Mueller, Felice
Algebra II, Travis HS
10/2/13 – 10/3/13
Fall 2013
Topic: Parent Functions Transfomations
Grade Level: 10th-12th
Subject: Algebra II
Objectives:
In this lesson students will focus on absolute-value functions. They will graph and transform
absolute-value functions. They will also study the inverse of a linear function
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Apply transformations to points and sets of points. Apply transformations to the linear,
quadratic, absolute value and square root parent functions. Interpret transformations
of real-world data.
Identify parent functions from graphs and equations. Use parent functions to model
real-world data and make estimates for unknown values.
Transform functions. Recognize transformations of functions. Identify the domain and
range of relations and functions
Behavioral objective(s):
 2A.4A: identify and sketch graphs of parent functions, including linear (f(x) = x),
absolute value of x (f(x) = |x|)
 2A.4B: extend parent functions with parameters such as a in f (x) = a/x and
describe the effects of the parameter changes on the graph of parent functions
Purpose: Students will practice recognizing transformations on parent functions
By understanding how to describe the transformations on a parent graph, students could write an
equation that could later be used for prediction. For example: how high a ball or object is at any given
time after tossing, how far an object traveled, or the speed of a moving object.
Materials
For the students
Pencil
Warm up handout
Journal
Stations Packet
Parent Functions’ foldable
For the teacher
Elmo
Foldable
Stations packet
Procedures/Activities
Warm up (10-15 min)
Equations warm-up #2: 4 equations, solve for x
Practice for equations quiz #2 on 2nd day of class this week
Mueller, Felice
Algebra II, Travis HS
10/2/13 – 10/3/13
Fall 2013
Last 5 minutes is going over answers
Introduction/Anticipatory Set/Engagement and Exploration: (5 min)
Agile mind activity: introduce a, h, and k
Model (5-10 min)
Teacher will inform students know they will be allowed to work in small groups of 4 or less
They are to use “inside” voices, ex: I should not here you from the other side of the room
“Before you get in your groups we will do examples of station 1 as a class”
Check for Understanding/Explanation
What is the maximum of people in a group?
Stand by desk (teacher’s) and ask student by the door if I should hear them.
What kind of voices do you use? –give example as needed
Students will work in groups of 3 to 4 to answer questions at stations/stations packet
By end of bloc students should be able to answer:
-How do specific transformations such as vertical and horizontal shifts and a stretch or
compression affect the table, graph, and equation of an absolute value function?
-How are absolute value functions different from linear functions? How are they similar?
Essential vocabulary: absolute-value parent function, restricted domain, , horizontal shift,
stretch, compression, inverse
Supporting vocabulary: absolute-value, reflection, vertex, minimum/maximum, vertical shift
Guided Practice/Exploration: (10 min)
In foldable students will add notes that a stretches or compresses a function, h moves the
function left or right (minus = right, plus = left),and k moves the function vertically (minus =
down, plus = up)
Write general formula for each parent function, if it has a vertex or center, (y-int. for linear)
(
)
On each flap behind notes from last time write general form of equation for each function
family. And if it has a vertex or center, and y-int for linear
Teacher will work through first problem:
Leading questions: what is the parent function? What is the graph shaped like?
Quadratic or u shaped
Let’s fill out the table. Can either look at graph and determine or substitute the give x into
Mueller, Felice
Algebra II, Travis HS
10/2/13 – 10/3/13
Fall 2013
equation
How did the g(x) function differ from f(x) function (parent function)?
Write function in terms of f(x), at this time explain that this is why we are using function
( )
notation. Answer: ( )
Later in stations, teacher will work on functions not yet introduced: , and
functions
Independent Practice/Elaboration: (35 min)
Stations that are not finished, students will finish on day 4 (if there is extra time after quiz,
students will work on finishing the stations on their own )
Teacher will use leading questions
What is the parent graph
How did this function change
Did it move to the left or right
Did I move up or down
Is it stretched or compressed
Read the directions, what are we supposed to do?
Did you highlight the parent function?
Is it possible to have the square root of a negative number?
Re-Teaching:
Review and show examples of the translations a, h, and/or k have on any given function
(
)
Stretch/compression (a), horizontal translation (h), vertical translation (k)
Leading questions that are listed above
Closure/Evaluation: (20 min)
Last 20 min students will take equations quiz #2
Planned Modifications and Differentiation: Students can work in groups or on their own
Assessment of Student Learning: Monitoring students’ independent work, summative: Unit
test
Data Collection and Analysis:
Resources: PLC team generated lesson plan
Post-Lesson Reflection: