If students struggle with understanding the concept of try referring to it (in the beginning) as “domain”, inputs”. “allowable For students who struggle with choosing a domain, provide contexts that are simple and ask them to think about which values would make sense. (i.e. -5 make sense as an input when talking about the number of “Does miles driven? Does 12.5 make sense when talking about how many t-shirts can be ordered?”) Lesson Clarifications This lesson is significantly modified from how it was intended to be used in the Carnegie Learning Curriculum. Please refer to the Sample Lesson Plan in this Unit Plan for further information. Concepts Skills Material/ Suggested Assessment CCSS What students will know What students will be able to do Resource Pacing Check Point F.IF.1: Understand that Review Review CL ST 1.2 1 day AR 8.2 a function from one set A relation is not a Apply the Vertical Line AR 8.1 (called the domain) to function if a vertical line Test (or definition of a another set (called the can be placed anywhere function) to determine range) assigns to each on its graph and whether something is a element of the domain intersect in more than function or not exactly one element of point. the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). F.IF.5: Relate the New New domain of a function to A function has a set of Identify the domain of a its and, where inputs which make up function given graphically applicable, to the the domain, and a set of Describe the domain of a quantitative outputs that make up function given a problem relationship it the range. situation describes. For example, The domain can be if the function h(n) gives determined from, and the number of used to describe a it takes to function’s graph. assemble n engines in a There is a domain that factory, then the relates to the positive integers would quantitative be an appropriate relationship that is domain for the modeled and described function.* by its function Lesson 5: Function notation and recognizing function families Objectives
If students struggle with understanding the concept of “domain”, try referring to it (in the beginning) as “allowable inputs”. For students who struggle with choosing a domain, provide contexts that are simple and ask them to think about which values would make sense. (i.e. “Does -5 make sense as an input when talking about the number of miles driven? Does 12.5 make sense when talking about how many t-shirts can be ordered?”) Lesson Clarifications This lesson is significantly modified from how it was intended to be used in the Carnegie Learning Curriculum. Please refer to the Sample Lesson Plan in this Unit Plan for further information. CCSS Concepts What students will know Skills What students will be able to do Material/ Resource Suggested Pacing Assessment Check Point F.IF.1: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). Review A relation is not a function if a vertical line can be placed anywhere on its graph and intersect in more than point. Review Apply the Vertical Line Test (or definition of a function) to determine whether something is a function or not CL ST 1.2 AR 8.1 1 day AR 8.2 F.IF.5: Relate the domain of a function to its and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.* New A function has a set of inputs which make up the domain, and a set of outputs that make up the range. The domain can be determined from, and used to describe a function’s graph. There is a domain that relates to the quantitative relationship that is modeled and described by its function New Identify the domain of a function given graphically Describe the domain of a function given a problem situation Lesson 5: Function notation and recognizing function families Objectives