Course/Level: 4º ESO
Subject: Mathematics
Teacher: Ana Isabel Cruz Romero
INTRODUCTION
Within mathematics, graphic representation functions become a very useful tool for students to solve problems and situations in real life, acquiring great skill in problem solving and a critical sense in the discussion of possible outcomes.
The decisive mathematics in the achievement of the general objectives of obligatory education. During their learning the students develop their capacity of logical reflection and their capacity of thought and abstraction.
At the end of the didactic unit the student will be able to:
· Understand and interpret different forms of mathematical expression and incorporate them into the language and the usual modes of argumentation.
· Use mathematical knowledge to organize, interpret and intervene in different situations of reality.
· Recognize and raise situations in which there are problems that can be formulated in mathematical terms, solve them and analyze results using appropriate resources.
· Reflect on the own strategies used in the mathematical activities.
· Incorporate habits and attitudes typical of mathematical activity.
The development and acquisition of the concepts of this didactic unit supposes the knowledge of the idea of function, reading, description and interpretation of tables and graphs, graphic representation of functions, and study from the formula developed in the previous courses of the stage. It needs an adequate use of numbers and the use of algebraic language.
ORGANITATION AND DISTRIBUTION
The unit will be developed in seven sessions of fifty minutes. Sessions 1 and 2: Concept of function. Linear function.
Session 3. Quadratic functions. Parables.
Session 4. Functions with absolut value.
Session 5.- Inverse proportionality functions.
Session 6.- Functions in our daily life
Session 7.- Functions sorround us
SESSION 1 Y 2: CONCEPT OF FUNCTION. LINEAR FUNCTION.
Task 1: Lineal functions vocabulary
This activity, created with "learningapps.org", is a crossword to work the vocabulary of linear functions.
https://learningapps.org/6106784
Task 2: Decide if the following graphs are functions or no.
Task 3: Discuss these questions with a partner:
a) Complete the table
b) Make a graphic representation of the function, using a table.
| X | -1 | 0 | 2 | 3 |
| Y = 5x – 2 |
Task 4: In groups, discuss the text below and fill in the gaps.
https://learningapps.org/6106910
SESION 3: QUADRATIC FUNCTIONS
Task 1: I have represented a generic parable in Geogebra, and the student must observe how changing their coefficients is changing its form, and according to the parameter the graph modifies its shape in a different way (concave or convex, more open or more closed, placed higher or lower)
Task 2: In this activity, students work through a series of scaffolded quadratic graphing challenges to develop their proficiency with standard, vertex, factored, and other quadratic function forms.
SESSION 4: FUNCTIONS WITH ABSOLUTE VALUE
Task 1: Here, we are a fantastic activity to show what the equations are, how they are graphed, and how to alter them.
https://teacher.desmos.com/activitybuilder/custom/58b97fa91c41591317c80f1b#preview/3dc2e0b2-0958-440e-8ae5-6b0dc01aef44
Task 2: And here, we have an absolute value game to practice this concept, which we need to understand functions with absolute value:
https://www.crctlessons.com/absolute-value-equations-game.html
SESSION 5: INVERSE PROPORTIONALITY FUNCTIONS
In this session the students will work in pairs, they will have to choose a function from the list below, and they will have to represent it in a paper for graphic representations.
http://msenux2.redwoods.edu/IntAlgText/chapter7/section1exercises.pdf
SESSION 6: WE INVESTIGATE FUNCTIONS IN OUR DAILY LIFE
It is a practical session in which each student will explain to their classmates an example of a real-life function, it can be a graphic in a newspaper, the figure that describes an object when it is moving, etc
SESSION 7: WE DISCOBER FUNCTIONS SURROUND US
We will exit outdoor (natural environment, monuments, museums ...) to observe where functions appear.
LINKS:
· UD_Funtions_Task_3.1:
https://drive.google.com/open?id=1sGWEeu4qAvCbf6_69A-Eby3B8lG8JK-p
· Presentación con teoría, ejemplos y propuestas de ejercicios.
https://drive.google.com/open?id=1TTX5_3pQ0FPADW7yGh-2HQPGu6uojgCA
ANA ISABEL CRUZ ROMERO
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