanding Task Sylvia has a small pool full of water that needs to be emptied and cleaned, then refilled for a pool party. During the process of getting the pool ready, Sylvia did all of the following activities, each during a different time interval. Removed water with a single bucket Filled the pool with a hose (same rate as emptying pool) Drained water with a hose (same rate as filling pool) Cleaned the empty pool Sylvia and her two friends removed water with her three buckets Took a break 1. Sketch a possible graph showing the height of the water level in the pool over time. Be sure to include all of activities Sylvia did to prepare the pool for the party. Remember that only one activity happened at a time. Think carefully about how each section of your graph will look, labeling where each activity occurs. 2. Create a story connecting Sylvia’s process for emptying, cleaning, and then filling the pool to the graph you have created. Do your best to use appropriate math vocabulary. 3. Does your graph represent a function? Why or why not? Would all graphs created for this situation represent a function? 1
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SECONDARY MATH I // MODULE 3

FEATURES OF FUNCTIONS – 3.1

Mathematics Vision Project

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

CC

BY

Gra

ham

Ric

hard

son

Rht

tps:

//flic

.kr/

p/6k

SQtT

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

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

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

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

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

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

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

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

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

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

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

2

SECONDARY MATH I // MODULE 3

FEATURES OF FUNCTIONS – 3.1

Mathematics Vision Project

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

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

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

3.1

Giventhepairofgraphsoneachcoordinategrid,createalistofsimilaritiesthetwographsshareandalistofdifferences.(Considerattributeslike,continuous,discrete,increasing,decreasing,linear,exponential,restrictionsondomainorrange,etc.)12.

Similarities:

Similarities: Differences:

13.

Similarities:

Similarities: Differences:

4

SECONDARY MATH I // MODULE 3

FEATURES OF FUNCTIONS – 3.1

Mathematics Vision Project

Licensed under the Creative Commons Attribution CC BY 4.0

mathematicsvisionproject.org

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


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