Teacher Name :K.Bet Subject : Algebra Concepts Proposed Dates: 3.29.2016 to 4.29.2016 Grade Level (s) 8th

Building : MKEMS

Unit Plan
Unit Title: Functions
Essential Questions:
  1. How can we model relationships between quantities?
  2. How are functions similar/different from linear equations?
  3. What are the differences between linear and quadratic functions?
  4. How does graphing assist in determining and/or using functions?
  5. What are the applications of linear and quadratic functions?
  6. What are the ways of representing and/or determining if relationships are functions?
Standards:
8.F.1
8.F.2
8.F.3
8.F.4
8.F.5
Summative Unit Assessment :
Chapter Test
Summative Assessment Objective / Assessment Method (check one)
Students Will-
Use words, tables, equations, and graphs to represent both linear and nonlinear functions, and/or determine if relationships represented in these forms demonstrate a function or not. / ____ Rubric ___ Checklist __X_ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Day / Objective (s) / DOK LEVEL / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1-3 / Students will-
Translate tables and graphs into linear equations and complete function tables given its equation. / 1,2,3 / Redefine the concept of slope/constant rate of change and find from tables and graphs.
Use slope and y-intercept or slope and a point to generate a linear equation from tables or graphs
Complete a table or extend a graph using the slope
Justify that a linear equation only has one y-value that matches each unique x-value (except for a vertical line)
Show that linear relationships may or may not be proportional as well, based upon y-intercept / W,S / Consumable Textbook, Online textbook, Document Camera and Epson Projector, Interactive Whiteboard Pen, Personal Pocket Whiteboards with Graph Side and Plain Side, Dry Erase Markers and Erasers, Rulers, Colored Pencils, Graph Paper, IXL.com, Quia.com
/ Formative-
Whiteboards for slope identification and graph continuation
Thumbs up/down for proportionality
Magnet matching of x and y values
Summative-
Student Self - Assessment-
4-7 / Students will-
Represent relations using tables and/or graphs and understand which values correlate to domain and range / 1,2 / Discover that a relation is simply a match of x and y values (ordered pairs) by creating an analogy to relationships between peers (a relationship is just a pair)
Identify domain as the set of all x values and the range as the set of all y values. See the domain as the independent variable and y as the dependent by understanding that “what happens to y depends on what you do to x”
Find domain and range from tables by looking at the columns for x and y
Find domain and range from a graph by listing the coordinates of the ordered pairs in different colors and then translating to x and y values
Take domain and range from a table and create a graph or vice versa to find the x and y values by method of choice / W, I / Consumable Textbook, Online textbook, Document Camera and Epson Projector, Interactive Whiteboard Pen, Personal Pocket Whiteboards with Graph Side and Plain Side, Dry Erase Markers and Erasers, Rulers, Colored Pencils, Graph Paper, IXL.com, Quia.com
/ Formative-
Thumbs up/down for domain and range
Sorting game for domain and range
Summative-
Quiz on color-coding domain and range and making a table/graph
Student Self - Assessment-
8-14 / Students will-
Identify domain and range of a function from a table / 2,3,4 / Use shortcut keys in a powerpoint presentation to demonstrate the concept of a certain key taking you to the same place each time. Then demonstrate a scenario where the same key takes you to 2 different places…the key does not “function” properly. Relate to the concept that a function is a relation where each x value takes you to one and only one y value (the same matchup every time)
Use this idea to determine if a set of ordered pairs or a table represent a function (one to one relationship)
Use the vertical line test to determine function from graphical representations
Evaluate functions in the “f(x)” format using given values. Use this to then create a function table to generate dependent y-values based upon independent x-values of choice
Show how varying function tables, when graphed, yield the same graph with the same slope, etc.
Turn word problems into function tables and/or function equations
Use the “pattern machine” to discover the rule(s) of a function and furthermore, the equation that represents it in f(x) form. Show how f(x ) means the same as y = / W, S,I / Consumable Textbook, Online textbook, Document Camera and Epson Projector, Interactive Whiteboard Pen, Personal Pocket Whiteboards with Graph Side and Plain Side, Dry Erase Markers and Erasers, Rulers, Colored Pencils, Graph Paper, IXL.com, Quia.com
/ Formative-
Thumbs up/down for function or not
“spaghetti” line test for functionality
Summative-
Yarn connector project to show difference between relations that are and are not functions.
“Button” powerpoint project to show function versus nonfunction
Quiz on identifying function vs. nonfunction and identifying the pattern/rule of a function
Student Self - Assessment-
15-16 / Students will-
Represent linear functions using tables and/or graphs / 1,2,3 / Using the idea that “f(x) means the function of x, which means the rule of x”, relate to equations where y depends on x and the rule of x. Generate input/output charts that use x and y instead of x and f(x).
Turn each input/output or function table into a graph. Use the vertical line test to verify functionality.
Use the graphs to determine if a function is positive or negative, increasing or decreasing. Relate to correlations.
Use word problems to create function tables and graphs
Discriminate between continuous and discrete data and relate continuous to rational numbers that can be represented as fractions and decimals and discrete as integers. Graphs of continuous data can be connected with a line, while discrete cannot, as there are gaps between the data points for x that cannot be used as x values. / S,I / Consumable Textbook, Online textbook, Document Camera and Epson Projector, Interactive Whiteboard Pen, Personal Pocket Whiteboards with Graph Side and Plain Side, Dry Erase Markers and Erasers, Rulers, Colored Pencils, Graph Paper, IXL.com, Quia.com
/ Formative-
Partner function machines—match my function or rule to your data.
Matching game for function tables and graphs
Thumbs up/down for positive and negative (increasing and decreasing) functions
Red/Green flippers for continuous (green) vs discrete (red) data.
Summative-
Quiz on evaluating functions, completing function tables, identifying function rules
Partner project of writing a function rule in secret, supplying a function table of correlating data, then determining the rule of a partner’s function
Student Self - Assessment-
17-21 / Students will-
Compare two functions represented in various ways (charts, tables, graphs, equations) by comparing their properties / 3,4 / Use the constant rate of change/slope from a table/graph and their y-intercepts to determine if the two represent the same function.
Use the slope from different functions represented in different ways to make generalizations about the way the data changes and what type of scenario the graph or table may represent.
Use function tables and graphs to compare real-life rates such as speed, net pay, etc. from world problem scenarios. / W,S,I / Consumable Textbook, Online textbook, Document Camera and Epson Projector, Interactive Whiteboard Pen, Personal Pocket Whiteboards with Graph Side and Plain Side, Dry Erase Markers and Erasers, Rulers, Colored Pencils, Graph Paper, IXL.com, Quia.com
/ Formative-
Matching game of color-coded graphs and tables to match function representations
Summative-
Student Self - Assessment-
Turn one representation of a function into another.
22-25 / Students will-
Construct functions using multiple representations, including tables, graphs, and equations. / 2,3,4 / Find rate of change and initial value as slope and intercept from graphs and tables. Relate to real world concepts like hourly rates, speed, etc.
Make generalizations, interpretations, conjectures, and predictions based on data from a function table or graph. / W,S / Consumable Textbook, Online textbook, Document Camera and Epson Projector, Interactive Whiteboard Pen, Personal Pocket Whiteboards with Graph Side and Plain Side, Dry Erase Markers and Erasers, Rulers, Colored Pencils, Graph Paper, IXL.com, Quia.com
/ Formative-
Summative-
Compare functions in different representations and complete data analysis based on various types of function representation.
Unit Test on Functions
Student Self - Assessment-