Westside High School Backwards-Design Lesson Plan
Template
2013-2014
Algebra 1
Unit 1 (Functional Relationships)
August 26 – September 10
Understanding
(s)/goals:
Essential
Question(s):
Justify if a relation is a
function from various
representations.
What is a function?
Create independent
and dependent
variables from real
life situations.
Develop independent
and dependent
quantities in
functional
relationships.
Create function
notation from real life
situations.
Determine specific
function values.
Interpret solutions for
functions from tables
and graphs.
Interpret solutions for
functions
symbolically.
Stage 1 – Desired Results
Student Outcomes (objectives):
How do independent
and dependent
variables interact?
What does a function
look like? How do
different
representation of
data (graphs, tables,
equations, etc.) relate
to each other?
How do we determine
all of the possible
input for a function
(the domain)?
How are all of the
possible output
values (range)
determined by the
input values
(domain)?
Can one variable
affect another,
without entirely
determining it? How
do we represent this
type of relationship?
Functional Relationships
The student will describe functional relationships in a variety of ways.
(A.1) Foundations for functions. The student understands that a function
represents a dependence of one quantity on another and can be
described in a variety of ways. The student is expected to
(A) describe independent and dependent quantities in functional relationships;
Supporting Standard
(B) gather and record data and use data sets to determine functional
relationships between quantities; Supporting Standard
(C) describe functional relationships for given problem situations and write
equations or inequalities to answer questions arising from the situations;
Supporting Standard
(D) represent relationships among quantities using [concrete] models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities; and
Readiness Standard
(E) interpret and make decisions, predictions, and critical judgments from
functional relationships. Readiness Standard
(A.2) Foundations for functions. The student uses the properties and
attributes of functions. The student is expected to
(B) identify mathematical domains and ranges and determine reasonable
domain and range values for given situations, both continuous and discrete;
Readiness Standard
(C) interpret situations in terms of given graphs or create situations that fit
given graphs; and Supporting Standard
Alter conclusions
between models,
tables, graphs,
diagrams, lists of
ordered pairs, verbal
descriptions, and
equations.
Create a function rule
(equation), given a
table of function
values.
Create an algebraic
expression to
determine any term
in an arithmetic
sequence.
Evaluate an algebraic
expression to
determine any term
in an arithmetic
sequence.
Determine the
constant and variable
terms in linear
expressions and
equations.
Construct accurate
graphs with
appropriate scales on
axes.
Differentiate between
continuous and
discrete graphs.
Determine whether
data for particular
variable will be
continuous or
discrete.
Detect domain and
range from different
situations.
Defend the domain
and range of
continuous and
discrete functions in
words and with
symbols (inequalities
and roster notation).
Determine the
domain and range in
a real world situation.
Conclude between
domain and range for
a function and
domain and range for
the data.
Create a graph of a
function on a
calculator and
determine an
appropriate viewing
window.
Interpret data
between a verbal
description, equation,
table, and graph.
Interpret function
graphs.
Create situations to
fit given graphs.
Determine where a
function is increasing
/decreasing/constant
from a table or graph.
Determine where a
function is positive
/negative/zero from a
table or graph.
Stage 2 – Assessment Evidence
Performance Task(s) and Other Evidence: (Assessment evidence should be collected for each
Student Outcome (SO) listed above.)
Formative
Summative (Attach copy)
1.A
1.B
1.C
1.D
1.E
2.B
2.C
3.A
3.B
Test #1:
Test #1:
Test #1:
Test #1:
Test #1:
Test #1:
Test #1:
Test #1:
Test #1:
1, 12,
17, 18, 19
2, 3
5, 6
7, 13
4, 14
8, 9
10, 11, 20
15, 16
Stage 3 – Learning Plan
DIFFERENTIATION (I-3) There are several ways to individualize instruction for your students
How will I scaffold and/or accelerate learning? For whom? How will I group my students?
SCAFFOLD:
ACCELERATE:
GROUP: (pre-teaching or re-teaching)
Learning Activities:
Day 1:
8/26
Day 2:
8/27
Day 3:
8/28 –
8/29
Day 4:
8/30
Day 5:
9/3
Day 6:
9/4 – 9/5
Day 7:
9/6
Day 8
9/9
Day 9:
9/10
Learning Activities:
Syllabus, Classroom Procedures, etc.
Algebra 1 TEKS 1C
Writing functions and equations from simple verbal phrases
Algebra 1 TEKS 1C, D
Writing functions and equations from real world situations
Quiz #1
Algebra 1 TEKS 1A
Identifying Independent and Dependent variables from real world situations
Algebra 1 TEKS 2B
Using graphs, tables, phrases to identify Domain and Range
Quiz #2
Algebra 1 TEKS 2C
Making predictions from graphs, tables, phrases
Test #1