##
* *Reflection: Adjustments to Practice
Disney World Park Tickets - Section 3: Wrapping the Lesson

We have experienced a large number of snow days this year so the timing of this lesson has been changed. I assigned the first two full pages, all the way through the graph, as homework on the last day of the walking function graphs wrap-up. This allowed us to move more quickly through the lesson discussion. Even with the homework, however, we did not completed the rest of the activity in one class period due to preparing students for the unit project by announcements about Edmodo codes, rewarding graph contestant winners with cup cakes, and changing seat partners based on Journey to the Bus Stop pre-lesson assessment data. I gave the pre-lesson assessment for the formative assessment lesson early in order to prepare partnerships and create guiding questions for the lesson. This lesson is going to take two class periods to complete and discuss, though the discussions are very good which is another reason why I do not want to rush the time in class too much. My students are showing a good conceptual understanding of what it means for a relation to be a function and I want to spend the extra time solidifying this major concept before moving further into the unit.

*Adjustments to Timing - Two Day Lesson*

*Adjustments to Practice: Adjustments to Timing - Two Day Lesson*

# Disney World Park Tickets

Lesson 5 of 30

## Objective: SWBAT determine when a relation is a function through looking at graphs and ordered pairs to determine if each input has exactly one output.

## Big Idea: Use tickets to Disney World to demonstrate that multiple inputs can have the same output and still represent a function table or graph.

*51 minutes*

This lesson was fabulous!! The students loved it and I think they get that functions actually do exist outside of math class! Thanks!!

Jana P

| one month ago | Reply

Thank you! I love this lesson. I am going to use next year! Stephanie in StLouis, MO.

| 2 years ago | Reply

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- LESSON 1: Introducing Function Graphs: Day 1 of 3
- LESSON 2: Introducing Function Graphs Continued: Day 2 of 4
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- LESSON 4: Introducing Function Graphs Completed: Day 4 of 4
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- LESSON 6: Interpreting Graphs Formative Assessment Lesson Day 1 of 2
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- LESSON 8: Experimenting with Linear Patterns
- LESSON 9: Experimenting with Non Linear Patterns
- LESSON 10: Jump Frog Jump Day 1 of 2
- LESSON 11: Jump Frog Jump Day 2 of 2
- LESSON 12: Hexagon Trains
- LESSON 13: Alphabet Toothpicks
- LESSON 14: How Sweet it Is
- LESSON 15: Stacking Cups
- LESSON 16: Non-Linear Functions Skittles Lab
- LESSON 17: Input/Output Scatter Plot Posters Day 1 of 2
- LESSON 18: Input/Output Scatter Plot Posters Day 2 of 2
- LESSON 19: Function Machine
- LESSON 20: Using Numbers to Catch the Criminal Day 1 of 3
- LESSON 21: Using Numbers to Catch the Criminal Day 2 of 3
- LESSON 22: Using Numbers to Catch the Criminal Day 3 of 3
- LESSON 23: Comparing Runners
- LESSON 24: Comparing T-Shirt Companies Day 1 of 2
- LESSON 25: Comparing T-Shirt Companies Day 2 of 2
- LESSON 26: Comparing Pizza Companies Day 1 of 2
- LESSON 27: Comparing Pizza Companies Day 2 of 2
- LESSON 28: Functions Unit Exam Day 1 of 2
- LESSON 29: Functions Unit Exam Day 2 of 2
- LESSON 30: Unit Project Research with Statistics