Adv Algebra Unit 1

Teacher(s) Erin Gschwind, Melissa Miller
Subject group and discipline Mathematics: Mathematics
Unit title
MYP Year
Alg II/Trig: Building and Interpreting Functions
Grade 10
Unit duration 3 weeks (15 hours)
Inquiry: Establishing the purpose of the unit

Key concept
Related concept(s)
Relationships
Mathematics
Change
Model
Global context
Equivalence
Orientation in space and time
Statement of inquiry
Finding patterns and modeling relationships help us problem solve.
Inquiry questions
Factual What characteristics compose functions?
What characteristics make a function linear?
Conceptual How does what we know about linear

functions direct our ideas about patterns? What
do functions communicate?
Objectives
Summative assessment
B: Investigating patterns
i. select and apply mathematical problemsolving techniques to discover complex patterns
ii. describe patterns as general rules consistent
with findings
iii. prove, or verify and justify, general rules.
D: Applying mathematics in real-life contexts
i. identify relevant elements of authentic real-life
situations
ii. select appropriate mathematical strategies
when solving authentic real-life situations
iii. apply the selected mathematical strategies
successfully to reach a solution
v. justify whether a solution makes sense in the
context of the authentic real-life situation.
Outline of summative assessment task(s) including assessment

criteria:
Middle Years Programme Unit planner
Debatable How do linear relationships help us

understand broader world problems and
relationships? Why are functions important to our
lives?
Relationship between summative assessment task(s) and

statement of inquiry:
Page 1 of 6
Investigation
September
19
Friday
9:00 AM
Canoe Trip (B)

Mike likes to canoe. He can paddle
150 feet per minute. He is planning
a river trip that will take him to a
destination about 30,000 feet
upstream (that is, against the
current). The speed of the current
will work against the speed that he
can paddle.
Let s be the speed of the current in
feet per minute. Write an
expression for r(s), the speed at
which Mike is moving relative to
the river bank, in terms of s.
Mike wants to know how long it will
take him to travel the 30,000 feet
upstream. Write an expression for
T(s), the time in minutes it will take,
in terms of s.
What is the vertical intercept of T?
What does this point represent in
terms of Mikes canoe trip?
At what value of s does the graph
have a vertical asymptote? Explain
why this makes sense in the
situation.
For what values of s does T(s)
make sense in the context of the
problem?
Page 2 of 6
Investigation
September
25
Thursday
9:00 AM
Modeling Cost- Analysis (A, B,

D)
The task challenges a student to
demonstrate understanding of the
concepts representing and
analyzing mathematical situations
and structures using algebra. A
student must be able to use
symbolic algebra to represent and
explain mathematical relationships
in a costanalysis problem. A
student must be able to judge the
meaning, utility, and
reasonableness of results of
symbolic
manipulations in the given
realworld context of the price of
printing tickets.
http://www.insidemathematics.org/
assets/common-core-math-tasks/
printing%20tickets.pdf
Task
November
28
Friday
9:00 AM
Cell Phone Project (A, D)

Students will look at various cell
phone plans as an application
example of piecewise functions.
They will model the various plans
with graphs, tables, and equations.
Students will then decide which
plan would work best based on the
number of minutes that will be
used.
Approaches to learning (ATL)

Mathematics
B: Investigating patterns
i. select and apply mathematical problem-solving techniques to discover complex patterns
Page 3 of 6
Communication
Thinking
I. Communication skills
Exchanging thoughts, messages and information
effectively through interaction
Use a variety of speaking techniques to
communicate with a variety of audiences
Use appropriate forms of writing for different
purposes and audiences
Negotiate ideas and knowledge with peers and
teachers
VIII. Critical thinking skills
Analysing and evaluating issues and ideas
Practise observing carefully in order to recognize
problems
Evaluate and manage risk
Use models and simulations to explore complex
systems and issues
Identify trends and forecast possibilities
X. Transfer skills
Utilizing skills and knowledge in multiple contexts
Apply skills and knowledge in unfamiliar situations
Action: Teaching and learning through inquiry

Content
Learning process
Knowledge & Skills:

Knowledge & Skills TBD
Standards:
Algebra
Seeing Structure in Expressions
Reasoning with Equations and Inequalities
Functions
Interpreting Functions
Building Functions
Linear, Quadratic, and Exponential Models
1. Distinguish between situations that can
be modeled with linear functions and with
exponential functions.
Learning Experiences
Students will see rubrics each time they take a performance assessment. Students will also be given weekly
quizzes, which track their mastery by objective.
Students will practice skills both in class and through their homework. They will be given problem similar to the
problems we will be completing in class.
Students will take a diagnostic test at the beginning of the unit so that I can assess what they know and fill in
the gaps in knowledgea appropriately.
Teaching strategies
Page 4 of 6
2. Construct linear and exponential

functions, including arithmetic and geometric
sequences, given a graph, a description of a
relationship, or two input-output pairs (include
reading these from a table).
3. Observe using graphs and tables that a
quantity increasing exponentially eventually
exceeds a quantity increasing linearly,
quadratically, or (more generally) as a
polynomial function.
Modeling
Modeling is best interpreted not as a collection
of isolated topics but rather in relation to other
standards. Making mathematical models is a
Standard for Mathematical Practice, and specific
modeling standards appear throughout the high
school standards indicated by a star symbol ().
Students will be given exit tickets daily to assess their knowledge and understanding of the daily objectives.
They will also be given weekly quizzes, which they will recieve immediate feedback on. Students will work
collaboratively and independently.
Describe how you will differentiate teaching & learning for this unit?
Some students will receive problems with a simplified step sequence, some will orally explain instead of through
writing, some will have shorter modified assessments, with more time. The homework is modified to ensure that
students have the appropriate amount of practice each night. Some also have preferential seating and a sign
language interpreter. If needed, students are checked in with more frequently than their peers.
Learner Profile
Thinkers: Students will apply their knowledge of one function to their understandings of new problems both in the classroom and with the applications outside.
Open minded: Students will be open to trying more than one way to do a problem. If they finish a problem, they will be encouraged to go back and find another way to do
the same problem.
Resources
Journal:
Textbook, computer lab, whiteboards, calculators.
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
What do students already know, and what can they do?

What potential interdisciplinary connections can we
identify?
Based on a diagnostic and preliminary problems,
know very basic algebra but need support with
Page 5 of 6
Algebra 1 level work. We are therefore starting the

unit with review of simple multistep solving of
equations.
Our students take physics so finding linear
relationships in science and graphing can be
connected. They also will need support, according to
the physics teachers on data and statistics in that
class and linear regression.
Page 6 of 6

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Teacher(s) Erin Gschwind, Melissa Miller

Subject group and discipline Mathematics: Mathematics

Alg II/Trig: Building and Interpreting Functions

Unit duration 3 weeks (15 hours)

Inquiry: Establishing the purpose of the unit

Orientation in space and time

Conceptual How does what we know about linear

Outline of summative assessment task(s) including assessment

Middle Years Programme Unit planner

Debatable How do linear relationships help us

Relationship between summative assessment task(s) and

Canoe Trip (B)

Middle Years Programme Unit planner

Modeling Cost- Analysis (A, B,

Cell Phone Project (A, D)

Approaches to learning (ATL)

Middle Years Programme Unit planner

Action: Teaching and learning through inquiry

Knowledge & Skills:

Middle Years Programme Unit planner

2. Construct linear and exponential

After teaching the unit

What do students already know, and what can they do?

Middle Years Programme Unit planner

Algebra 1 level work. We are therefore starting the

Middle Years Programme Unit planner

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