ALEX Classroom Resource

  

Algebra I Module 3, Topic C: Transformations of Functions

  Classroom Resource Information  

Title:

Algebra I Module 3, Topic C: Transformations of Functions

URL:

https://www.engageny.org/resource/algebra-i-module-3-topic-c-overview

Content Source:

EngageNY
Type: Lesson/Unit Plan

Overview:

In Module 3, Topic C, students extend their understanding of piecewise functions and their graphs including the absolute value and step functions. They learn a graphical approach to circumventing complex algebraic solutions to equations in one variable, seeing them as f(x) = g(x) and recognizing that the intersection of the graphs of f(x) and g(x) are solutions to the original equation (A-REI.D.11). Students use the absolute value function and other piecewise functions to investigate transformations of functions and draw formal conclusions about the effects of a transformation on the function’s graph (F-IF.C.7, F-BF.B.3).

Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 9-12
Algebra I
16 ) Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. [A-REI1]

Mathematics
MA2019 (2019)
Grade: 9-12
Algebra I with Probability
23. Identify the effect on the graph of replacing f(x) by f(x)+k,k·f(x), f(k·x), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and explain the effects on the graph, using technology as appropriate. Limit to linear, quadratic, exponential, absolute value, and linear piecewise functions.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a function in algebraic form,
  • Graph the function, f(x), conjecture how the graph of f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k(both positive and negative) will change from f(x), and test the conjectures.
  • Describe how the graphs of the functions were affected (e.g., horizontal and vertical shifts, horizontal and vertical stretches, or reflections).
  • Use technology to explain possible effects on the graph from adding or multiplying the input or output of a function by a constant value.

  • Given the graph of a function and the graph of a translation, stretch, or reflection of that function, determine the value which was used to shift, stretch, or reflect the graph.
Teacher Vocabulary:
  • Composite functions
  • Horizontal and vertical shifts
  • Horizontal and vertical stretch
  • Reflections
  • Translations
Knowledge:
Students know:
  • Graphing techniques of functions.
  • Methods of using technology to graph functions
Skills:
Students are able to:
  • Accurately graph functions.
  • Check conjectures about how a parameter change in a function changes the graph and critique the reasoning of others about such shifts.
  • Identify shifts, stretches, or reflections between graphs.
Understanding:
Students understand that:
  • Graphs of functions may be shifted, stretched, or reflected by adding or multiplying the input or output of a function by a constant value.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
ALGI.23.1: Define dilation, rotation, reflection, translation, congruent and sequence.
ALGI.23.2: Identify rotations.
ALGI.23.3: Identify reflections.
ALGI.23.4: Identify translations.
ALGI.23.5: Use digital tools to formulate solutions to authentic problems (Ex: electronic graphing tools, probes, spreadsheets).

Prior Knowledge Skills:
  • Identify congruent figures.
  • Compare rotations to translations.
  • Compare reflections to rotations.
  • Compare translations to reflections.
  • Recognize translations (slides), rotations (turns), and reflections (flips).

Alabama Alternate Achievement Standards
AAS Standard:
M.A.AAS.12.24 Given a simple linear function on a graph, select the model that represents an increase by equal amounts over equal intervals.


Mathematics
MA2019 (2019)
Grade: 9-12
Algebra I with Probability
30. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph piecewise-defined functions, including step functions and absolute value functions.

c. Graph exponential functions, showing intercepts and end behavior.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a symbolic representation of a function (including linear, quadratic, absolute value, piecewise-defined functions, and exponential,
  • Produce an accurate graph (by hand in simple cases and by technology in more complicated cases) and justify that the graph is an alternate representation of the symbolic function.
  • Identify key features of the graph and connect these graphical features to the symbolic function, specifically for special functions:
      quadratic or linear (intercepts, maxima, and minima) and piecewise-defined functions, including step functions and absolute value functions (descriptive features such as the values that are in the range of the function and those that are not).
    1. Exponential (intercepts and end behavior).
Teacher Vocabulary:
  • x-intercept
  • y-intercept
  • Maximum
  • Minimum
  • End behavior
  • Linear function
  • Factorization
  • Quadratic function
  • Intercepts
  • Piece-wise function
  • Step function
  • Absolute value function
  • Exponential function
  • Domain
  • Range
  • Period
  • Midline
  • Amplitude
  • Zeros
Knowledge:
Students know:
  • Techniques for graphing.
  • Key features of graphs of functions.
Skills:
Students are able to:
  • Identify the type of function from the symbolic representation.
  • Manipulate expressions to reveal important features for identification in the function.
  • Accurately graph any relationship.
Understanding:
Students understand that:
  • Key features are different depending on the function.
  • Identifying key features of functions aid in graphing and interpreting the function.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
ALGI.30.1: Define piecewise-defined functions and step functions.
ALGI.30.2: Graph functions expressed symbolically by hand in simple cases.
ALGI.30.3: Graph functions expressed symbolically using technology for a more complicated case.

a.
ALGI.30.4: Graph quadratic functions showing maxima and minima.
ALGI.30.5: Graph quadratic functions showing intercepts.
ALGI.30.6: Graph linear functions showing intercepts.

b.
ALGI.30.7: Define square root, cube root, and absolute value function.
ALGI.30.8: Graph piecewise-defined functions.
ALGI.30.9: Graph step functions.
ALGI.30.10: Graph cube root functions.
ALGI.30.11: Graph square root functions.
ALGI.30.12: Graph absolute value functions.

c.
ALGI.30.13 Identify exponential numbers as repeated multiplication.
ALGI.30.14 Rewrite exponential numbers as repeated multiplication.

Prior Knowledge Skills:
  • Demonstrate how to plot points on a coordinate plane using ordered pairs from a table.
  • Graph a function given the slope-intercept form of an equation.
  • Recognize the absolute value of a rational number is its' distance from 0 on a vertical and horizontal number line.
  • Define absolute value and rational numbers.
  • Recall how to plot ordered pairs on a coordinate plane.
  • Name the pairs of integers and/or rational numbers of a point on a coordinate plane.

Alabama Alternate Achievement Standards
AAS Standard:
M.A.AAS.12.30 Given the graph of a linear function, identify the intercepts, the maxima, and minima.


Tags: absolute value functions, argument, cube root, equality, equation, graph, intercept, linear function, maxima, minima, piecewise, quadratic function, solution, square root, step functions
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There are six lessons on this topic.

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Author: Hannah Bradley