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Lesson Plan: Multiple Representations of Functions

Name:
Britainie Ault
Learning Objective:
Date:
What are you expecting students to learn?
Students will write function rules, use input-output tables to represent functions and use graphs to represent functions.

Anticipatory Set:
How will you get students interested in the lesson?

Students will complete the bell work for the anticipatory set. Think of real world situations where you would input something into a machine and get a different output. For example, a toaster
is a machine. When bread is input in the machine, the output is toast. Students will think of at least two more examples.

Instruction:
How will you build understanding? *Includes guided practice, independent practice and closure
Running Clock

7-10 min

14 minutes

5 minutes

Teacher Action

Bell Work

Take roll, mark bell work for attempts
Help students understand the concept of a function by
discussions how functions are used in real life. For
example, the number of plates to set on the dinner table is a
function of the number of people expected to eat. A person
earning an hourly wage has an income that is a function of
the number of hours worked. Discuss with students other
instances of functions in real life.

Function Rules

1. Tell students that another representation of a function
that is sometimes used is a function machine. (A simple
function machine will be drawn on the board.) Explain
to students that inside the box is a function rule, a rule
that with every input is a unique output.
VOCABULARY: English Language Learners may find it
helpful to relate the words input and output with the
prepositions in and out.
2. Starting off with a simple rule of y=4x, the teacher will
write this rule inside of the function machine and cover
Teachers College of San Joaquin
Student Action
Materials Needed

Each student should be completing the bell work and
then participating in the review.

Function Rules

1. Students will listen actively

2. Students will provide input values for the function
machine. Using the input and output values, students
Page 1 of 4

Bell Work Record Sheet

Folders with coordinate plane
Whiteboard Markers

Lesson Plan IMPACT Intern Program

Revised August 5, 2013

Stockton, CA 95206

3 minutes

3 minutes
3.
4.

3 minutes

15 minutes

3 minutes

2 minutes
3 minutes

2 minutes

3 minutes

2 minutes

5.
6.
it with a piece of paper. The teacher will ask students to

give some numbers to input into the machine. For
every input, give students an output. As output
numbers are generated, students will create an inputoutput table. Students will use these values to guess the
function rule.
Using the function rule, and the generated input-output
table, the teacher will instruct students to graph the
function, using the appropriate scale.
The teacher will then give students a few minutes to
brainstorm a real-world situation that would fit with
the function rule.
Teacher will then ask students to share their situation
with their partner. The teacher will then ask several
students to share their situations.
Inform students that they have just represented a
function in multiple ways. Ask students for the different
ways that we represented the function (equations,
table, graph, words)

Show Me The Money

1. Teacher will introduce the scenario: You are looking to
make some extra money after school and on the
weekends with a part time job around the neighborhood.
You have posted to social media that you are charging
$12 an hour to do some basic yard work such as mowing
lawns, weeding, etc.
2. Have students work in small groups to complete the
chart.
Number of Hours
Total Money Earned
Worked (Hours)
($)

3. As a class discuss the student answers.
4. Have students work in pairs to create a graph using the
Show Me The Money Graphing sheet.
5. Have the pairs share out to the whole class. Ask each
pair to share a different part of their graph. For
example:
What is on the horizontal axis?
What scale did you choose to use? Why?
Is the graph linear?

6. Working in their pair, have students write an equation
to find the total salary in terms of hours worked. Have
students share out their equation.
7. Have students calculate how much money they would
will create an input-output table. Students will use

these values to guess the function rule.

3. Students will graph the function using their
whiteboard marker and graph inside of their folders.

4. Students will brainstorm a real world scenario that
could be represented by the function. For example, Ms.
Ault is going to give each student in her 5 periods 4
Oreo cookies. How many cookies will she need for each
class?

5. Students will share out their situations.

Show Me The Money

1. Students will read the scenario silently as the teacher
reads it out loud.

2. Students will work with their elbow partner to
complete the chart.

3. Students will share out their answers.
4. Students will graph the results from their tables.

5. Students will answer the guiding questions, sharing
different parts of their graphs.

6. Students will work with their partner to write an
equation to find the total money earned in terms of
hours worked. Students will also share out their
equations.
7. Students will calculate how much money would be
Page 2 of 4

Show Me The Money Worksheet
Ruler/Straight Edge



Stockton, CA 95206
earn if they worked for 18 hours and explain how they

can use the equation to answer the question.

Homework Using the chart provided, represent the given
function in multiple ways.

DAY 2

Using Canva, students will develop a poster to represent a
function multiple ways (words, graph, equation, table)

Teacher will walk students through the use of Canva, and
will provide an example.

earned if they worked 18 hours.

DAY 2

Students will follow the provided rubric to create a poster
to represent a function in 4 ways.

Students will follow along with the demo, and then create
their own poster.

Multiple Representations of
Functions - Homework

Assessment: How will you know students have achieved the learning objectives? What evidence will you look for and/or collect?
I will know that students have achieved the learning objective by monitoring the students responses. I will also monitor the students as
they are working with a partner addressing any misconceptions and filling in learning gaps. Students will also submit a Canva poster
electronically. This will allow me to collect evidence of students understanding.
Standards:
8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered
pairs consisting of an input and the corresponding output.
Page 3 of 4

Lesson Reflection Guide
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

STANDARD FOUR: PLANNING INSTRUCTION AND EXPERIENCES FOR ALL STUDENTS
Using Knowledge of students academic readiness language proficiency, cultural background and individual development to plan
instruction.
Establishing and articulating goals for student learning.
Developing and sequencing long-term and short-term instructional plans to support student learning.
Planning instructional that incorporates appropriate strategies to meet the learning needs of all students.
Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
REFLECTION QUESTIONS
Learning Objectives
What are some ways these objectives were appropriate for your students, including your EL and Special Populations students?
In what ways were these objectives not appropriate?
How might these objectives relate to what students have learned and what you plan to do in the future?
Anticipatory Set
What are some ways your strategies for building student interest were effective/ineffective?
What are some strategies you might use in the future?
Instruction
In what ways were your instructional strategies, activities, groupings, and closure effective/ineffective?
In the future, what are some instructional strategies, activities, groupings, and closure you might use?
What are some ways in which students were able to share their learning?
Materials
What are some ways your materials were effective/ineffective?
What are some materials you might use in the future?
Assessment
How effective were your assessment strategies in measuring the student learning objectives for all students, including any identified
distinct learners?
How might you assess student learning in the future?

Page 4 of 4


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2857 Transworld Drive

Lesson Plan: Multiple Representations of Functions

What are you expecting students to learn?

How will you get students interested in the lesson?

Teachers College of San Joaquin

Lesson Plan IMPACT Intern Program

2857 Transworld Drive

it with a piece of paper. The teacher will ask students to

What is on the horizontal axis?

What scale did you choose to use? Why?

Is the graph linear?

Teachers College of San Joaquin

will create an input-output table. Students will use

Lesson Plan IMPACT Intern Program

2857 Transworld Drive

earn if they worked for 18 hours and explain how they

earned if they worked 18 hours.

Teachers College of San Joaquin

Lesson Plan IMPACT Intern Program

Lesson Reflection Guide

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

Lesson Plan IMPACT Intern Program

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