TGC

Fellow Unit Template *

Prepared by: Melissa Nadeau School/Location: Danbury Public Schools, Danbury, CT
Subject: Mathematics Algebra 1 Grade: MS/HS Unit Title: Linear Functions Time Needed: 30 days
Unit Summary: Students explore the distinction between linear and nonlinear behavior, and then focus on learning about linear
functions. Students derive linear models of real-world situations in order to analyze situations, make predictions or solve problems.

Stage 1 Desired Results

ESTABLISHED GOALS:
ELA-LITERACY.RST.9-10.1
Cite specific textual evidence to support
analysis of science and technical texts,
attending to the precise details of
explanations or descriptions.
ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of
a text; trace the text's explanation or
depiction of a complex process, phenomenon,
or concept; provide an accurate summary of
the text.
ELA-LITERACY.RST.9-10.7
Translate quantitative or technical
information expressed in words in a text into
visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into
words.
ELA-LITERACY.RST.9-10.8
Assess the extent to which the reasoning and
evidence in a text support the author's claim
or a recommendation for solving a scientific or
technical problem.
ELA-LITERACY.RST.9-10.9
Compare and contrast findings presented in a
text to those from other sources (including
their own experiments), noting when the
findings support or contradict previous
explanations or accounts.

Transfer
Students will be able to independently use their learning to(real world purpose)


Gain an appreciation for the power of mathematics when
Identifying significant real world problems
Developing solutions about significant real world problems.
Making predictions and decisions about significant real world problems.

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that


What is a linear function?
Linear Functions are characterized by a
What are the different ways that linear
constant average rate of change (or
functions may be represented?
constant additive change).
What is the significance of a linear
functions slope and y-intercept?
How many linear functions model real
world situations?
How may linear functions help us analyze
real world situations and solve practical
problems?
Acquisition
Students will know (Content)
Students will be able to (Skills)

1. F-IF 6. Calculate and interpret the average 1. Derive linear models of real-world
rate of change of a function (presented
situations in order to analyze situations,
symbolically or as a table) over a specified
make predictions or solve problems.
interval. Estimate the rate of change from a
2. Students analyze situations by identifying
graph.*
the real world meaning of the slope and
2. F-IF 7. Graph functions expressed
the x- and y- intercepts of a linear model.
symbolically and show key features of the
3. Students make predictions by evaluating
graph, by hand in simple cases and using
models for a given independent variable
technology for more complicated cases.*
(given x find y), and solving equations for
a. Graph linear ...functions and show
the independent variable given the
intercepts..
dependent variable (given y find x).

GLOBAL COMPETENCY:
Students recognize their own and others
perspectives and determine how mathematics
and statistics influence that perspective and
understanding as it pertains to the effects of
bottled water consumption on landfill waste.

Students communicate their ideas effectively
with diverse audiences by using appropriate
language, behavior, and mathematical and
statistical representations regarding bottled
water consumption and landfill waste.

Students investigate the world beyond their
immediate environment by identifying issues
concerning the effect of human bottled water
consumption on landfill waste of local,
regional, or global significance that call for or
emerge from mathematical or statistical
approach.

RESOURCES:

Bottled Water Industry Statistics

per-capita-consumption-of-bottled-water-
worldwide

global-bottled-water-consumption

Bottled Water Industry

Ban the Bottle articles

Bottle Water Harm

The Bottled Water Project

Water Bottle Pollution

4. Students problem solve through the use
3. F-IF 8. Write a function defined by an
of various representations: algebraic,
expression in different but equivalent forms to
tabular, graphic and numeric.
reveal and explain different properties of the
function.
4. F-LE 1. Distinguish between situations that
can be modeled with linear functions [and
with exponential functions].
a. Prove that linear functions grow by equal
differences over equal intervals...
b. Recognize situations in which one quantity
changes at a constant rate per unit interval
relative to another....
5. F-LE 2. Construct linear ... functions,
including arithmetic ... sequences, given a
graph, a description of a relationship, or two
input-output pairs (include reading these
from a table).

6. F-LE 5. Interpret the parameters in a
linear ... function in terms of a context.

NYTIMES Bottled Water

YouTube Video Bottle Water Waste - INDIA

Stage 2 Evidence
Assessment
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)

Evaluation Criteria (Learning Target or Student Will Be Able To)

Exit Slips Assess students ability to
Draw qualitative/quantitative graphs regarding distance time graphs. (Investigation 1)
Identify a function as linear or non-linear from a table and explain their reasoning.
(Investigation 2)
Calculate the slope of a line and use the slope to determine its direction and steepness.
(Investigation 3)
Explain the relationship between slope and rate of change. (Investigation 3)
Apply slope intercept form to a real world context and understand the parameters of m & b
in the scenario. (Investigation 4)
Transform an equation from standard to slope intercept form and graph an equation using
two intercepts. (Investigation 5)
Identify slope and point from an equation and write an equation given the slope and one
point. (Investigation 6)

Writing prompt
Compare arithmetic and geometric sequences with linear and non-linear functions.
(Investigation 2)
Apply the concept of slope to the previous encountered definition of the function of Slope
in context. (Investigation 3)
Assess what conditions determine a line? (Investigation 4)
Discuss the advantages and disadvantages of two forms of linear equations. (Investigation
5)
Evaluate the advantages and disadvantages of point slope form. (Investigation 6)

Assessment OF Learning: (ex: performance

task, project, final paper)

Observations Students ability to
Interpret functions that arise in applications in terms of the context
Analyze functions using different representations
Construct and compare linear [and exponential] models and solve problems
Interpret expressions for functions in terms of the situation they model

Performance Task:
After the class reviews data about water bottle waste in the United States, the class will explore
water bottle waste around the world. Students will research a country of their choice and find
a data set, fit a function to the data and make predictions based on the model they created.
The data extrapolated should also consider the population growth of that country which was
also explored in this unit. From this extrapolated data, students will explore the argument that
many countries need these water bottles to provide clean drinking water to people regardless
of the impact the waste has on the environment. Students will create an argument for either
keeping water bottles versus exploring other options to providing clean drinking water to the
people of this country. This project can include writing a letter or creating a PSA for Advocacy
on using refillable containers, repurposing old plastic bottles to curb the amount of waste,
writing letters to lobbyists, deposit/return programs

Teachers may have to provide a date in the future that students are trying to extrapolate to as
some students may have difficulty finding an imaginary end point for comparison.

The final product must use the extrapolated data on population growth and water bottle waste
as the basis of their opinion and facts must be cited using reputable sources. Teachers are also
encouraged to haves students connect with classrooms in the country of their choice to collect
data on what the number of water bottle waste the students see over the course of a week in
their own neighborhoods. This real life collection of observational data could be a shared
compared between the two countries. Student could even collaborate on a project where they
work on a shared Google doc to present their findings.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
Students start the Linear Function Unit by exploring the distinction between linear and nonlinear behavior, and then focus on learning about
linear functions. Throughout Linear Function Unit, students derive linear models of real-world situations in order to analyze situations, make
predictions or solve problems. Analyzing situations often takes the form of identifying the real world meaning of the slope and the x- and y-
intercepts of a linear model. Making predictions involves evaluating models for a given independent variable (given x find y), and solving
equations for the independent variable given the dependent variable (given y find x). Problem solving occurs through the use of various
representations: algebraic, tabular, graphic and numeric.

Investigation 1: What Makes a Function Linear? (2 days)

In the first investigation students begin to develop the concept of constant rate of change by examining the data generated by a motion detector
as displayed in a time-distance graph. Students will understand that walking steadily creates a straight-line graph, whereas speeding up or
slowing down creates a graph that is non-linear. Decreasing the distance from the starting place (the motion detector) will produce a graph
that decreases as one reads from left to right. Conversely, increasing the distance from the starting place will create a graph that increases as
one reads from left to right.

Investigation 2: Recognizing Linear Functions from Words, Tables and Graphs (4 days including Quiz on Investigations 1 and 2)
Investigation 2 provides practice recognizing and describing functions from data tables and graphs in various contextual situations. Students
identify the characteristics of a linear function, investigate the role of slopes and y-intercepts in the graphs of functions and relate this
information to the context of various problems. Students create graphs by hand and with the graphing calculator. They engage in activities that
highlight the capability of linear functions to model a wide range of real world relationships (population growth). A quiz is suggested after this
investigation.

Investigation 3: Calculating and Interpreting Slope (4 days)
The third investigation provides an in-depth focus on slope as constant additive change, a definitive attribute of linear functions. Students
calculate the slope from data in tables and graphs. They identify and interpret the slope from real-world linear situations as the constant rate of
change in the dependent variable compared to the change in the independent variable.

Investigation 4: Effects of Changing Parameters of an Equation in Slope-Intercept Form (4 days)
The fourth investigation fully develops the changes in the parameters m and b as it relates to rate of change, which students intuitively used to
model a variety of real world situations and to define patterns explicitly as far back as Unit 1. Students explore the results of how changing the
two parameters m and b changes the graph of a linear function. They will discover that changing the y-intercept causes a vertical shift in the
graph, that the sign of the slope determines whether the graph is increasing or decreasing, and that the magnitude of the slope affects the
steepness of the graph. Students will be able to graph a function given in slope-intercept form not only by making a table of values, but also by
first plotting the y-intercept and then one or more additional points using the slope. Students will be able to find the slope-intercept equation of
a line from a graph, table or real-world scenario, thus reinforcing the multi-representational approach. As in other investigations, students have
opportunities to use what they are learning to solve a variety of contextual problems. To complete the investigation students will discover the
relationships of the slopes of parallel lines and of perpendicular lines. At this point, students may be assessed by a Mid-Unit Test.

Investigation 5: Forms of Linear Equation (4 days including Quiz on Investigation 5)
Investigation 5 introduces the standard form of the equation of a line. Equations in standard form are graphed two ways: by finding the x- and y-
intercepts and by transforming the standard equation to slope-intercept form. Students will also investigate direct variation problems, which are
modeled by the family of linear functions that have a y-intercept of 0. A quiz is suggested after this investigation.

Investigation 6: Point-Slope Form of Linear Equations (4 days)
The sixth investigation develops the point-slope form of the line. Students can identify a point and the slope from the equation and can write an
equation in point-slope form given a point and slope or given two points. Students transform equations written in point-slope form into slope-
intercept or standard form. Contextual activities and real world situations are used to introduce the forms of linear equations as well as to
extend students knowledge of linear functions. By the end of this investigation, students will choose which of the three forms of linear

equations is most advantageous for solving a particular problem.

Performance Task: Linear Models (2 4 days)
The Water Bottle Consumption performance task assesses the ability of students to distinguish between linear and nonlinear relationships and
then make predictions based on the linear functions. Students should explore this topic as a class examining United States population and then
explore a country of their own choice for their personal/group projects.

*adapted from Understanding by Design Model
TGC FELLOWS UBD Lesson Template


Lesson Title: Linear Functions: Exploring Real World Scenario using Linear Equations Subject: Algebra I Prepared by: Melissa Nadeau
Performance Task on Water Bottle Waste

Materials Needed: Graphing calculators, Projector for video clips, Ipad/chrome cart, Bulletin board for key concepts, Student Journals, Rulers

Global Competency:
o Students recognize their own and others perspectives and determine how mathematics and statistics influence that perspective and
understanding as it pertains to the effects of bottled water consumption on landfill waste.

o Students communicate their ideas effectively with diverse audiences by using appropriate language, behavior, and mathematical and
statistical representations regarding bottled water consumption and landfill waste.

o Students investigate the world beyond their immediate environment by identifying issues concerning the effect of human bottled
water consumption on landfill waste of local, regional, or global significance that call for or emerge from mathematical or statistical
approach.


Where is the lesson

going?
This lesson uses the context of world population growth to introduce linear growth patterns and water bottle waste
(Learning Target or
to show how extrapolation of data can be used to predict future models.
SWBAT)

Students will be able to create a linear model using equations, tables and/or graphs.
Students will be able to make predictions based on the meaning of the function.
Students will be able to use slope and intercepts to analyze real world problems.

Hook:
Students will be asked to view the following video YouTube Video Bottle Water Waste
- INDIA (at home or at the beginning of class). They will respond to the following


Through discussion students should indicate the amount and type
of waste seen in the video. Teacher should facilitate a discussion
about water bottle waste.




To prepare for this discussion the teacher may wish to ask students to visit web sites
on the issue as homework the previous day. A current news story may be used to
introduce the assignment. For example, in May 2009 the governor of New York
banned state agencies from purchasing bottled water. Ivy League colleges are
distributing reusable water bottles and creating public hydrating stations. For more
information search bottled water ban in. or the New York Times archives on
bottled water
NY Times subjects bottled water

Equip:

Tailored Differentiation:

Possible Scaffolding for relating math to water bottle

consumption
Trends in U.S. Bottled Water Consumption
Here is a data table that shows the consumption of
bottled water in the United States in the years 2000
and 2007 in billions of gallons. Lets assume that
during this period consumption was a linear function
of time.

U.S. Bottled Water Consumption
Year
Billions of
Gallons
2000
4.7
2007
8.8

1. Let x represent the number of years from 2000 and y
represent the amount of water consumed in billions of
gallons. Make a graph with x on the horizontal axis
and y on the vertical axis by plotting the two points
and using a ruler to draw a line between the two
points (do not extend the line.)
Teachers then facilitate a class debate or small group discussions. Reasons favoring
2. Find the rate of change in water consumption per
bottled water include convenience, taste, and possible water quality. Reasons favoring
year using data for the years 2000 and 2007.
tap water include cost and the problem of recycling plastic bottles.
3. Use the rate of change from question 2 and the y-

intercept of your graph to write a linear equation in
Students are then assigned to groups and explore the topic of water bottle waste. One
slope-intercept form.
group will look at the pros and the other at the cons. There are some sample
4. Use your equation from question 3 to determine the
websites listed in the unit plan. Students should be encouraged to research reputable
consumption of bottled water in 2004.
sources on their own.
5. If the consumption of bottled water in 2007 is

8757.4 million gallons. Estimate the actual number of
Students will begin by standing on the pro or con side of the room to make their
water bottles sold. (Assume that the average water
arguments. As discussion ensues, students should switch to the side of the room they
bottle contains 24 ounces. Use the fact that one gallon
feel most represents their views. Students should keep track of facts and the source it
contains 128 ounces.)
came from throughout the discussion.
6. The population of the United States in 2007 was

about 300 million. On average how many water
nd
Students should review the data from the 2 investigation on population growth. They
bottles were purchased by each person in the country?
will then begin analyzing bottled water use in the U.S. See the scaffolded questions in

the Tailored Differentiation Section at right. Once students begin their own research

on a country of their choice they must determine all of the necessary data they will
need to make their decision on population growth and water bottle consumption.
The scaffolded questions are there to assist them in gathering the appropriate data on
their own countries.

Rethink and revise:
Students work with data on global agriculture production. The students task is to
justify that a linear model is a good fit for the data and to interpret the meaning of the
slope and y-intercept of the regression line. Since these are real data, the differences
are not exactly constant. Students should observe, however, that the differences in
successive outputs in the agriculture index data are not consistently increasing, as
were the population data. For example, sometimes the index will increase by 9 over
two years, but other times it will only increase by 6 over two years. Students should
use the interpretation of the slope to describe how the data are increasing in at a
constant rate.

Students review information that relates to the issue of world hunger. Students
should compare the exponential growth of the world population with the linear
growth of agriculture production. Students should also consider other factors that may
determine whether or not there will be enough food in the future to feed the global
population this may be done by collaborating with students through ePals. As they
consider the long term effects out to the year 2055, they should be reminded that
predictions based on extrapolation are less reliable than those based on interpolation.
Evaluate:
Access to clean water and the waste that is produced from water bottles is an issue we
are all be concerned about. Population is increasing while access to clean water is
stagnant. Students will use the scaffolded questions to formulate their own question
and research then present their information using technology such as glogster, prezi,
podcast, video screencasts presenting the information learned over the course of the
activities.

Students will create an argument for either keeping water bottles versus exploring
other options to providing clean drinking water to the people of this country. This
project can include writing a letter or creating a PSA for Advocacy on using refillable
containers, repurposing old plastic bottles to curb the amount of waste, writing letters
to lobbyists, deposit/return programs

The final product must use the extrapolated data on population growth and water
bottle waste as the basis of their opinion and facts must be cited using reputable

For Students who need Intervention: Students should

be able to choose the best method for representing
the linear equation. Table, graph, or equation
(standard, slope-intercept, or point slope). Students
should have made a foldable throughout the unit that
helps them use all forms of a line.

For Students who need enrichment: Students may
research water facts and create linear problems for
the class to solve. Students may collect empty water
bottles community wide and research or develop
unique ways to recycle water bottles and caps. Water
Bottle Greenhouse

sources. Teachers are also encouraged to haves students connect with classrooms in
the country of their choice to collect data on what the number of water bottle waste
the students see over the course of a week in their own neighborhoods. This real life
collection of observational data could be a shared compared between the two
countries. Student could even collaborate on a project where they work on a shared
Google doc to present their findings.
Notes:
Teachers may have to provide a date in the future that students are trying to
extrapolate to as some students may have difficulty finding an imaginary end point for
comparison.

Organization:
Students intentional grouping does not have to be
based on ability for this lesson. Most of the
mathematical reasoning regarding linear population
growth was completed in Investigation 2 when
studying real-world data. This data will now be
analyzed further in a real world scenario with another
variable involved. Students can group themselves to a
country of interest.