LESSON PLAN TEMPLATE
TITLE: Family Portraits: Function
Introduction and Linear Functions 
CONTENT AREAS (What areas of mathematics
does this lesson cover?): 
GRADE LEVEL: 8 &
9 
MATERIALS NEEDED: graph paper,
rulers, handouts 
KEY CONCEPTS: Simple
functional relationships, equations of the form y=kx, and y=k/x, the
slope and yintercept of the equation y=mx+b 
EALR'S and GLE'S (Make the connections clear and specific) Grade 8Component 1.5: Understand and apply concepts and procedures from algebraic sense. Patterns, functions, and other relations 1.5.1 Apply understanding of linear and nonlinear relationships to analyze patterns, sequences, and situations. W · Extend, represent, or create linear and nonlinear patterns and sequences using tables and graphs. [RL] · Explain the difference between linear and nonlinear relationships. [CU] · Predict an outcome given a linear relationship (e.g., from a graph of profit projections, predict the profit). [RL] · Use technology to generate linear and nonlinear relationship. [SP, RL] 1.5.6 Understand and apply a variety of strategies to solve multistep equations and onestep inequalities with one variable. W · Solve multistep equations and onestep inequalities with one variable. · Solve single variable equations involving parentheses, like terms, or variables on both sides of the equal sign. · Solve onestep inequalities (e.g., 2x<6, x+4>10). · Solve realworld situations involving single variable equations and proportional relationships and verify that the solution is reasonable for the problem. [SP, RL, CU] Component 2.2: Apply strategies to construct solutions. 2.2.2 Apply mathematical tools to solve the problem. W · Implement the plan devised to solve the problem or answer the question posed (e.g., in a table of values of lengths, widths, and areas find the one that shows the largest area; check smaller increments to see if this is the largest that works). · Identify when an approach is unproductive and modify or try a new approach (e.g., if an additive model didn’t work, try a multiplicative model). · Check the solution to see if it works (e.g., if the solution for a speed of 19 feet per second is 5 steps per second, perhaps the assumption of linearity was incorrect). Grade 9/10Component 1.1: Understand and apply concepts and procedures from number sense. 1.1.4 Apply understanding of direct and inverse proportion to solve problems. W · Explain a method for determining whether a realworld problem involves direct proportion or inverse proportion. [SP, CU, MC] · Explain a method for solving a realworld problem involving direct proportion. [CU, MC] · Explain a method for solving a realworld problem involving inverse proportion. [CU, MC] · Solve problems using direct or inverse models (e.g., similarity, age of car vs. worth). [SP, MC] · Explain, illustrate, or describe examples of direct proportion. [CU] · Explain, illustrate, or describe examples of inverse proportion. [CU] · Use direct or inverse proportion to determine a number of objects or a measurement in a given situation. 
GOALS (Remember the difference between goals and
objectives): Part B Linear Functions: Students will be able to understand and apply the definition of a slope as the ratio of rise to run. Students will be able to calculate the slope of a line through two given points. Students will be able to identify the slope and the yintercept of an equation in the form y=mx+b. Students will be able to compare slopes and yintercepts of graphs by looking at their equations. Students will be able to write equations that satisfy given conditions and yintercepts. 
OBJECTIVES: Part A: Students will demonstrate their understanding of function equations by working out examples that take place in real life. They will give examples of direct and inverse variation. Part B: Students will complete a homework assignment that will provide evidence of their ability to identify the slope of a line, compute a rise to run ratio, and solve and check linear equations. 
PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization)

POSTASSESSMENT : Each student should
have include a written definition of the functions covered, the corresponding
equation, and a graph of the function. They should also include how
to solve and check equations of the form y=mx+b. 
TEACHER REFLECTION+ 