Unit 5, Lesson 3
Using Function Notation
Extra Support Materials for Algebra 1
3.1
Warm-up
Instructional Routines
Which Three Go Together?Materials
NoneActivity Narrative
This Warm-up prompts students to compare four representations. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items, in comparison to one another.
Launch
Arrange students in groups of 2–4. Display the representations for all to see. Give students 1 minute of quiet think time, and ask them to indicate when they have noticed three representations that go together and can explain why. Next, tell students to share their response with the group and then to work together to find as many sets of three as they can.
Activity
NoneWhich three go together? Why do they go together?
A graph, origin O, with grid. Horizontal axis, x, scale from negative 5 to 5. Vertical axis, y, scale from negative 5 to 5. A u-shaped curve is drawn, opening to the right, passing through the points 0 comma negative 2, negative 4, comma 0, and 0 comma 2.
Student Response
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Building on Student Thinking
Activity Synthesis
Invite each group to share one reason why a particular set of three go together. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question of which three go together, attend to students’ explanations and ensure that the reasons given are correct.
During the discussion, prompt students to explain the meaning of any terminology they use, such as “function,” “input,” and “output,” and to clarify their reasoning as needed. Consider asking:
- “How do you know ?”
- “What do you mean by ?”
- “Can you say that in another way?”