Title: Alg 1 Domain &

Range
Components
1 Content Standard:

Grade Level: 9

Learning Objective:

Given examples of domain and range in a variety of representations, students will

be able to identify and label domain and range on an x-y coordinate plane.

Anticipatory Set:

A quadratic function will be presented to the students and I will start by

asking them if the point (0, -7) is a point in this graph (it will be a parent
function so the answer is no). I will ask them then, if (0, -7) is not a point
in the function, name three coordinate points that are (possible answer
(0,0) (-1,1) and (1,1). This will lead into the introduction of the lesson by
highlighting that not every function has infinite x or y values that can be
used to graph the equation.
This unit directly follows out unit on quadratic equations, so I will start by
using examples with quadratics first using graphs alone. Quadratics are
fairly straightforward in that they only have limitations within the range, and
not the domain, so I will start by using explicit instruction to model that. First
I will begin by explaining the difference between domain (all possible x
values) and range (all possible y values). I will do this by pointing out the
relative max/min of the function (y-value), and explain that the vertex is the
highest/lowest point in the graph; therefore it establishes a range limitation.
I will close by showing the notation for describing domain and range, and
the different between using parentheses and brackets, and when we can
use the infinity symbol.
Think Pair Share
Exit Tickets
Students will be viewing a PowerPoint with quadratic functions graphed,
and on a white board they will work in partners to write out the range and
domain for each graph. There will be 4 examples of graphs, and students
will alternate recording and presenting their findings after each example.
For closure, students will complete an exit ticket arguing whether or not a
domain and range described for a graphic representation of a quadratic
function is accurate or not. There are two examples that students must
articulate at least one very specific detail about what is incorrect and they
need to write a statement or notation that gives the correct information.
The Independent Practice will consist of students receiving a worksheet
with six problems of quadratic functions. Students will not only be asked to
identify how they know the range limitations given a graph, they will also
use the domain and range notations under each graph to gain practice and
familiarity of then to use brackets and parentheses. If students do not finish
it in class, then it will be homework. In the event students do finish, I will
have some other linear and exponential functions to present to them to
initiate how domain and range is affected.
Because this is introductory material, the assessment will not be formal, but
I will use exit tickets to check for understanding before the independent
practice.
All students are expected to master the content of this lesson, whether
through verbal or written evidence of their understanding. Because this
lesson is fairly visual, I am hoping that students will catch onto the process
of finding domain and range easily because they will be using graphs to
make these statements. Students will say one way or another that domain
is always infinite in quadratic functions, and range limitations exist
depending on the individual functions, I am willing to accept any product

3
Teaching-Modeling:

4
5

Check for
Understanding:
Guided Practice:

Closure:

Independent Practice:

Assessment:

Differentiation:

Estimated Duration of Lesson: 45 mins

Description of Plan
Alg1.M.F.IF.A.01- I can determine the domain and range of a graph, set of points
and table, and determine whether or not the given data represents a function.

5
mi
n

10
mi
n

10
mi
n
510
mi
n
15
mi
n

that demonstrates that understanding.