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*__Simplified Lesson Plan__

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Subject: Algebra II
Date: 10/30/03

Grade(s): 10 & 11
Period/Block: 3

Teacher: Jason Rees Number
of Students: 15

Lesson Topic: Review of functions,
composition of functions, and

inverses
of functions

SOL Objective(s) Targeted: AII.9 The student will find the domain,

range, and inverse of a function, the

value of a function for a given element in

its domain, and the composition of

multiple functions. Functions will

include those that have domains that are

limited and/or discontinuous. The

graphing calculator will be used as a tool

to assist in investigation of functions,

including exponential and logarithmic.

Unit Title: Unit 7: Functions (Domain, Range, Inverses,

Composites)

Unit Goals Addressed:

A. See Student Objectives.

Rationale for the Lesson:

A. Students
have studied the translation of functions in their last unit; this unit is directed
toward giving the students a deeper understanding of what functions are and what properties they have.

B. This
lesson serves as a review of this units lessons in preparation for tomorrows test.

C. Understanding
functions (what they are and what properties they have) serves as the foundation for all subsequent mathematics courses (for
example, many of the students will continue on to study the Calculus, which is basically the study of two particular functions: the limit and integral functions.

Student Objectives:

SWBAT:

A. Define function, relation,
domain, and range.

B. State the domain
and range of a particular function given algebraically and graphically.

C. Compose multiple
functions.

D. Solve a composite
function for a given value of its range.

E. Find the
inverse of a relation and a function.

F. Describe
how the graph of a function and the graph of its inverse relate to one another.

G. Determine whether
or not a given graph represents a function.

Assessment/Learner Outcomes:

A. Formal: Homework Quiz, Check entirety of review sheet

when completed.

B: Informal: Diagnostic questions asked throughout lesson,

circulating and reviewing responses/group

cooperation,
and group review game.

Materials/Technology:

A. Student Materials: paper, pencil, textbooks

B. Teacher Materials: Smart board, review handout, homework handout, sponges/quizzles, and candy

Methods/Procedures:

Entry:
Homework Quiz.

Phase I: Homework review (as an entire class). In this

portion of the lesson any questions from the

previous nights homework will be addressed.

Phase II: Students will break into pairs/small groups and

work together on a review handout.

Phase III: Review game: students,
in their groups, will be

asked questions directly off their review handout.

They must then, as a group, form a consensus about

the answer and all raise their hands. When every

student in the group has their hand raised, I will

call on one of them randomly, ask the question, and

then require the student to explain how they arrived

at their answer (where appropriate). This group

review game will function both as a review and as

an informal assessment.

Closure: Exit slip (write a paragraph about how you feel about

or
what you learned during this past week).

Differentiated Instruction: images
on overhead projector, cooperative

learning groups

Notes: