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