I demonstrate with the first table entry.

Have them brain storm with their partner what all goes into the cost of a commercial. Once we finish the four guided practice problems, I survey my students on our learning scale.

Introduce the project as the students are now working for Apple and will be discovering the cost of a commercial for the company. I then explained that during the next lesson, we will continue to write functions, but that we will be using them to make decisions about how to spend money.

Today, however, we are going to focus on connecting the story to the table and the rule. Once the problem is finished, the paper passes to the other partner who then coaches. Once we have filled in the table, I give student groups 2 minutes to write a story that matches the function I gave them.

Once teams finish their work, I ask them to turn their paper over to signal they are done. Discuss the amounts that they came up with and how expensive commercials can be.

Discuss with students the amount of time and possible money that will go into the cost of a commercial. Once the whisper conference is over, the student I called on originally gives the answer.

Once we have the table filled in, I give the table groups two minutes to look for a rule that would fit the table. When I introduce this procedure at the beginning of the year, I make a point to students that the coach learns just as much, if not more than, the person being coached. Have students complete the exit slip and homework.

Have the substitute in 0, 5 and 25 in for airing times x to see how much the commercial would cost on their worksheet.

Therefore, it is important that the coach not feel rushed. Then have students first watch the commercial that is hyperlinked from the slide to YouTube. I tell them they must be able to explain how they got the rule.

Then discuss that this depends on how many times you air the commercial. If I see any 1s or 2s, I group those students together with me as the coach for the next activity, pairs coaching. This scaffolding typically provides just enough extra practice to build their confidence. Also talk about a commercial only aired once during the Super Bowl and how expensive that could be.

Once the time has expired, I call on a group who has the correct rule and ask a representative to explain their thinking.

If a student is unsure, I allow them to "phone a friend" or seek someone who can help them. Lesson Plan Bell ringer is on the PowerPoint for students to complete at the beginning of the period on their weekly bell ringer sheet. First look at the cost of making the commercial by view the three commercials from the hyperlink on the PowerPoint.

Writing Function Rules Lesson Objective Students will write a function rule for an IPod commercial using cost to air and cost to make the commerical. Let partners give you their thoughts and write them on the board.

Have students pair up. I reveal the first scenario: I select students at random from name sticks to help me fill in the data table for this function.Plan your lesson in Math with helpful tips from teachers like you. Students will write a function rule for an IPod commercial using cost to air and cost to make the commerical.

mint-body.com1 Create equations and inequalities in one var. Building on "What's My Rule", today's lesson gives context to the numbers and applies them to real life situations. Plan your minute lesson in Math or Algebra with helpful tips from Heather Sparks. LESSON 6: Writing Function Rules; LESSON 7: Rule of 5 Poster Project; LESSON 8.

Writing a Function Rule. by Lara Shurig. Loading Lara 's other lessons. Solving a System of Equations ~ Substitution (8th) Distance and Midpoint You’re currently using one or more premium resources in your lesson.

Only premium resources you own will be fully viewable by all students in classes you share this lesson with. Yes. Find writing function rules lesson plans and teaching resources.

Quickly find that inspire student learning. In the function rule y — I + k, how does changing the value of k affect the graph?

Lesson Check Do you know HOW? Graph each function rule. 1.y=2x+4 5. The function rule h — 18 + n represents the height h, in inches, of a stack of traffic cones. a. Make a table for the function rule. b. Suppose the stack of cones can be no taller than 30 in.

Input the function rule in a graphing calculator, then use the table of values to identify the revenues earned in weeks 3 and 5, then compute the difference. The table of values shows that the movie earned million dollars in week 3.

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