Hempfield School District Curriculum: Unit Template
Course Title: Algebra I (A/B) CP
Unit Title: Graphs and Functions
Names of Teachers who Developed Unit: Beth Barilla, Kendra Crosby, and Ryan Martin
Dates Developed: November 5, 2010
Approximate Dates when Taught During School Year:
Approximate Number of Periods:
Summary: This chapter helps students build on their knowledge of equations by relating a graph to
the story it tells and to the equation whose solutions it picture. Students read and use functional
notation as they model function rules with table and graphs. They also identify direct and inverse
variations and find constants of variation. The vocabulary of sequences is introduced. Students find
the common difference for arithmetic sequence and write rules for arithmetic sequences.
Print Materials Needed:
Resources: Prentice Hall Algebra I 2007
Internet Resource Links: phschool.com
Stage 1: Desired Results
Essential Questions (Include PA Standards, Anchors & Eligible Content)
Big Ideas:
 Students will represent functions using tables, equations, and graphs
 Students will use function notation
 Students will represent arithmetic sequences using function rules
 Students will model real-world situations that are continuous and real-world situations that are
discrete
 Two quantities are proportional if they have the same ratio in each instance where they are
measure together
Essential Questions:
 How can you represent and describe functions?
 Can functions describe real-world situations?
Assessment Anchors:

Eligible Content:

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Hempfield School District Curriculum: Unit Template
Know
Vocabulary:
Constant of variation for
inverse variation
Continuous date
Direct Variation
Discrete Data
Function Notation
Inductive Reasoning
Inverse Variation
Relation
Sequence
Term
Vertical-Line Test
Facts:
Understand
Students will understand
Graphs can be used to
visually represent the
relationship between two
variable quantities as they
change.
The value of one variable
may be uniquely
determined by the value of
another variable. Such
relationships may be
represented using words,
tables, equations, sets of
ordered pairs and graphs.
Do
The Students will be Able to:
 Interpret , Sketch and Analyze
Graphs
 Identify Relations and Functions
 Evaluate Functions
 Model function using rules, tables,
and graphs
 Write a function rule for a function
 Write a direct variation
 Solve direct equations
 Write an inverse variation
 Solve inverse equations
Functions are a special
type of relation where each
value in the domain is
paired with exactly one
value in the range.
Some sequences have
functions rules that can be
used to find any term of the
sequence
Many real-world functional
relationships can be
represented by equations.
Equations can be used to
find the solution of given
real-world problems.
A vertical line test shows
whether a relation is a
function.
If the ratio of two variables
is constant, then the
variables have a special
relationship, called a direct
variation.
The graph of a direct
variation equation y = kx
is a line that passes through
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Hempfield School District Curriculum: Unit Template
(0,0) and has a slope of k
Stage 2: Assessment Evidence
Assessments/Performance Tasks
Rubric Titles
Benchmark(s) for Course: Unit’s key Assessments
Self-Assessments
Other Evidence, Summarized
Stage 3: Learning Activities
Differentiation:
Readiness

.
Profile: Learning Styles /
Multiple Intelligences

Interest

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Hempfield School District Curriculum: Unit Template
Accommodations for ELLs:

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