Focus Plan
Texarkana Independent School District
GRADING PERIOD: / PLAN CODE:writer: / Ronda Jameson / Course/subject: / Grade 10
Grade(s): / 10 / Time allotted for instruction: / 3 hours
Title: / Functional Relationships: Booster Club
Lesson TOPIC: / Representation of functional relationships
TAKS Objective: / Objective 2 The student will describe functional relationships in a variety of ways
FoCUS TEKS and Student Expectation: / A.1C The student describes functional relationships for given problem situations and writes equations or inequalities to answer questions arising from the situations.
Supporting TEKS and Student Expectations: / A.1D The student represents relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities.
A.1E The student interprets and makes decisions, predictions, and critical judgments from functional relationships.
A.3A The student uses symbols to represent unknowns and variables.
A. 3B Given situations, the student looks for patterns and represents generalizations algebraically.
Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
variable / A symbolic representation denoting a quantity or expression
constant / A fixed, but possibly unspecified, value. This is in contrast to a variable, which is not fixed.
functional relationship / A "cause and effect" relationship between at least two variables, at least one of which is designated as a "dependent variable.
expression / An expression that represents a numeric value.
profit / The positive gain from an investment or business operation after subtracting for all expenses.
revenue / The total amount of money received by the company for goods sold or services provided during a certain time period. It also includes all net sales, exchange of assets, interest, and any other increase in owner’s equity and is calculated before any expenses are subtracted.
I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set (Engage)
In life, we encounter situations where we must represent circumstances algebraically in order to make decisions or plan. Discuss examples with the class:
· Your family is going on a canoe trip. The basic fee to rent a canoe is $5 plus an additional $2.50 for each hour that the canoe is rented. How much will it cost to rent a canoe for 6 hours?
· You have $7.00 in your pocket. You go to lunch and you are very hungry. Hot dogs cost $1.25 each and cokes cost $1.00. You buy one coke and you want to spend the rest of your money on hot dogs. How many hot dogs can you buy?
· At the grocery store, beans cost $0.88 per pound, and bread costs $1.48 for 2 loaves. What will the total cost be if Don buys 1.19 pounds of beans and 1 loaf of bread?
Ask students to share real-life examples of situations in which they had to represent a situation algebraically/mathematically in order to solve a problem or make a decision.
Discuss costly mistakes:
What if you figure your income taxes incorrectly?
What if you go out on a date and you do not have enough money to pay the bill?
What if you buy a car and underestimate how much your monthly payment will be?
(Ask students for examples)
B. Instructional activities
Band Booster Club Activity
Focus on key vocabulary, including:
Function
Relationship
Profit
Variable
Constant
Revenue
C. Guiding Questions for Band Booster Club Activity
Describe how to compute the cost of 10 calendars.
Explain how to compute the cost of 15 calendars.
What are the variables in this situation?
What are the constants in this situation?
Explain how to compute the revenue from the sale of 10 calendars.
Consider the sale of 15 calendars. What is the cost of the 15 calendars?
What is the revenue from the sale of 15 calendars?
Do you make a profit when you sell 15 calendars? Explain how you know.
How can you tell when you start making a profit?
D. Accommodations/modifications may include:
Teaming
Modify #3 (part II). Do not require student to describe the process they used to answer the question.
E. Enrichment
Extension Questions:
If the situation had been different and the equation for cost was written
y = 80 + 15x, how would the situation have been described?
Answer: The set-up charge was $80, and the cost per calendar was $15.
How could an equation be used to solve for the number of calendars when the profit is 400 dollars?
Profit = Revenue minus cost
400 = 12x – (65 + 8x)
400 = 12x – 65 – 8x
465 = 4x
X = 116.25 (They may not sell a fraction of a calendar. They must sell 117 calendars)
Answer: 117
Describe how the graph could be used to answer the question
Answer:
Graph the function y = 12 – (65 + 8x) and the function y = 400, and find the point of intersection.
Or – Graph the function y = 12x – (65 + 8x) and look for the value of x that gives a y-value close to 400.
II. STUDENT PERFORMANCE
A. Description
Students will work in groups of 2-3 to complete Band Booster Club Activity
B. Accommodations/modifications
C. Enrichment
iii. Assessment of Activities
A. Description
Quiz A.1C Functional Relationships
Key:
1 J
2 F
3 J
4 B
5 Answers may vary
B. Rubrics/grading criteria
# missed / score1 / 80%
2 / 70%
3 / 60%
4 / 50%
5 / 20%
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
IV. TAKS Preparation
A. Transition to TAKS context
Teacher may use released TAKS items to demonstrate TAKS content and context.
B. Sample TAKS questions
Vicki works as a salesclerk in a clothing store. She earns $10 per hour plus a commission of 6% of her total sales. Which equation represents e, her total earnings when she works h hours and sells a total of d dollars in merchandise?
A e = 10h + 0.06d
B e = 10h + 0.6d
C e = 6h + 10d
D e = 0.6h + 10d Answer: A
A candy company sells chocolate-covered cherries in a box. The empty box weighs 4.2 ounces. Each piece of candy weighs at least 1.8 ounces. Which inequality best describes the total weight in ounces, w, of a box of chocolate-covered cherries in terms of c, the number of candies in the box?
A w ≥ 1.8c + 4.2
B w ≥ 1.8c – 4.2
C w ≥ 4.2c + 1.8
D w ≥ 4.2c – 1.8 Answer: A
V. Key Vocabulary
Equation
Inequality
VI. Resources
A. Textbook
Prentice Hall Mathematics Algebra II
Pages 86, 238, 678
B. Supplementary materials
Prentice Hall TAKS Review and Preparation Workbook
Grade 10
Pages 7-9
C. Technology
Charles Dana Center Math TEKS Toolkit
Clarifying Activities A.1C
http://www.utdanacenter.org/mathtoolkit/instruction/activities/alg1.php
VII. follow up activities
Handout I may be used as a warm-up activity follow-up to this lesson
Handout I answer: A
VIII. Teacher Notes
1
¨ Division of Curriculum and Instruction ¨ School Improvement Department ¨ Texarkana Independent School District