Reflection: Unit Planning Function Notation - Section 4: Closing


After spending three days studying domain and range than in previous years, students were more prepared to move on to function notation. I used this lesson to further support student’s work with domain, range, and function identification by infusing questions where students needed to apply all three skills to respond to each question.

I asked students to decide what the domain and range of a linear function such as f(x) = 3x + 4 would be. I would then ask students to give me input values. Students began calling out all types of numbers from -184813 to 17. After inputting each value and showing student the resulting outcut, I asked students to tell me the domain of the function. Some students would begin to list only the numbers that their peers called out. I then challenged their responses by having students volunteer more random input values. Eventually a student will realize that there is no way to write the domain of this function, as you can really substitute any number that you would like into each function, making the list continue on forever and ever. From this we then conclude that the domain for these types of functions are all real numbers.

  All Real Numbers
  Unit Planning: All Real Numbers
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Function Notation

Unit 2: Linear & Absolute Value Functions
Lesson 3 of 10

Objective: SWBAT express the relationship between the input and output of a function with function notation.

Big Idea: Students will analyze the use of function notation when describing what is happening in a function.

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