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Modeling Linear Functions

This document outlines a precalculus lesson plan on modeling linear functions. The lesson aims to help students interpret real-world data sets and develop both visual and mathematical linear models to represent correlations between two variables. Students will perform hands-on modeling activities with toy cars and traffic data. They will also complete a practical examination involving measuring circumference and diameter to determine pi. The lesson targets several Common Core math standards and seeks to improve students' ability to analyze linear relationships and compare multiple representations of data.

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290 views

Modeling Linear Functions

This document outlines a precalculus lesson plan on modeling linear functions. The lesson aims to help students interpret real-world data sets and develop both visual and mathematical linear models to represent correlations between two variables. Students will perform hands-on modeling activities with toy cars and traffic data. They will also complete a practical examination involving measuring circumference and diameter to determine pi. The lesson targets several Common Core math standards and seeks to improve students' ability to analyze linear relationships and compare multiple representations of data.

Uploaded by

api-292550476
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Course:

Precalculus

Lesson: Modeling Linear Functions

Designer: Gary Kearns

Stage 1 Desired Results


Established Goals:
Common Core Standards HSF.IF.B.4, HSF.IF.B.5, HSF.IF.C.7, HSF.IF.C.9, HSF.BF.A.1, HSF.LE.A.1, HSF.LE.A.2 & HSF.LE.A.5
HSF.IF.B.4: For a function that models a relationship between two quantities, interpret key features of the graphs and tables in terms of the
quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
HSF.IF.B.5: Relate the domain of a function to its graphs, and where applicable, to the quantitative relationship it describes.
HSF.IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases.
HSF.IF.C.7.a: Graph linear and quadratic functions and show intercepts, maxima, and minima.
HSF.IF.C.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions).
HSF.BF.A.1: Write a function that describes a relationship between two quantities.
HSF.LE.A.1: Distinguish between situation that can be modeled with linear functions and with exponential functions.
HSF.LE.A.1.a: Prove that linear functions grow by equal difference over equal intervals, and that exponential functions grow by equal factors over
equal intervals.
HSF.LE.A.1.b: Recognize situations in which a quantity changes at a constant rate per unit interval relative to another.
HSF.LE.A.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).
HSF.LE.B.5: Interpret the parameters in a linear or exponential function in terms of context.



Understandings:

Essential Questions:

There is often a correlation within data and it can be modeled


both visually & mathematically.
While mathematical models can fit the data will 100% accuracy,
often times they are estimations that fit the data generally.
If two variables change at a constant rate relative to each other,
they can be modeled with a linear function.
Modeling can be more efficient using technology.
Students will know

x-values are positive to the right of the y-axis and negative to the
left.
y-values are positive above the x-axis and negative below.
Intercepts are places where the graph intersects with the axes.
Linear functions grow by equal distance over equal intervals.
A value s increasing if the slope is positive; it is decreasing if the
slope is negative.
The end behavior of linear functions is either infinity or negative
infinity.

Which aspects of a modeling problem are relevant to the


research and which are irrelevant?
How does the choice which quantity correlates to which axis
effect the final conclusions?
How precise of an answer is needed?

Students will be able to

Interpret data to determine if there is a linear correlation.


Develop visual and mathematical models to represent the linear
correlation between two variables.
Analyze models to derive new information.
Examine multiple data sets or models and make comparisons.
Apply these skills to new situations involving two variables with
a linear correlation.

Stage 2 - Evidence
Performance Tasks:
1. Traffic Modeling Activity. Students will use battery-powered
cars to model cars moving traffic. They will collect data using the
car, model it with a graph, and use their work to suggest ways to
measure the speed of cars in traffic.

Other Evidence:
1. There will be a practical examination later in this unit. (The
students will measure the circumference vs. the diameter for
several circular objects and extrapolate that the slope is equal to
pi.)

Stage 3 Learning Plan


Learning Activities:
1. SAT Question of the Day (Slides 1 & 2) The SAT Question of the Day is a short activity for the beginning of class. It usually reviews a
previous lesson or introduces a concept that will be studied in class.
2. Introductory Video (Slide 3) This video shows clips of traffic in Vietnam. The goal is to begin a conversation about students experiences
with traffic including both positive and negative aspects. Possible points could include personal stories, accidents (yikes!). how traffic on
big roads compares to side streets, how traffic changes over the course of a day, or time spent in gridlock.
3. Define Task (Slide 4) This slide narrows the focus of the previous discussion and focuses the students performance task. Students are told
that they have been hired as a special consultant to the Vietnamese Ministry of Transportation to help research and address some of the
issues relating to traffic. While the students might be able to reach some conclusions on their own, the teacher should use questions like
how can we know that [your statement is true]? and how can we measure [that quantity]? to focus the conversation towards the
objective: the need to collect data and model it. The students will collect distances and times to determine the speed of vehicles in traffic
they will begin with an aerial view of a toy car.
4. Modeling & Data Collection (Slide 5) Slide 5 is a visual for teachers who are planning. This portion of the task depends on the available
resources and students familiarity with technology. Students will need a battery-powered toy car that runs in a straight line at a constant
speed (if it is too fast, one-two batteries can be replaced with aluminum foil), a meter stick or measuring tape, and a timer. The high
technology option is to use Vernier hardware (such as Photogates or Motion Detectors) interfaces with computers running LoggerPro, iPads,
or TI-84 graphing calculators. The mid-tech option is to make a recording of the car moving alongside the meter stick and timer and using
either a computer or the recorder to analyze the movement. The low tech option is to have the students run the vehicle for known times and
measure the distance travelled; this option is prone to human error and several trials should be performed in order to provide an average to
use for the analyzing.





5. Analyzing & Representing Data (Slide 5) Slide 5 is a visual for teachers who are planning. Again, this portion of the task depends on the
available resources and students familiarity with technology. Most of the software that is used to collect data from Vernier hardware is
capable of analyzing the data. Another high tech option is for students to enter the data into Microsoft Excel and create a graph and
regression line using options within the program. A mid tech option is for students to use TI-84 graphing calculators to graph the data and
create a regression line. Students can also use the computer version of the TI-84 graphing calculator, TI-SmartView, to save images from
their screen. A low tech option is to use a pencil, ruler, and paper to plot the points and estimate a line of best fit. Instructions for all three
methods can be found here.
6. Aerial Traffic Video (Slide 6) For addition application, students can observe an aerial view of an intersection in Ho Chi Minh City, Vietnam
and determine the speed of vehicles in the video. Distances can be found using proportions; time can be determined using frames of the
video.

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