## Tasks - Step and Piecewise Functions Applications.docx - Section 3: Share and Summarize

*Tasks - Step and Piecewise Functions Applications.docx*

*Tasks - Step and Piecewise Functions Applications.docx*

# Parking and Pencils: Step Functions and Piecewise Functions

Lesson 4 of 11

## Objective: SWBAT to graph and write equations for step functions and piecewise functions.

*60 minutes*

#### Launch

*10 min*

Today's lesson builds on the students' experience with the The Function Game. In the game students were exposed to greatest integer and piecewise functions. To begin class today, ask students to work in groups to brainstorm a list of every type of function they can name. Five minutes should be sufficient.

After each group generates a list, ask students to share function types to make a class list. Let the students know that they will be referencing this list throughout the year. I keep this list displayed in the class as reference for students.

Here is a list of all of the functions that will be appropriate for my class. You may have additions or deletions for your specific class. While adding them to your class list, it is a good idea to see if students can name some of the important characteristics.

Linear

Quadratic

Cubic

Polynomial

Rational

Exponential

Logarithmic

Piecewise

Greatest integer

Square Root

Trigonometric

*expand content*

#### Explore

*15 min*

After compiling the list of functions, let students know that they will be using some of these functions to model certain situations. The attached worksheet (Tasks - Step and Piecewise Functions Applications) should be given to students to see if they can work with these functions. I would give students 10-15 minutes to work on these equations with their table groups.

A big part of this assignment is being able to recognize what type of function to use. If a group is completely stuck, reference the list of functions and ask which one would be appropriate in the situation. It might also be prudent to have them generate a table to see if they can picture what the function would look like.

After they have found an answer, make sure that they test specific values to see if the function makes sense. Suggest that students trade functions with a neighbor and test certain inputs. This is especially important in the parking lot problem since they can reason through to see if they are getting the correct outputs.

**Heads up:** For the parking lot problem, many students may not understand what it means when parking is charged "for each hour or fraction of an hour." If you have this discussion at the beginning with the entire class, it might be too leading and everyone will know that they have to use the least integer function. Thus, it might be better to check in with individual groups to see if they need clarity.

*expand content*

#### Share and Summarize

*20 min*

When discussing the Parking Garage problem, I plan to focus on how you can get the function to "round up" even though you are using a greatest integer function that normally "rounds down." Adding 1 to the number of hours parked and then performing the greatest integer function will essentially produce a rounding up function. Some students may have been wondering if there is a least integer function, but after this discussion they can see that it is not completely necessary since you can manipulate the greatest integer function to suite the needs of the context. (See my Deciding between Two Functions reflection for more on this conversation.)

For the piecewise problem, students may wonder whether the domain should be all real numbers or discrete positive integers. This is a good conversation to have - how there is a domain for the function but also a relevant domain for the context of the problem.

An important thread running through both of these problems is that writing both functions allows the costs to be calculated algorithmically without "thinking." A calculator or computer can figure out the correct cost given only the input, no other classification or reasoning is needed. This is an important mathematical concept that has ramifications in computer programming and other fields.

Here are two questions I would use to close this discussion:

- What were the characteristics of the problem that signaled the need for a piecewise function? A greatest integer function?
- How are these two functions different than other functions you have studied in the past? (An important difference is continuity - be sure to touch on this!)

*expand content*

##### Similar Lessons

###### Investigating a Radical Function

*Favorites(7)*

*Resources(11)*

Environment: Suburban

###### Graphing Absolute Value Functions (Day 1 of 2)

*Favorites(18)*

*Resources(18)*

Environment: Urban

###### Rabbit Run -- Day 2 of 2

*Favorites(2)*

*Resources(16)*

Environment: Urban

- UNIT 1: Functioning with Functions
- UNIT 2: Polynomial and Rational Functions
- UNIT 3: Exponential and Logarithmic Functions
- UNIT 4: Trigonometric Functions
- UNIT 5: Trigonometric Relationships
- UNIT 6: Additional Trigonometry Topics
- UNIT 7: Midterm Review and Exam
- UNIT 8: Matrices and Systems
- UNIT 9: Sequences and Series
- UNIT 10: Conic Sections
- UNIT 11: Parametric Equations and Polar Coordinates
- UNIT 12: Math in 3D
- UNIT 13: Limits and Derivatives

- LESSON 1: The First Day of School
- LESSON 2: The Second Day of School
- LESSON 3: The Function Game
- LESSON 4: Parking and Pencils: Step Functions and Piecewise Functions
- LESSON 5: Where are the Functions Farthest Apart? - Day 1 of 2
- LESSON 6: Where are the Functions Farthest Apart? - Day 2 of 2
- LESSON 7: Where are the Functions Farthest Apart? - The Sequel
- LESSON 8: Maximizing Volume - Day 1 of 2
- LESSON 9: Maximizing Volume - Day 2 of 2
- LESSON 10: Unit Review Game: Trashball
- LESSON 11: Functioning with Functions: Unit Assessment