
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 The student will write equations in two variables that represent a given scenario.
 The student will use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Prior Knowledge: What prior knowledge should students have for this lesson?
 Students should be able to recognize an equation written in function notation.
 Students should be able to evaluate a simple function.
 Students should be able to solve an equation.
(MAFS.8.F.1.1; MAFS.8.F.1.2; MAFS.912.ACED.1.4)

Guiding Questions: What are the guiding questions for this lesson?
 What does function notation look like?
 How can we use function notation to represent real world problems?
 How do we evaluate functions?

Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will give the students a bell ringer to determine if the students understand the concepts listed under prior knowledge. (Clickers would be helpful in assessing the student's prior knowledge.)
 Students should be able to recognize an equation written in function notation.
 Students should be able to evaluate a simple function.
 Students should be able to solve an equation.
Bell Ringer
The teacher will review if necessary. Otherwise, the teacher will present the following scenario.
Mr. Freeze is a local ice cream vendor. He travels around various neighborhoods in Tallahassee selling ice scream by the scoop. Mr. Freeze is selling a scoop of ice cream for $2.50 plus $.50 for each additional scoop. How can we represent this information as an equation in function notation?
Students will be given the opportunity to determine the equation in function notation on their own before moving on. Option: (Allow students who are on the right track present their findings to the class as a way of guiding other students.)
After a short period of time, the following questions will be presented to lead the discussion in the development of the equation that represents the cost of ice cream.
What information do we know about the cost of ice cream?
 How much is the first scoop of ice cream? (Answer: $2.50)
 How much is each additional scoop of ice cream? (Answer: $0.50)
 What variable can you use to represent the total cost of ice cream? (Sample answers: "C" or "T")
 What variable can you use to represent the additional scoops? (Sample answers: "s" or "x")
 How can you find the total cost of ice cream? Explain in your own words.
(Sample answer: Add the cost of one scoop and the cost of each additional scoop.)
 Write an expression that tells how to find the total cost of 3 scoops of ice cream.
(answer: 2.50 + .50 + .50 or 2.50 + 2(.50) )
 Write an equation that represents the cost of ice cream.
Let C be the total cost of the ice cream and s be the number of extra scoops. The following equation represents the cost, C, in terms of the extra scoops, s, of ice cream purchased.
 Find the cost of getting 3 scoops of ice cream. (How many additional scoops is this?)
C(s)

= 
.50s + 2.50

C(2)

= 
.50(2) + 2.50 

= 
1.00 + 2.50 

= 
3.50 
C(2)

= 
3.50 Three scoops of ice cream will cost $3.50. 
Remember the first scoop costs $2.50. Each additional scoop costs $.50.
 What is the cost of two scoops of ice cream?
C(1)

= 
.50(1) + 2.50 

= 
.50 + 2.50 
C(1)

= 
3.00 
Let's look at a few more questions and see if we can answer them using the information we have now.
 How many scoops of ice cream did David get if he spent $6.00? (Answer: 7 scoops) Which variable corresponds with $6.00? (Answer: C for Cost)
 Is it realistic that David would eat that much ice cream? (possibly, but not likely.)
 Why might he buy that many scoops of ice cream? (Answer: Maybe he is sharing with friends.)
 Will we ever use a negative number for s? (Answer: no because you cannot have a negative amount of ice cream)

Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will assign students to groups to work on the next activity.
The groups will be given the following scenarios.
Scenario #1:
Mr. Pizzaz owns a small pizzeria in Chicago. He sells pizzas by the slice. Each slice comes with cheese and costs $1.50 plus $.25 for each topping. How can we represent this information as an equation in function notation?
(Sample answer: C(s) = 1.50 + .25s)
Scenario #2
Sally is at her favorite amusement park. She wants to ride the Crazy Whirl ride. When she gets to the line she notices there are 40 people ahead of her. She also notices a sign that states five people get on the ride every 60 seconds. Sally wants to know how many people will be in front of her after 1 minute, 2 minutes, etc. until she reaches the front of the line. How can we represent this information as an equation written in function notation?
(Sample answer: P(m) = 40  5m)
The teacher will walk around the room assisting groups as they develop equations for Scenarios #1 and #2.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Each group will then receive one final scenario for independent practice.
Scenario #3
Roman wants to take a trip. He wants to rent a car that has better gas mileage. H.D.'s Car Rental charges $75 for the first 100 miles and then $.25 per mile after the first 100 miles. Write an equation in function notation to represent the cost of renting the car.
(Sample Answer: C(m) = 75 + .25(m100))
After time for completion is given, the groups will present their equations to the class. The teacher will discuss any mistakes and make corrections where necessary.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After the groups have successfully completed the guided practice and independent practice, each group of students will then be given an equation written in function notation. The group will then develop a scenario that represents the given equation and turn it in as they exit. The teacher will review and make corrections and give back the following day and discuss the successes, as well as, the improvements needed for each scenario written.
Function: f(h) = 5h + 13
(Sample Answer: Macy has 13 dollars. She wants to save up to get an outfit. She makes 5 dollars for every hour of baby sitting. How much money will she have after h amount of hours baby sitting?

Summative Assessment
The teacher will use an exit activity that each student will complete individually to check for student understanding.

Formative Assessment
Understanding and prior knowledge of function notation will be checked during the introduction activity (Bell Ringer). The students will complete activities throughout the lesson that you can check for understanding of using function notation, evaluating functions for inputs in their domains, and interpret statements that use function notation in terms of the context.

Feedback to Students
After groups have completed scenarios using function notation, the teacher will check with each group to ensure that they have interpreted correctly and are using function notation correctly. The students can then adjust their scenarios according to the feedback from the teacher.