Mueller, Felice
Algebra II, Travis HS
9/30/13 – 10/1/13
Fall 2013
Topic: Introduction to Parent Functions, 90 min
Grade Level: 10th-12th grade
Subject: Algebra II
Objectives:
 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):
 2.A.4A: Identify and sketch graphs of parent functions, including linear, quadratic,
absolute value, and square root.
 2.A.4B: extend parent functions with parameters such that as a in f(x)=a/x and
describe the effects of the parameter changes on the graph of parent functions
Purpose: Will introduce parent functions and the transformations
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
Worksheet packet
Colored paper for foldable
For the teacher
Elmo
Paper (foldable)
Pencil
Worksheet packet
Procedures/Activities
Warm up (10-15 min)
Equations Warm-up #1: 4 equations, solve for x
Practice for equations quiz #2 on 2nd day of class this week
Last 5 minutes is going over answers
Mueller, Felice
Algebra II, Travis HS
9/30/13 – 10/1/13
Fall 2013
Introduction/Anticipatory Set/Engagement and Exploration: (< 5 min)
Parent Function Youtube video
http://www.youtube.com/watch?v=58ZmkhlanZA
What was the video about?
Then have a student read the new power standard mastery level
Model:
Show foldable that students will make
Foldable: Students follow with the teacher with each example for parent functions
Linear, Quadratic, Absolute Value, Square Root, and Cubic
One per flap
On each flap include sketch of graph, domain and range of function, and parent equation
(see provided foldable)
Check for Understanding/Explanation: 30min
What is the most basic equations for liner/quadratic/cubic:
, n=1, 2, or 3
Essential Questions
-How do specific transformations such as vertical and horizontal shifts and a stretch or
compression affects 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
 Vocabulary will be included in foldable activity
Guided Practice/Exploration:
Exploration packet page 1: Using the calculator to explore transformations with the quadratic
parent function
In the y=, and see the different translations on the quadratic function
Ask students what do they see that’s different in each translation
Introduce types of transformations: Horizontal (left or right), vertical (up or down), stretched
(skinny) / compressed (widen/flatten)
How did it change?
Mueller, Felice
Algebra II, Travis HS
9/30/13 – 10/1/13
Fall 2013
Independent Practice/Elaboration: (25 min)
Exploration packet pages 2-4: Students should be working quietly, but may ask neighbor for
help
Tell me the parent function and how it changed.
What is the parent fnction?
How did it change?
 Did move left or right? How much?
 Did it move up or down? How much?
 Is it stretched or compressed? How much?
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)]
Have students write out tables for functions and then graph the translated function and the
parent function
Focus on the re teach pages in packet
Closure/Evaluation: (10-15 min)
Holt’s exit quiz (1-9)
Planned Modifications and Differentiation: Have students work in pairs to discuss and explain
to each other how they got their answers
Assessment of Student Learning: Exit quiz (Holt Transparency quiz 1-9), summative: Unit test
Data Collection and Analysis:
Resources: team generated lesson plan
Post-Lesson Reflection: