Name: Andrea Sisk
Date: 3-16-15
Lesson Topic (Modules, if applicable):
Linear Functions and Data Organizations
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Keystone Algebra Workshop
Length of Lesson:
STAGE I – DESIRED RESULTS
Big Ideas:
Understanding Goals (Concepts):
CC.2.2.8.C.1 Define, evaluate, and compare functions.
A.1.2.1.1 Analyze and/or
CC.2.2.8.C.2 Use concepts of functions to model relationships between quantities.
use patterns or relations.
A.1.2.1.2 Interpret and/or CC.2.2.HS.C.1 Use the concept and notation of functions to interpret and apply
them in terms of their context.
use linear functions and
CC.2.2.HS.C.2 Graph and analyze functions and use their properties to make
their equations, graphs or
connections between the different representations.
tables.
CC.2.2.HS.C.3 Write functions or sequences that model relationships between two
A.1.2.2.1 Describe,
quantities.
compute, and/or use the
CC.2.4.HS.B.2 Summarize, represent, and interpret data on two categorical and
rate of change (slope) of a quantitative variables.
line.
CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales
in formulas, graphs and data displays.
A.1.2.2.2 Analyze and/or
interpret data on a scatter CC.2.1.HS.F.4 Use units as a way to understand problems and to guide the solution
of multi-step problems
plot.
CC.2.2.8.B.2 Understand the connections between proportional relationships, lines,
A.1.2.3.1 Use measures
and linear equations.
of dispersion to describe a
CC.2.2.HS.C.4 Interpret the effects transformations have on functions and find the
set of data.
inverses of functions.
A.1.2.3.2 Use data
CC.2.2.HS.C.6 Interpret functions in terms of the situations they model.
displays in problemCC.2.2.HS.C.5 Construct and compare linear, quadratic, and exponential models to
solving settings and/or to solve problems.
make predictions.
CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or
measurement variable.
A.1.2.3.3 Apply
Cc.2.4.8.B.a Analyze and/or interpret bivariate data displayed in multiple
probability to practical
representations.
situations.
CC.2.4.HS.B.2 Summarize, represent, and interpret data on two categorical and
quantitative variables.
CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data.
CC.4.HS.B.5 Make inferences and justify conclusions based on sample surveys,
experiments, and observational studies.
CC.2.4.7.B.3 Investigate chance processes and develop, use and evaluate probability
models.
CC.2.4.HS.B.4 Recognize and evaluate random processes underlying statistical
experiments.
CC.2.4.Hs.B.7 Apply the rules of probability to compute probabilities of compound
events in a uniform probability model.
Student Objectives (Competencies/Outcomes):
Essential Questions:
A.1.2.1.1.1 Analyze a set of data for the existence of a
pattern and represent the pattern algebraically and/or
graphically.
A.1.2.1.1.2 Determine whether a relation is a function,
given a set of points or a graph.
A.1.2.1.1.3 Identify the domain or range of a relation (may
be presented as ordered pairs, a graph, or a table).
A.1.2.1.2.1 Create, interpret and/or use the equation,
graph, or table of a linear function.
A.1.2.1.2.2 Translate from one representation of a linear
function to another (i.e., graph, table, and equation).
A.1.2.2.1.1 Identify, describe, and/or use constant rates of
change.
A.1.2.2.1.2 Apply concept of linear rate of change (slope)
to solve problems.
A.1.2.2.1.3 Write or identify a linear equation when given
the graph of the line, two points on the line, or the slope
and a point on the line.
A.1.2.2.1.4 Determine the slope and/or y-intercept
represented by a linear equation or graph.
A. 1.2.2.2.1 Draw, identify, find and/or write an equation
for a line of best fit for a scatter plot.
A.1.2.3.1.1 Calculate and/or interpret the range, quartiles,
and interquartile range of data.
A.1.2.3.2.1 Estimate or calculate to make predictions
based on a circle, line, bar graph, measure of central
tendency, or other representation.
A.1.2.3.2.2 Analyze data, make predictions, and/or answer
questions based on displayed data (box-and-whisker
plots, stem-and-leaf plots, scatter plots, measures of
central tendency, or other representations).
A.1.2.3.2.3 Make predictions using the equations or
graphs of best-fit lines of scatter plots.
A.1.2.3.3.1 Find probabilities for compound events (e.g.,
find probability of red and blue, find probability of red or
blue) and represent as a fraction, decimal, or percent.
How do you write, solve and
interpret systems of two
linear equations and
inequalities using graphing
and algebraic techniques?
How do you write, solve,
graph, and interpret linear
equations and inequalities to
model relationships between
quantities?
How do you decide which
functional representation to
choose when modeling a real
world situation, and how
would you explain your
solution to the problem?
How can we use univariate
and bivariate data to analyze
relationships and make
predictions?
How can we show that
algebraic properties and
processes are extensions of
arithmetic properties and
processes, and how can we
use algebraic properties and
processes to solve
problems?
How is mathematics used to
quantify, compare, represent,
and model numbers?
How can mathematics
support effective
communication?
How are relationships
represented mathematically?
What does it mean to
estimate or analyze
numerical quantities?
How can expressions,
equations, and inequalities
be used to quantify, solve,
model, and/or analyze
mathematical situations?
What makes a tool and/or
strategy appropriate for a
given task?
How can patterns be used to
describe relationships in
mathematical situations?
Vocabulary:
Arithmetic sequence, geometric sequence, sequence, coordinate plane,
dependent variable, domain, function, independent variable, inverse (of a
relation), ordered pair, origin, quadrants, range (of a function), relation, xaxis, y-axis, mapping, range, rate (of change), rise, run, slope of a line, pointslope form, slope-intercept form, standard form, x-intercept, y-intercept,
line of best fit (regression line) , scatter plot, interquartile range, mean,
measures of central tendency, median, mode, outliers, quartiles, range (of
data), bar graph, circle graph (pie chart), line graph, box-and-whisker plot,
stem-and-leaf plot, frequency, combination, compound event, dependent
events, fundamental counting principle, independent events, mutually
exclusive events, odds, probability, probability of a compound event, simple
event.
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will work primarily on Think Through Math. Students weakest in
Think Through Math provides formative assessment in that, as students
various anchors of Linear Functions and Data Organizations will be pulled to
show their weakness in a certain area, Think Through Math assigns them a
work individually with the teacher on specific deficiencies.
section specially suited to that weakness. In individual pullout, formative
assessment is ongoing through observation.
Materials and Resources:
*Computers with Think Through Math Accessibility
*Individual remediation sections
*Calculators
Procedures
Instructional Procedures*:
Monday
Date: 3/16
Day: B
Think Through Math
Finish at least one Think
Through Math Lesson if
one wasn’t completed in
class.

Wednesday
Date: 3/18
Day: B
Think Through Math
Thursday
Date: 3/19
Day:
Parent Conferences
Finish at least one Think  Finish at least one Think
Through Math Lesson if
Through Math Lesson if
one wasn’t completed in
one wasn’t completed in
class.
class.
 Individual students will
be assigned pull out
assignments as needed.
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
Assignments

Tuesday
Date: 3/17
Day: A
Think Through Math (pull
out program with half the
students for Mod B Anchor
2)
STAGE III – LEARNING PLAN
Interventions:
Individual pullout for students weakest in Linear Functions and Data
Organizations.
Friday
Date: 3/20
Day:
In Service