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Unit: Linear Relations and Functions

Time: 14 Lessons

General Outcome: Develop algebraic and graphical reasoning through the study of

relations.

Specific Outcomes:

It is expected that students will:

1. Interpret and explain the relationships among data, graphs and situations.

2. Demonstrate an understanding of relations and functions.

3. Demonstrate an understanding of slope with respect to:

Rise and run

Line segments and lines

Rate of change

Parallel lines

Perpendicular lines

4. Describe and represent linear relations using:

Words

Ordered pairs

Tables of values

Graphs

Equations

5. Determine the characteristics of the graphs of linear relations, including the:

Intercepts

Slope

Domain

Range

8. Represent a linear function, using function notation.

Big Ideas:

Create and interpret graphs that represent different situations.

Apply the various characteristics of linear relations to graphing.

Determine an acceptable range of values for a situation.

Work with function notation in a variety of ways.

Work with slopes and solve problems involving rates of change.

Assessments FOR Learning:

In-class discussions

In-class brainstorming activities

In-class investigations

In-class assignments

Unit Review Questions

Practice Unit Exam

Assessments OF Learning:

Unit Exam

Strand Project: Forensic Discovery (This is to be introduced during the first

lesson of this unit and worked on throughout 3 units.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will often have the opportunity to choose to work individually, with

partners or in groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Gifted students will be given an additional challenging question each lesson to

answer and justify.

Graphs, data and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Summary of Lessons:

Lesson 1: Introduction to Strand and Unit

Timing: 80 minutes

Specific Outcome:

It is expected that students will:

2. Interpret and explain the relationships among data, graphs and situations.

Learning Objectives:

Students will be able to:

o Describe a possible situation for a graph

Prerequisite Skills:

Students should be familiar with:

o Reading information from a graph

o The relationship between speed, distance and time

o Describing the relationship between the variables of a graph

Instructional Strategies:

Introduce strand and unit.

Have students brainstorm the following:

o The amount of data available to them.

o Different types of data that they use.

o Ways to effectively find, use, organize and represent data.

o Careers that involve the collection and interpretation of data.

Introduce strand project.

Review of prerequisite material and terms.

Student Activities:

Students brainstorm the following in groups:

o The amount of data available to them.

o Different types of data that they use.

o Ways to effectively find, use, organize and represent data.

o Careers that involve the collection and interpretation of data.

Students represent this information on a poster board, computer, video, etc. and

present to the class.

Students begin to fill out their vocabulary worksheets for the unit. (This will be

added to continuously.)

Assessment:

Students will be formatively assessed as they present their prior knowledge that

they recalled through their brainstorming. (Assessment FOR learning.)

Students will be formatively assessed through the review of the prerequisite

material and terms for the unit. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will have the opportunity to work individually, with partners or in

groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Students are given the opportunity to represent their brainstorming in various

ways including, but not limited to, poster boards, computers, videos, etc. (Multiple

means of expression.)

Materials/Resources:

Vocabulary worksheet

Strand Project Instructions

Computers

Poster Boards

Markers

Paper

Writing Utensils

Lesson 2: Graphs of Relations

Timing: 80 minutes

Specific Outcome:

It is expected that students will:

2. Interpret and explain the relationships among data, graphs and situations.

4. Describe and represent linear relations using:

a. Words

b. Ordered pairs

c. Tables of values

d. Graphs

e. Equations

Learning Objectives:

Students will be able to:

o Describe a possible situation for a graph

o Sketch a graph for a given situation

Prerequisite Skills:

Students should be familiar with:

o Reading information from a graph

o The relationship between speed, distance and time

o Describing the relationship between the variables of a graph

Instructional Strategies:

Display examples of graphs (based on students hobbies/interests if possible) on

SMART Board. Ask the class questions related to each graph. Ask which graphs

best represent several examples. Ask students for explanations/justification.

Have students complete an activity that investigates describing and sketching

graphs. (Textbook or worksheet)

Review class solutions for this activity. (Choose student work to display under

SMART Board document camera.) Have students justify their solutions.

Have students copy down notes on how to interpret graphs and data.

Have students analyze and answer questions based on several graphs. (Textbook

or worksheet)

Review solutions as a class.

Student Activities:

Students will actively participate in the class discussion on interpreting graphs

and graphing particular situations.

Investigation activity - describing and sketching graphs.

Students will analyze and answer questions based on several graphs. (Textbook

or worksheet)

Assessment:

Students will be formatively assessed as we discuss examples as a class.

(Assessment FOR learning.)

Students will be formatively assessed as we review the correct solutions to the

textbook/worksheet problems. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will have the opportunity to work individually, with partners or in

groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Gifted students will be given an additional challenging question to answer and

justify.

Graphs, data and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar

information and questions)

Vocabulary worksheet

SMART Board

Rulers

Grid paper

Paper

Writing utensils

Lesson 3: Linear Relations

Timing: 80 minutes

Specific Outcome:

It is expected that students will:

2. Demonstrate an understanding of relations and functions.

8. Represent a linear function, using function notation.

Learning Objectives:

Students will be able to:

o Determine if a relation is linear

o Represent linear relations in a variety of ways

o Explain why data points should or should not be connected

o Identify the dependent and independent variables in a relation

Prerequisite Skills:

Students should be familiar with:

o Creating a table of values

o Plotting points and ordered pairs

o Graphing linear relations

o Describing patterns in a graph

o Writing linear relations

o Interpolation and extrapolation

o Substituting values into an equation

o Determining the degree of a polynomial

Instructional Strategies:

Have students complete an activity that investigates the relationships in the

human body. (Textbook or worksheet)

Collect class data on the SMART Board.

Review class solutions for this activity. (Choose student work to display under

SMART Board document camera.)

Discuss real-world data versus mathematical models for making predictions.

Have students copy down notes and examples on discrete data, continuous data,

independent variables, dependent variables, linear relations and non-linear

relations.

Have students brainstorm all of the different ways that they can represent a

relation. Record on board.

Have students complete additional questions on linear relations. (Textbook or

worksheet)

Review solutions as a class.

Student Activities:

Investigating the relationship in the human body activity.

Students will actively participate in class discussions.

Students will brainstorm ways to represent relations.

Students will answer questions on linear relations.

Assessment:

Students will be formatively assessed during class discussion. (Assessment FOR

learning.)

Students will be formatively assessed during the brainstorming activity.

(Assessment FOR learning.)

Students will be formatively assessed as we review the correct solutions to the

textbook/worksheet problems. (Assessment FOR learning.)

Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will have the opportunity to work individually, with partners or in

groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Gifted students will be given an additional challenging question to answer and

justify.

Questions will be selected so that they represent a variety of hobbies/interests.

(Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar

information and questions)

Vocabulary worksheet

SMART Board

Rulers

Grid paper

Paper

Writing Utensils

Measuring tape

Lessons 4 & 5: Domain and Range

Timing: 160 minutes

Specific Outcome:

It is expected that students will:

1. Interpret and explain the relationships among data, graphs and situations.

5. Determine the characteristics of the graphs of linear relations, including the:

a. Intercepts

b. Slope

c. Domain

d. Range

Learning Objectives:

Students will be able to:

o Understand the meaning of domain and range

o Express domain and range in a variety of ways

Prerequisite Skills:

Students should be familiar with:

o Identifying independent and dependent variables

o Describing the relationship between variables

o Analyzing and interpreting information from a graph

o Describing a pattern

o Working with number lines

o Using technology to create a graph

Instructional Strategies:

Have students complete an activity that investigates appropriate values for the

dependent and independent variables of a graph. (Textbook or worksheet)

If necessary, ask the students guiding questions to activate their prior knowledge.

Review class solutions for this activity. (Choose student work to display under

SMART Board document camera.)

Have students brainstorm how domain and range could be relevant to them.

Have students copy down notes and examples on domain, range, set notation,

interval notation, list and number line.

Complete several examples of domain and range for different sets of data. As

students begin to gain an understanding, have students attempt to complete the

solution and explain their solutions to the class.

Have students complete additional questions on linear relations. (Textbook or

worksheet)

Review solutions as a class.

Student Activities:

Investigating appropriate values for the dependent and independent variables

activity.

Students will actively participate in class discussions.

Students will answer questions on domain and range.

Assessment:

Students will be formatively assessed during class discussion. (Assessment FOR

learning.)

Students will be formatively assessed as we review the correct solutions to the

textbook/worksheet problems. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will have the opportunity to work individually, with partners or in

groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Gifted students will be given an additional challenging question to answer and

justify.

Graphs, data and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar

information and questions)

Vocabulary worksheet

SMART Board

Rulers

Grid paper

Paper

Writing utensils

Lessons 6, 7 & 8: Functions

Timing: 240 minutes

Specific Outcome:

It is expected that students will:

3. Demonstrate an understanding of slope with respect to:

a. Rise and run

b. Line segments and lines

c. Rate of change

d. Parallel lines

e. Perpendicular lines

Learning Objectives:

Students will be able to:

o Sort relations into functions and non-functions

o Use notation specifically designed for functions

o Graph linear functions

Prerequisite Skills:

Students should be familiar with:

o Reading information from a graph

o Substituting values into an equation

o Solving linear equations

o Adding, subtracting and multiplying polynomials

o Interpolation and extrapolation

Instructional Strategies:

Begin with a class discussion on functions. Ask students for examples from their

daily lives where two quantities depend on each other (where an input is

required and an output is produced). Ask relevant guiding questions if necessary.

Have students complete an activity that investigates functions. (Textbook or

worksheet)

Discuss solutions for this activity.

Have students copy down notes and examples on functions, function notation,

vertical line test.

Complete several examples of questions on functions. As students begin to gain

an understanding, have students attempt to complete the solution and explain

their solutions to the class.

Have students complete additional questions on functions. (Textbook or

worksheet)

Review solutions as a class.

Hand out strand project and have students begin to answer questions relating to

the project.

Student Activities:

Investigating functions activity.

Students will actively participate in class discussions.

Students will answer questions on functions.

Students will begin to work on their strand project.

Assessment:

Students will be formatively assessed during class discussion. (Assessment FOR

learning.)

Students will be formatively assessed as we review the correct solutions to the

textbook/worksheet problems. (Assessment FOR learning.)

Students will be given a checklist with certain deadlines for the strand project.

Deadlines will be monitored. (Assessment OF learning.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will have the opportunity to work individually, with partners or in

groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Gifted students will be given an additional challenging question to answer and

justify.

Graphs, data and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar

information and questions)

Vocabulary worksheet

Strand Project Instructions

SMART Board

Rulers

Grid paper

Paper

Writing utensils

Lessons 9 & 10: Slope

Timing: 160 minutes

Specific Outcome:

It is expected that students will:

3. Demonstrate an understanding of slope with respect to:

a. Rise and run

b. Line segments and lines

c. Rate of change

d. Parallel lines

e. Perpendicular lines

5. Determine the characteristics of the graphs of linear relations, including the:

a. Intercepts

b. Slope

c. Domain

d. Range

Learning Objectives:

Students will be able to:

o Determine the slope of a line

o Use slope to draw lines

o Understand slope as a rate of change

o Solve problems involving slope

Prerequisite Skills:

Students should be familiar with:

o Ratios

o Solving proportions

o Equivalent fractions

o Operations with integers

o Dividing zero by an integer and dividing an integer by zero

o Plotting points and ordered pairs

o The relationship between speed, distance and time

Instructional Strategies:

Review rates of change.

Have students complete an activity that investigates slope. (Textbook or

worksheet)

Discuss solutions for this activity.

Have students brainstorm where slope can be relevant in everyday life. Use

guiding questions to ensure that students think of both positive and negative

slope.

Have students copy down notes and examples on slope (including positive slope,

negative slope and zero slope).

Have students complete additional questions on slope. (Textbook or worksheet)

Review solutions as a class.

Student Activities:

Investigating slope activity.

Students will actively participate in class discussions.

Students will answer questions on slope.

Assessment:

Students will be formatively assessed during class discussion. (Assessment FOR

learning.)

Students will be formatively assessed as we review the correct solutions to the

textbook/worksheet problems. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will have the opportunity to work individually, with partners or in

groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Gifted students will be given an additional challenging question to answer and

justify.

Graphs and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar

information and questions)

Vocabulary worksheet

SMART Board

Rulers

Grid paper

Toothpicks

Tape

Paper

Writing utensils

Lesson 11: Unit Review

Timing: 80 minutes

Specific Outcome:

It is expected that students will:

1. Interpret and explain the relationships among data, graphs and situations.

2. Demonstrate an understanding of relations and functions.

3. Demonstrate an understanding of slope with respect to:

Rise and run

Line segments and lines

Rate of change

Parallel lines

Perpendicular lines

4. Describe and represent linear relations using:

Words

Ordered pairs

Tables of values

Graphs

Equations

5. Determine the characteristics of the graphs of linear relations, including the:

Intercepts

Slope

Domain

Range

8. Represent a linear function, using function notation.

Learning Objectives:

Students will be able to:

o Describe a possible situation for a graph

o Describe a possible situation for a graph

o Sketch a graph for a given situation

o Determine if a relation is linear

o Represent linear relations in a variety of ways

o Explain why data points should or should not be connected

o Identify the dependent and independent variables in a relation

o Identifying independent and dependent variables

o Describing the relationship between variables

o Analyzing and interpreting information from a graph

o Describing a pattern

o Working with number lines

o Using technology to create a graph

o Sort relations into functions and non-functions

o Use notation specifically designed for functions

o Graph linear functions

o Determine the slope of a line

o Use slope to draw lines

o Understand slope as a rate of change

o Solve problems involving slope

Student Activities:

Students will be given problems to solve that will give the students an

opportunity to review what they have learned in this unit.

Assessment:

Students will be formatively assessed as we review the solutions to these

problems. (Assessment FOR learning)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Students will have the opportunity to work individually, with partners or in

groups.

Students fluent in English can assist English language learners with vocabulary

difficulties if they arise.

Graphs, data and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar

information and questions)

Student notes

Vocabulary worksheet

Rulers

Grid paper

Paper

Writing utensils

Lesson 12: Time to work on Strand Project

Timing: 80 minutes

Specific Outcome:

It is expected that students will:

1. Interpret and explain the relationships among data, graphs and situations.

2. Demonstrate an understanding of relations and functions.

3. Demonstrate an understanding of slope with respect to:

Rise and run

Line segments and lines

Rate of change

Parallel lines

Perpendicular lines

4. Describe and represent linear relations using:

Words

Ordered pairs

Tables of values

Graphs

Equations

5. Determine the characteristics of the graphs of linear relations, including the:

Intercepts

Slope

Domain

Range

8. Represent a linear function, using function notation.

Student Activities:

Students will be given time to work on their project.

Assessment:

Students will be given a checklist with certain deadlines. Deadlines will be

monitored.

Students will hand this in at the end of the strand as a summative assessment.

(Assessment OF learning.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

English language learners will have access to dictionaries and/or computers if

necessary.

Graphs and questions will be selected so that they represent a real-life situation.

Materials/Resources:

McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar

information and questions)

Strand Project Instructions

Student notes and vocabulary

Computers

Rulers

Grid paper

Paper

Writing utensils

Lesson 13: Practice Unit Exam

Timing: 80 minutes

Specific Outcome:

It is expected that students will:

1. Interpret and explain the relationships among data, graphs and situations.

2. Demonstrate an understanding of relations and functions.

3. Demonstrate an understanding of slope with respect to:

Rise and run

Line segments and lines

Rate of change

Parallel lines

Perpendicular lines

4. Describe and represent linear relations using:

Words

Ordered pairs

Tables of values

Graphs

Equations

5. Determine the characteristics of the graphs of linear relations, including the:

Intercepts

Slope

Domain

Range

8. Represent a linear function, using function notation.

Assessment:

Students will be formatively assessed so that they can prepare themselves for the

summative assessment. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Graphs, data and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

Exam

Rulers

Writing utensils

Lesson 14: Unit Exam

Timing: 80 minutes

Specific Outcome:

It is expected that students will:

1. Interpret and explain the relationships among data, graphs and situations.

2. Demonstrate an understanding of relations and functions.

3. Demonstrate an understanding of slope with respect to:

Rise and run

Line segments and lines

Rate of change

Parallel lines

Perpendicular lines

4. Describe and represent linear relations using:

Words

Ordered pairs

Tables of values

Graphs

Equations

5. Determine the characteristics of the graphs of linear relations, including the:

Intercepts

Slope

Domain

Range

8. Represent a linear function, using function notation.

Assessment:

Students will be summatively assessed. (Assessment OF learning)

Universal Design for Learning/Differentiating Instruction:

All instructions will be given on paper, as well as verbally. (Multiple means of

representation.)

Graphs, data and questions will be selected so that they represent a variety of

hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:

Exam

Rulers

Writing utensils

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