Unit Design Template EDUC 343 Ubd Format

Title of Unit: Linear Functions

Stage 1: Desired Results

NJCCCS: Strand and CPI A.REI.5, A.REI.6, A.REI.10, A.REI.11, A.REI.12, F.IF.1, F.IF.2, F.IF.3, F.IF.5, F.IF.7, F.IF.9 Understandings
What will students understand (about what topics and big ideas) as a result of the unit that you hope they will remember five years from now? Students will understand that This information is usually taken from the content outline of the course curriculum guide.

Students will understand that the difference between relations and functions is that in a function each element of the domain is paired with exactly one element of the range. Students will understand that the equation of a line gives you the x-intercept, the y-intercept, and the slope of the line. Students will understand that the slope of the line can change the steepness as well as the positivity or negativity of the graph. Students will understand that parallel lines have no solution, lines that intersect at one point have one solution, and all other lines have infinitely many solutions. Students will understand that addition, subtraction, multiplication, and division can be used to solve inequalities. Essential Questions
What arguable, recurring, and thoughtprovoking questions will guide inquiry and point toward the big ideas of the unit? The understandings above are typically the answers to these.

Knowledge & Skill

What is the key knowledge and skills (building blocks) needed to develop the desired understandings and master the standards on which this unit is based?

What are the differences and similarities between relations and functions? What information does the equation of a line give you?

Understand the concepts of a relation and a function, and determine whether a given relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function. Graph a linear equation, compute an equations x- and y-intercepts, and derive linear equations

Unit Design Template EDUC 343 Ubd Format

How does the slope of a line effect a graph? How can you determine whether a system of linear equations has no, one, or infinitely many solutions? What are the different ways that inequalities can be solved? by using the point-slope formula. Find the slope of a line and use it to graph a linear equation. Solve a system of two linear equations in two variables algebraically and interpret the answer graphically. Solve absolute value inequalities, multistep problems involving linear inequalities in one variable, and solve a system of two linear inequalities in two variables.

Stage 2: Assessment Evidence

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]

Performance Task Summary (Project)

What product or performance will be used to gather evidence of understanding within this unit?

Rubric Criteria for Project

What aspects of that product or performance could be used as evidence of understanding and what are your levels of expectations for those aspects? (See template)

Unit Project: Rate of Change and Slope Have students stack three books on a desk. Students should then lean a ruler on the books to create a ramp, and tape the ruler to the desk. The students will then measure the rise over run and put it into a table. Students will then move the books closer to the ruler three more times to make the ramp steeper, and will again record the slope. Students will then add another book and see how that affects the slope. Students will then answer the following questions using the results. 1. How do the ratios change as the ramp becomes steeper? 2. What happens to the ratio when the run

-Students will correctly determine what the rise is. -Students will correctly determine what the run is. -Students will correctly determine the slope. -Students will correctly determine how ratios of the slope are affected. -Students will demonstrate their knowledge of how slope affects a graph and an equation.

Unit Design Template EDUC 343 Ubd Format

stays the same but the rise increases? 3. Suppose you want to build a shake board ramp with a slope less then the slope with a rise of 18in and a run of 24in. List three sets of rise over run measurements that will result in a ramp that is less steep and calculate their ratios. 4. Create four different equations that have the following slopes: negative, positive, zero, and undefined. Graph these equations on four separate pieces of graph paper. Self-Assessments (optional) Other Evidence, Summarized (i.e. quizzes, tests, homework, portfolios, exit tickets, etc.)

Students will rate how well they think they Students will be assigned homework problems. know the content on a scale of 1-5 at the end of Students will be given quizzes at the end of each chapter. each section. Students will be given tests at the end of each chapter. Students will be given an exit ticket. They will be asked what they learned on given day and what they think they need to work on. Students will get a Do Now in the beginning of the class.

Stage 3: Learning Activities

What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage two and thus display evidence of the desired results in stage one? Should include: objectives, activities, and assessment for each class session.

Lesson 1 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One) Students will understand that the difference between relations and functions is that in a function each element of the domain is paired with exactly one element of the range.

Unit Design Template EDUC 343 Ubd Format

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What assessments (formal and informal) will you use to evaluate learning during lesson? (Taken from Stage Two) Students will complete a cooperative learning hand out, which will include problems different types of problems from each master! group.

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What activities will the students participate in over the course of this lesson?

Students will be bro#en up into three groups in which they will learn to find the ordered pairs, the domain and range, the inverse, and they will determine whether or not the relation is a function. $he information will be presented to these groups in different ways. Students will then be put into a new in a new group in which they will teach the others students what they learned through a mini lesson. $hen, they will wor# collaboratively on a wor#sheet to be handed in and graded at the end of class. Students will be given an e%it tic#et at the end of class in order to access what they have learned and what they need help with. Lesson 2 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One) Students will understand that the equation of a line gives you the x-intercept, the yintercept, and the slope of the line. 2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) Students will be complete a wor#sheet collaboratively in groups, which will include problems on finding the slope, %&intercept, and y&intercept. ". What activities will the students participate in over the course of this lesson? Students will be bro#en into three groups. 'ne group will become a master at slope, one of %&intercept, and one of y&intercept. $hen these masters will be put into different groups and will teach a mini lesson to the rest of their group. $hen, they will wor# collaboratively on wor#sheet to be handed in at the end of class. Students will be as#ed to rate how well they #now the content from 1&( (one being not at all and five being they #now it well) at the end of class. Lesson 3

Unit Design Template EDUC 343 Ubd Format

1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One) Students will understand that the slope of the line can change the steepness as well as the positivity or negativity of the graph. 2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) Students will complete the )uestions on their own to be graded. Students will also be given an e%it tic#et in which they will write what they learned and what they need more help with. ". What activities will the students participate in over the course of this lesson? Students will be given the *nit +ro,ect! on -ate of .hange and Slope. Students will be .omplete the e%periment in class, and will be e%pected to answer the )uestions on their own for homewor#. Lesson 4 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One) Students will understand that parallel lines have no solution, lines that intersect at one point have one solution, and all other lines have infinitely many solutions. 2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) Students will be graded based on their group wor#. $hey will also be given a short )ui/ at the beginning of ne%t period. ". What activities will the students participate in over the course of this lesson? Students will wor# together in groups to determine whether a system of linear e)uations $hey will first graph these lines, then they will determine whether they have no solution, one solution, or infinitely many solutions. Lesson 5

Unit Design Template EDUC 343 Ubd Format

1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One) Students will understand that addition, subtraction, multiplication, and division can be used to solve inequalities. 2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) Students will create an account on Socrative, which is an app they can get on their phone. $hrough this app, they will answer a few basic )uestions regarding the content and will be able to rate how well they thin# they #now the information. Students will also be graded on their group wor#. ". What activities will the students participate in over the course of this lesson? Students will be broken up into four different master groups: addition, subtraction, multiplication and division. Each master will create a mini lesson, which her or she will have to teach to their second group. The second group will get problems that are combinations of the different methods of solving equations. Students will have to work together in order to solve these problems.

Unit Design Template EDUC 343 Ubd Format