Natalie Edge Unit 5 Plan

Unit Title: Features of Functions Topics &Goals: SWBAT use the proper vocabulary to describe graphs and tables. SWBAT see and form relationships between two different functions. Unit Rationale: This unit will help students understand how to use the proper vocabulary to describe graphs and functions, to the extent they can feel comfortable drawing a particular graph given verbal or written instructions (not necessarily a specific equation). Timeframe: January 21-February 14 (4 weeks)
Week Jan 21-24 Subtopics Skills/Activities

F.IF.4: Interpret key features of graphs and tables in terms of quantities, sketch graphs given a verbal description of the relationship Key Vocabluary: intercepts, intervals, increasing/decreasing, positive/negative, maximum/minimum, symmetries, end behavior, domain, range.

Activity: Students will describe to a partner their favorite food. Break into a class discussion about the importance of adjectives, and the purpose of adjectives. Transition into note-taking, learning new adjectives to use when describing graphs, tables, and functions. Given several different graphs and tables, SWBAT describe them using the proper vocabulary.

F.IF.5 Relate domain of function to the range on a graph.

Given verbal descriptions/instructions of a particular graph, SWBAT draw out a graph matching the instructions given.

Jan 27-31

F.IF.2: Using functions to interpret domain and range: domain=input, range=output.

F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases

Activity: Number machine. I will draw a machine on the board with a mystery function (students don't know what it is) and when I put a number into it, it turns it into another number. After several different numbers, see if students can figure out the function.

F.BF.1b Write a function that describes relationship between two quantities; combine standard function types using arithmetic operations.

Activity: Students create their own graph, then (without letting their partner see) describe their graph to their partner, and their partner will try to draw it.

Activity: I will write two different functions on the board, students will tell me everything they know about the two functions (using vocab from first week), but then I will ask if there's a way to combine the two. We'll experiment, come up with ideas, and see how it looks graphically.
Feb 3-7

F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically, in tables, or by verbal descriptions) F.IF.6 Calculate and interpret average rate of change over a specified interval

Activity: Each student will be given a card, and they will go around the room and try to find three other people with that same function, only represented in a different way.

Activity: Students will create their own matching game, representing a function in several different ways.

Activity: Students will experiment with slopes, and when given a context, see if the slope is related to a rate of change.
Feb 10-14

Review, tying in all the concepts together: Domain range, or input output, using key features vocab to describe graphs,

Activity: Students will be given a tiered review/assignment ("menu") where they are asked to do enough activities to earn 100 points. Some activities will be worth more than others. It is a multi-day assignment/project, intended to help students make connections between the concepts learned this unit.

Materials/Texts: Mathematics Vision Project Textbook (available online), packets, worksheets, notebooks, graph paper.

Assessment: Homework: every night, students will have a simple homework assignment (usually between 5-8 problems) to reinforce concepts learned that day. Homework is expected to be turned in first thing when they come to class, and if they do not turn in a completed homework assignment, they will have to do the warm-up (a five-minute warm-up that reflects the problems on the homework assignment. Students who did the homework may read, work on homework from another class, or sit quietly). The homework/warmup is important for me to be able to assess whether the students are understanding the concepts or not. Weekly Quizzes: Every Friday we will have a quiz on the content learned that week. Quizzes will be formatted so that all learner types can feel they can succeed: there are two versions/representations of each problem, and the students get to pick which one they want to do. Review Project: The review week has a tiered assignment (menu) with a wide range of activities for the students to engage in. Most of these activities will prompt students to make connections between the math and real-life applications. (For example, one activity will ask students to interpret two different functions: one function represents your body as it starts cooling in freezing weather in the mountains. The other represents the heat a fire gives off over time--students have to determine how long they would be able to survive before being rescued.) I will be asking them to put this assignment together like a portfolio or a project. Many of the activities will ask students to write how to do certain things, or the meaning behind different computations, rather than asking for computations. Unit Test: At the end of the unit, students will take a final unit test. It will be structured similarly to the quizzes, except that it will have 3 required problems, then 10 additional problems. Students only have to do seven of those ten problems, so they get to pick. Differentiation: To accommodate my ELL's, the quizzes, unit test, and assignments will be formatted to use the basic vocabulary we learned at the beginning of the unit, as well as keeping instructions simple and straightforward. To help my SPED students, I will make sure to supply different versions of the problems, so if a problem deals only with numbers, I will be sure to include a visual representation as well, etc. To help my gifted students, I will promote their deeper thinking about a concept by asking questions about concepts, and see if they can make underlying connections between different concepts they have been learning about throughout the year.