CCGPS Coordinate Algebra
Day 1 (TASK 1)
Wed, October 31
Unit 3 Lesson Plan
LEQ
Lesson
Differentiation
LFS
How do we tell if an
equation is a function?
Intro to Functions: Defining
Functions Given Graphs and
Tables
Parallel tasks –
Pair-Share: Teacher
demo of each concept
then pair share for
student practice.
UEQ1: How can
we use functions
to represent data
and information?
•Definition of a function should be able to determine
by definition, vertical line test,
and t-table
ᴥVocab and applications.
•Define function notation.
Summarize
with Function Frayer,
Linear Function GO in HW
Day 2
Thurs, November 1
Day 3
Fri, November 2
How do we determine
the domain and range
of a function?
How do we determine
the value(s) of the ‘x’
and ‘y’ coordinates of a
function?
Functions: Domain and
Range
•Definition of domain & range
•Determining from tables
•Determining from graphs
Summarize with GO and TOD
at end of notes.
UNIT 3 MINI QUIZ 1
~(U3MQ1)
Functions: Determining ‘x’
and ‘y’ in Context
•Determining ‘x’ and ‘y’ from
graphs and tables given a
scenario – answers should use
associated units
Summarize by creating graph
with appropriate labels and
scale.
Use of verbal, visual, and
kinesthetic tests for
functions
Kinesthetic – may use pencil
as vertical line, may mark
tables where the same ‘x’
produces more than one ‘y’,
may mark graph at x and y
intercepts (use colored
pencils or highlighters)
Multiple representations of
functions to promote
student understanding of
domain and range.
Multiple representations for
functions.
Open-ended questions about
context of functions and
graphs.
Complete Function
Frayer
KWL for functions.
Pair Share after teacher
demo.
Start creating GO “How
Do I” for domain/range,
independent/dependent,
continuous/discrete
Pair share after teacher
demo throughout lesson.
CCGPS Coordinate Algebra
Day 4
Mon, November 5
LEQ
Lesson
Differentiation
LFS
What is a function’s
rate of change?
Functions: Rate of Change
Day 1 (over intervals)
• REVIEW: Writing equations
in slope intercept form from a
table. Graph. Compare rates
of change.
•ROC of intervals
•Increasing, decreasing over
intervals
Summarize with GO and
integrated TOD.
Voting
~U3MQ2
Return U3MQ1 and
remediate most missed for
student groups.
KWL for slope.
Functions: Rate of Change
Day 2
•Warm-up: evaluating with
exponents / Exponents GO
•Intro growth & decay and
relate to pos/neg, inc/dec,
constant % change
•Intro compound interest
formula connecting to simple
interest
Summarize with GO and
integrated TOD.
Function: Rate of Change
Day 3 – Applications Summarize with poster.
CHOOSE as needed for class
remediation:
1. Complete function
“How do I” GO
2. Interval GO/WS
Multiple representations:
graphs, tables, real world
problems.
(Blood Drive)
Tues, Nov. 6th
Day 5
Wed, November 7
Day 6
Thurs, November 8
Unit 3 Lesson Plan
FURLOUGH DAY
How do we determine
what functions have
the greatest rate of
change?
What data and
information can be
represented with a
function?
Choice of slope formulas.
GO “How Do I” for
increasing / decreasing,
ROC over intervals,
maximum/minimum
Multiple representations:
ordered pairs, graphs, tables
Parallel tasks.
Exponents GO with
lesson warm-up.
Integrated GO for
compound interest.
Connect old knowledge
of simple interest to new
concept of compound
interest.
Teacher demo, group work
and then students produce
posters to present/display
to class – incorporate
student choice of how to
represent work.
Use of GO’s for review.
CCGPS Coordinate Algebra
Day 7
11/12
Unit 3 Lesson Plan
LEQ
Lesson
Differentiation
LFS
How can I prepare for
U3Q1?
Unit 2 Quiz 1 REVIEW Day 1
•Students start Quiz 1 review
using notes and GO’s –
complete for homework.
Parallel tasks in review.
Use Functions Frayer
and Graphic Organizes
for Review.
Class remediation needed
based on mini quiz results:
(will be different for each class)
Day 8
11/13
How can I prepare for
U3Q1?
Unit 2 Quiz 1 REVIEW Day 2
Warm-up: Review
“inventory.” - Encourage
students to look at mini quiz
results to determine focus of
review.
Day 9 (TASK 2)
Have I answered the
question asked and
checked my calculator
work?
~U3Q1
11/14
UEQ2: How can
we use sequences
to represent and
generate data?
Day 10
11/15
Arithmetic Sequences:
Introduction
•Definition of sequence,
arithmetic – connect to the
function machine (works for
you) and linear functions
•Represent as set of #’s and as
series of pictures
•Arithmetic as linear in
y=mx+b
Scaffolded Q’s and parallel
Students show their
tasks. Test will include DMR ability to answer Lesson
questions from previous
and Unit EQ’s
units that have been
remediated through daily
warm-ups.
Sequence frayers for
arithmetic and
geometric.
Sequence frayers for
closed and recursive.
CCGPS Coordinate Algebra
Day 11
11/16
Unit 3 Lesson Plan
formArithmetic Sequences
as Linear Functions
•Arithmetic as linear in
y=mx+b form
•Move between the 2 formats
using equations, t-tables,
graphs
Thanksgiving Break – November 19-23 – Thank goodness we made it! 
Sequences: Arithmetic
Day 13
Recursive, 𝒂𝒏−𝟏 , Formula
11/26
Switch from recursive to
explicit and explicit to
recursive
Day 14
11/27
~U3MQ5
Day 15
11/28
Sequences: Putting it
Remediation needed based
Together (Review Day 1)
on mini quizzes.
Create a graphic organizer.
•Compare two linear
functions represented as a)
equations b) equation and
table c) equation and graph
d) table and graph e) explicit
sequence f) recursive
sequence
•Identify rates of change,
intercepts, where one function
is greater or less than the
other in interval
Sequences: Fibonacci
Sequences
Begin creating
Arithmetic Sequences
Graphic Organizer
(Poster size for walls.)
CCGPS Coordinate Algebra
Unit 3 Lesson Plan
notationReview Day 2
Day 16
11/29
Day 17 (TASK 3)
11/30
UEQ3: How can
we use functions
to represent and
generate data?
~U3Q2
Day 18
Geometric Sequences as
Exponential Functions
•Move between the 2 formats
using equations, t-tables,
graphs
•Sketch domain, end
behaviors
•Develop equations of
asymptotes
~U3MQ6
12/3
Day 19
12/4
Day 20
12/5
Geometric Sequences:
Introduction
•Definition of geometric
sequence – connect to growth
and decay with application
problems – connect to simple
and compound interest
problems
•Represent as set of #’s and as
series of pictures
Sequences: Geometric
Explicit, 𝒂𝒏 , Formula
•Generate sequence formula
from a set of numbers and
from a set of pictures
•Applications
Sequences: Geometric
Recursive, 𝒂𝒏−𝟏 , Formula
Switch from recursive to
Include recovery for U3Q1
Continue work on
sequences graphic
organizer.
CCGPS Coordinate Algebra
Day 21
12/6
Day 22
12/7
Unit 3 Lesson Plan
explicit and explicit to
recursive
~U3MQ7
Geometric Sequences:
Putting it Together Day 1
Construct linear and
exponential functions given a
graph, 2 points, or a verbal
description.
Geometric Sequences:
Putting it Together Day 2
Create a graphic organizer.
•Compare two functions
(linear and exponential)
represented as tables and
graphs
•Identify rates of change,
intercepts, where one function
is greater or less than the
other in interval notation
Day 23
12/10
REVIEW
Remediate based on mini
quiz results:
Day 24
12/11
~U3Q3
Include recovery for U3Q2.
(TASK 4) Will be
Review for Final
started after break.
Review for Final
Thurs, December 11
Review for Final
CCGPS Coordinate Algebra
Unit 3 Lesson Plan
Fri, December 12
Finals
Mon, December 15
Finals
Tues, December 16
Finals
Wed, December 17
Finals
Thurs, December 18
LEQ
Lesson
Differentiation
LFS