Resources: http://www.intermathuga.gatech.edu/topics/numcon/ratios/r10.asp John Webber also assisted us in getting the graphing calculator prepped for the CBL. Introduction: We used the mathematical topic revolving around linear functions pertaining to algebra. We would like to address important topics of the vertical line test, what makes a function a function, and what functions can represent in contextual situations. We will also cover step functions, increasing and decreasing linear functions, and possible quadratic functions. One of the more difficult concepts in our lesson plan is getting the students to understand how different functions can look, and how movement and velocities can tie these functions into contextual mathematical experiences. Class level: We are introducing this lesson to Dan Hunter’s 9^{th} grade algebra class. Activity: The purpose of the lesson is to emphasize the fundamental characteristics of functions, as well as let the students "experience" functions. The students will do this by graphing their movements with a CBL, and trying to evaluate which movements will create a particular type of function. We will be using a CBR, CBL, TI83, and a LCD for the overhead. The students will work together in groups and will be given worksheets to guide them throughout the activity. Assessment: The students will be assessed through inclass participation of creating the distance—time graphs, as well as through the worksheets distributed. Click
Here for Investigations with the TI83 and CBL

