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# Short Range Learning Objectives

The objectives of this 11th grade Advanced Algebra unit were to use equations
and functions to identify specific characteristics relating the each. The first
few objectives in the unit were review of things the students had already
learned in their previous math courses. Because of this, I focused the
instruction on having the students tell me what they remembered about each
concept and building on those ideas. The students were mainly taught
through direct instruction, however there were times I implemented some
visual displays for the lesson. The students did have a few lessons that were
pretty heavily focused on using the graphing calculator as well. The students
in this class learn very well through practice work, so I focused on providing
them with independent and paired work throughout the unit. I used colorcoding in the drawings I used and provided the students with several sets of
written information to accommodate for visual learners.

Unit Objectives

## When given two points,

the students should be
able to find the distance
and midpoint with 80%
accuracy. The students
will need to use the
correct formulas and
calculate each value
correctly.

Activities/Instructional
Strategies

Assessment of Objective

background information,
visual representation,
direct instruction, and
individual practice

Teacher observation
during independent work,
homework problems, quiz
on a later day, and the
test at the end of the unit

## When given an equation

or set of information,
the students should be
able to perform the
Bell ringer, class
find intercepts, test for
discussion, direct

Teacher observation
during independent work,

## symmetry, find the

equation of the circle)
with 80% accuracy.
They will need to use
the appropriate method
to solve the problem
and identify what
information they are
given.

## The students should be

able to find the slope
and use it to create and
equation or find the
equations of parallel
and perpendicular lines
with 80% accuracy.
They will need to use
what they know and
find any missing
information to solve
each problem.

## The students should be

able to identify if a
given equation is a
function and identify its
domain with 80%
accuracy. If the
equation is not a
function, the students
must be able to explain
why this happens.
The students should be
able to identify the
requested characteristic

instruction, and
individual practice

discussion, homework,
quiz on a later day, and
the test at the end of the
unit

Teacher observation
Constructing a formula
during the construction
through examples, direct process and independent
instruction, class
work, homework, quiz on
discussion,
a later day, and the test
independent/paired work at the end of the unit

## Bell ringer, visual

representation of an
idea, direct instruction,
and independent work

## Revisiting prior concepts

necessary for the new

Teacher observation,
discussion, homework,
quiz on a later day, and
the test at the end of the
unit

## of a function with 80%

accuracy. They will
need to know the
appropriate method for
finding each
characteristic and
understand what each
of them means.

## ones, class discussion,

direct instruction,
presenting a variety of
methods to solving
problems, questioning,
relating to past ideas,
and independent work.

Teacher observation,
discussion, review, and
the test at the end of the
unit.

Standards
Objective 1:
National:
Understand meanings of operations and how they relate to
one another.
Compute fluently and make reasonable estimates.
Represent and analyze mathematical situations and
structures using algebraic symbols.
Apply appropriate techniques, tools, and formulas to
determine measurements.
Organize and consolidate their mathematical thinking
through communication.
Communicate their mathematical thinking coherently and
clearly to peers, teachers, and others.
Use the language of mathematics to express mathematical
ideas precisely.
Common Core:
N-CN Represent complex numbers and their operations on
the complex plane

## 6. (+) Calculate the distance between numbers in the

complex plane as the modulus of the difference, and
the midpoint of a segment as the average of the
numbers at its endpoints.
Objective 2:
National:
Understand meanings of operations and how they relate to
one another.
Compute fluently and make reasonable estimates.
Represent and analyze mathematical situations and
structures using algebraic symbols.
Apply and adapt a variety of appropriate strategies to solve
problems.
Organize and consolidate their mathematical thinking
through communication.
Communicate their mathematical thinking coherently and
clearly to peers, teachers, and others.
Use the language of mathematics to express mathematical
ideas precisely.
Recognize and used connections among mathematical
ideas.
Select, apply, and translate among mathematical
representations to solve problems.
Common Core:
A-CED Creating equations that describe numbers or
relationships
2. Create equations in two or more variables to
represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one
variable, including equations with coefficients
represented by letters.
A-REI Represent and solve equations and inequalities
graphically
10. Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could
be a line).
Objective 3:
National:

## Understand meanings of operations and how they relate to

one another.
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and
structures using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to
determine measurements.
Organize and consolidate their mathematical thinking
through communication.
Communicate their mathematical thinking coherently and
clearly to peers, teachers, and others.
Use the language of mathematics to express mathematical
ideas precisely.
Recognize and used connections among mathematical
ideas.
Select, apply, and translate among mathematical
representations to solve problems.
Common Core:
A-CED Creating equations that describe numbers or
relationships
2. Create equations in two or more variables to
represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
A-REI Solve equations and inequalities in one variable
3. Solve linear equations and inequalities in one
variable, including equations with coefficients
represented by letters.

Objective 4:
National:
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and
structures using algebraic symbols.
Organize and consolidate their mathematical thinking
through communication.

## Communicate their mathematical thinking coherently and

clearly to peers, teachers, and others.
Use the language of mathematics to express mathematical
ideas precisely.
Recognize and used connections among mathematical
ideas.
Common Core:
F-IF Understand the concept of a function and use function
notation
1. Understand that a function from one set (called
the domain) to another set (called the range) assigns
to each element of the domain exactly one element
of the range. If f is a function and x is an
element of its domain, then
f

output of
graph of

f (x)

denotes the

## corresponding to the input

is the graph of the equation

x . The

y=f (x) .

## F-IF Interpret functions that arise in applications in terms of

the context
5. Relate the domain of a function to its graph and,
where applicable, to the quantitative relationship it
describes.
Objective 5:
National:
Compute fluently and make reasonable estimates.
Understand patterns, relations, and functions.
Represent and analyze mathematical situations and
structures using algebraic symbols.
Analyze change in various contexts.
Apply appropriate techniques, tools, and formulas to
determine measurements.
Apply and adapt a variety of appropriate strategies to solve
problems.
Organize and consolidate their mathematical thinking
through communication.
Communicate their mathematical thinking coherently and
clearly to peers, teachers, and others.
Use the language of mathematics to express mathematical
ideas precisely.
Recognize and used connections among mathematical
ideas.

## Select, apply, and translate among mathematical

representations to solve problems.
Common Core:
F-IF Understand the concept of a function and use function
notation
1. Understand that a function from one set (called
the domain) to another set (called the range) assigns
to each element of the domain exactly one element
of the range. If f is a function and x is an
element of its domain, then
f

output of
graph of

f (x)

denotes the

## corresponding to the input

is the graph of the equation

x . The

y=f (x) .

## F-IF Interpret functions that arise in applications in terms of

the context
4. For a function that models a relationship between
two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs
showing key features given a verbal description of
the relationship.
5. Relate the domain of a function to its graph and,
where applicable, to the quantitative relationship it
describes.
6. Calculate and interpret the average rate of change
of a function (presented symbolically or as a table)
over a specified interval. Estimate the rate of change
from a graph.
F-IF Analyze functions using different representations
7. Graph functions expressed symbolically and show
key features of the graph, by hand in simple cases
and using technology for more complicated cases.
a. Graph linear and quadratic functions and
show intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewisedefined functions, including step functions and
absolute value functions.
c. Graph polynomial functions, identifying zeros
when suitable factorizations are available, and
showing end behavior.
d. (+) Graph rational functions, identifying
zeros and asymptotes when suitable
factorizations are available, and showing end
behavior.