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teaching note: after Bell Ringer Start with video: Lesson 1-2, part 1 Lesson Tutorial Video (blue); -tell students when watching video: just listen, we are going to have not directly from video Students need calculators and graph paper recommend to students they make a flip chart / foldable for the Bell Ringer information. – supply colored paper – colored pencils helpful hints to tell students: -constant, No Change -linear (ask students what comes to mind with the word linear?), Straight diagonal line -quadratic, (what comes to mind?), Parabola -square root, look at shape, looks like square root

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Parent Functions Bell Ringer copy on separate note paper, not Bell Ringer sheet; On Bell Ringer Sheet write: Parent Functions Key words:

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Identify parent functions from graphs and equations. Use parent functions to model real- world data and make estimates for unknown values. Common Core Algebra 2 Objectives F-IF.5, F-BF.3 Chapter 1.2

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To make graphs appear accurate on a graphing calculator, use the standard square window. Press ZOOM, choose 6:ZStandard, press again, and choose 5:ZSquare. Helpful Hint ZOOM

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Identify the parent function for g from its function rule. Then graph g on your calculator and describe what transformation of the parent function it represents. Example : Identifying Transformations of Parent Functions g(x) = x – 3 x has what power ? What is the parent function ?

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Identify the parent function for g from its function rule. Then graph on your calculator and describe what transformation of the parent function it represents. Example : Identifying Transformations of Parent Functions g(x) = x 2 + 5 x has a power of ? Parent function ? Domain ? Range ?

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Example g(x) = x 3 + 2 x has a power of ? Identify the parent function for g from its function rule. Then graph on your calculator and describe what transformation of the parent function it represents. Parent function ?

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Activity 1-2 Battle Ship activity: explained on next slide – Don’t tell students what supplies they need; have them figure out they need graph paper or dry erase board graph paper, expo markers or pencil, etc.

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Students work in pairs, I will pick teams. One student in each pair should choose a function belonging to a family described in this lesson. This student should give his or her partner the coordinates of points that lie on the function’s graph. The partner should plot the points until her or she can determine the parent function. The given equation is not the parent function; it is a translation of the parent. Complete one, then switch positions.

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Identify the parent function for g from its function rule. Then graph g on your calculator and describe what transformation of the parent function it represents. g(x) = x 2 – 7 Exit question Domain ? Range ?

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Identify the parent function for g from its function rule. Then graph g on your calculator and describe what transformation of the parent function it represents. Include the domain and range. g(x) = 2x 2 + 5 Bell Ringer

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Teaching note: Video 1-2 part 2, Lesson Tutorial Video (blue); – Remind students to listen to video, they not need to write down notes first time thru; play second time pausing for notes Homework: due next class Foundations for Functions p. 2-3, blue LAB ACTIVITIES book – ** copy for students**

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Stacy earns $7.50 per hour. Graph the relationship from hours to amount earned and identify which parent function best describes it. Then use the graph to estimate how many hours it would take Stacy to earn $60. Exit question Answer only required

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Warm Up Give the coordinates of each transformation of (2, –3). 4. reflection across the y-axis (–2, –3) 5. f(x) = 3(x + 5) – 1 6. f(x) = x 2 + 4x Evaluate.

Warm Up Give the coordinates of each transformation of (2, –3). 4. reflection across the y-axis (–2, –3) 5. f(x) = 3(x + 5) – 1 6. f(x) = x 2 + 4x Evaluate.

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