Algebra II Unit 1 Plan

Name: Elkin Bustamante_ Date: 09/08/14 to 10/31/14

Transformations of Functions_

Unit: Discrete and Inverse Relationships and

Step 1 Study the Progression

Standards for Previous
Grade/Course

A.CED.1
A.CED.2
A.CED.3
A.REI.D10
A.REI.B3
RN.A.1
RN.A.2
F-IF.A1
F-IF.B-4
F.IF.B5
F.BF.A1
S-ID.C7

Standards for Current

Grade/Course

Standards for Next

Grade/Course

CHAPTER 1. Arithmetic and

Geometric Sequences and Series.
A-SSE.B4
A-CED.A2
A-REI.D11
F-IF.A3
F-BF.A1a, F-BF.A2
F-LE.A2
CHAPTER 2. Understanding
Inverse Relations.
A-REI.A1
F-IF.B5
F-BF.B4a
F-BF.B4c
F-BF.B4d
G-GPE.A2
CHAPTER 3. Transforming
Functions.
F-BF.A3

Progressions from Previous to Current

Progressions from Current to Next

CHAPTER 1.
Students begin the course by connecting functions to
sequences and exploring the basic characteristics of
arithmetic and geometric sequences and series. They
find general terms and sums, recursively-defined
functions, and they derive summation formulas for
finite arithmetic and geometric series. Finally, they
explore the notions of convergence and divergence as
they develop the formula for the sum of an infinite
geometric series.
In Algebra I, students learned that they can think
of any linear function model y = mx + b as a
transformation of the linear parent function y = x
and any quadratic function model y = ax2 + bx + c
as a transformation of the quadratic parent
function y = x2. The value of m or a controls
vertical stretches, shrinks, and reflections of the
parent graph, and the value of b or c shifts the
graph up or down along the y-axis without
changing its shape.

CHAPTER 2.
This topic deals with inverse relations--relations that
are produced by reversing a dependency relationship
between two quantities. Students first explore the
inverse of a linear function. Through this exploration,
they learn how the domains and ranges of the
function and its inverse are related and that the
graphs are symmetric about the line y = x. They then
investigate the inverses of exponential and quadratic
functions and learn how these give rise to the

Algebra II Unit 1 Plan

logarithmic and square root functions.
In Algebra I, students studied quadratic functions
and may have been introduced to exponential
functions.

CHAPTER 3.
In this topic, students explore a third parameter that
controls horizontal shifts of graphs by studying
scientific data collected in an experiment.

Step 2: Use PARCC-like items to Determine the Criteria and generate Essential
Questions
Criteria for Evidence of Student
Learning

Essential Questions

After completing the topic Arithmetic and

geometric sequences and series, students will be
able to

What is true about a function?

Do all functions behave in the same manner?

Recognize arithmetic sequences and identify

the common difference.

How do you find the missing terms of an

arithmetic sequence?

Recognize geometric sequences and identify

the common ratio.

How do you find the missing terms of a geometric

sequence?

Recognize that sequences are functions with

integer domains.

Find explicit terms and sums for arithmetic

and geometric sequences.

How would you describe the difference between

the growth rates of arithmetic and geometric
sequences?

If linear functions seem to provide us with similar

information, why do we need arithmetic
sequences?

What strategies do you use to quickly add the

numbers from 1 to 100?

How do we find the sums of arithmetic

sequences?
Does the sum formula for an arithmetic sequence
work if there are an odd number of terms? Why or
why not?

Determine convergence and divergence of

infinite series.
Learn the conditions for convergence of
infinite geometric series.
Use explicit formulas to find the sum of an
infinite geometric series.

After completing the topic Understanding

inverse relations, students will

Understand the graphical, tabular, and

algebraic relationship between a linear
function and its inverse.

Are there any sequences that are both arithmetic

and geometric?

How can we determine the end behavior of a

series?

Understand the relationship between

exponential and logarithmic functions.

Can you give examples of a convergent geometric

Algebra II Unit 1 Plan

Understand the relationship between quadratic

and square root functions.

Identify one-to-one functions.

Be able to restrict the domain of a quadratic

function in order for its inverse to be a
function.

series?

Understand and apply the locus definition of a

parabola.

Connect the geometric definition of a parabola

to its algebraic equation.

After finishing the topic Transforming functions,

students will be able to

Apply transformations to graphs of parent

functions.
Recognize the general form of a quadratic
equation and explain how the values of a, h,
and k affect the shape of the parabola.

Describe the transformation from one function

to another in terms of vertical shifts, vertical
shrinks/stretches, and horizontal shifts.

Relate geometric transformations to tables of

values for functions.

Is every linear relation a function? Why or why

not?
Is the inverse of a linear relation always a
function? Why or why not?
How does the graph of a base 2 logarithmic
function compare to the graph of a base 5
logarithmic function?
Are there any exponential functions whose
inverses are not functions without any limitations
on the domain? Why or why not?
How does the domain of y
range of y = x2?

x compare to the

How does the range of y x compare to the

domain of y = x2?
What kind of graph would result if you
determined the inverse of y = x2 by reflecting its
graph across the line y = x?
What shapes are formed by the intersection of a
plane and a right double cone?

How do you have to slice the cone to form a

parabola?

How is the a-value from quadratic functions

related to the p-value in the equation of a
parabola?

What are the domain and range of the linear

parent function y = x?

How does transforming the function rule into the

form y = mx + b affect the domain and range?

What describes the transformation each

coordinate pair (x,y) to (x,y)?

Consider f(x) = 4(x 1.021)2 + 0.885, the rule

that represents the first complete parabolic shape.
Let g(x) represents the rule that models the second
complete parabolic shape (the one that includes 2
seconds). How could you write g(x) as a
transformation of f(x)?

Algebra II Unit 1 Plan

Do you think that a piecewise function can be

transformed like a quadratic function?

Make a parent function f(x) of your own. Now

sketch what f(x 2) + 3 would look like.

How are horizontal transformations for the parent

quadratic function and the parent absolute value
function similar?

Step 3: Vocabulary
Mathematical Vocabulary Needed to Answer Essential Questions (Focus on New
Vocabulary)

Arithmetic Sequence
Common Difference
Geometric Sequence
Common Ratio
Recursive Definition
Arithmetic Series
geometric Series
Indices
Sigma
Finite Series
Infinite Series
partial Sums
Convergent
Divergent

Relation
Inverse Function
Quadratic Function
Parabola
One-to-one Function
Exponential Function
logarithmic function
Discriminant
Focus
Directrix.
Students will also encounter the
term Fractal, a term they may
have seen previously in their
Geometry course.

Transformations (of functions)

Vertical Shift
Horizontal Shift
Vertical Stretch
Vertical Shrink
Vertical Compression
Quadratic Function
Parent Function.

Algebra II Unit 1 Plan

Step 4: Check-in on Analysis of Student Work from Previous Units
Previously Taught Standards to be Revisited in the Upcoming Unit

CHAPTER 1.
To be successful with the material in this topic, students should already understand the following concepts:
Linear and exponential functions, domain, and range
Symbolic manipulation skills
Subscript notation
CHAPTER 2.
To be successful with the material in this topic, students should:
Understand the definition of a function
Be able to determine rate of change from a table, graph, or algebraic rule
Be able to identify domain and range from the graph of a function
Be able to apply the distance formula to find the distance between two points in the Cartesian plane
It may be necessary to provide a more in-depth review of the definitions of functions and relations than
this topic provides. The Agile Mind Algebra I topic, Functions, can provide this review.
The use of multiple representations is essential in this topic. Students need to see the connections among
the algebraic, graphical, and tabular representations of a function and its inverse.
CHAPTER 3.
To be successful with the material in this topic, students should understand:
The general shape of the graph of a quadratic function
Reflections, vertical stretches and shrinks, and vertical shifts of quadratic functions

Step 5: Plan the Components: Core Curricular Resource and Additional Instructional
Resources
Monday
Objective:

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to Revisit:

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Algebra II Unit 1 Plan

Objective:

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Core Curricular
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Core Curricular
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Objective:

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Core Curricular
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Step 6: Instructional Strategies and Possible Mathematical Misconceptions

Algebra II Unit 1 Plan

Possible Mathematical
Misconceptions

Instructional Strategies

Introduce the concept of the

inverse of a function using
the Overview from Agile
Mind.

Address the inverse of a

linear function using the
Exploring "The inverse of a
linear function."

Explore the inverse of a

quadratic function.

Uses the Guided assessment

to formatively check for
student understanding of
concepts addressed.

This is a good time to emphasize to

students the difference between an
inverse variation (which is a
special kind of functional
relationship described symbolically
as xy=k, where k is a nonzero
constant) and an inverse function
(which refers to the function that
results when reversing the
dependency relationship between
two variables in a one-to-one
function). Listen for students who
try to use the terms as synonyms.

Introduce a review of the

parent functions students
were exposed to in Algebra I
and introduce the concept of
graphically transforming a
function.

Use data collected from a

motion detector of a
bouncing ball.

Take a closer look at

horizontal shifts.

Use the Guided assessment

to formatively check for
student understanding of
concepts in this topic.

Strategies to Address
Misconceptions

It is important for students to be

able to sketch a parent function
and the resulting graph after
any transformations have been
applied.
Students have a hard time
choosing the correct sign for the
value of h. Because the
symbolic representation of a
horizontal shift can appear to be
counter-intuitive, the time spent
connecting numerical and
graphical representations to the
symbolic representation is
important.
Students should develop
understanding of the reasoning
behind the rule.

Allow time for numerical

exploration of at least three
inverse variations before I
move students to the
representations of the process
of finding inverse functions.
Explore "The inverse of a
linear function."
Use Students Activities
provided by Agile Mind.
Explore The exponential
function and its inverse and
use Student Activity Sheet 3.

Student Activity Sheet 1

supports the review.
Students apply
transformations to fit a model
to the ball-bounce data. The
Exploring "Transformations
to fit data" and Student
Activity Sheet 2 support the
learning process.
To take full advantage of the
interactive materials and to
develop a clear understanding
of transformations, students
should have computer access
for the activities.
The activities in this block are
supported by the materials in
the Exploring "Making the
algebra-geometry connection"
and Student Activity Sheet 4.