Teacher(s) Collin MacDonald, Marla Vanderbilt, Melissa Miller

Unit title

Subject group and discipline Mathematics: Mathematics

Adv Alg/Trig Unit 2: Variations on Linear Functions: Inequalities, Systems, Piecewise,

and Absolute Value Functions

Grade
10

MYP Year

Unit duration

5 weeks (26
hours)

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)
Mathematics
Model

Global context
Representation

Identities and relationships

Systems
Scientific and technical innovation

Exploration to Develop: Systems, models,

methods; products, processes and solutions
Statement of inquiry
What variations of linear functions help us understand systems in our world?
Inquiry questions
How do I find solutions to systems of
equations and inequalities?

How can we model variations of linear

equations?

Objectives

Summative assessment

A: Knowing and understanding

i. select appropriate mathematics when solving
problems
ii. apply the selected mathematics successfully
when solving problems
iii. solve problems correctly in both familiar and
unfamiliar situations in a variety of contexts.
D: Applying mathematics in real-life contexts
i. identify relevant elements of authentic real-life
situations
iii. apply the selected mathematical strategies
successfully to reach a solution

Outline of summative assessment task(s) including assessment

criteria:

Factual

Middle Years Programme Unit planner

Conceptual

How can understanding these variations

and systems help solve problems applied to reallife situations?
Debatable

Relationship between summative assessment task(s) and

statement of inquiry:

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 iv. justify the degree of accuracy of a solution

v. justify whether a solution makes sense in the
context of the authentic real-life situation.

Task
October

30
Thursday

9:00 AM

Stained Glass Project (A, D)

Students will create their own
stained glass within certain criteria.
They will be able to design the lines
and shapes they create. They will
then find the system of inequalities
that bounds each shape and find
the area and perimeter of these
shapes.

Approaches to learning (ATL)

Mathematics
A: Knowing and understanding
i. select appropriate mathematics when solving problems

Communication

Self-management

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I. Communication skills
Reading, writing and using language to gather and
communicate information
Write for different purposes
Understand and use mathematical notation
Paraphrase accurately and concisely
Take effective notes in class

Learning Experiences
Students will have two projects during this unit that
they will need to plan out and meet deadlines for.
They will also be asked to write summaries of their
notes for exit tickets. They will also work through
Math Talks to help better communicate their ideas.

III. Organization skills

Managing time and tasks effectively
Plan short- and long-term assignments; meet
deadlines
Create plans to prepare for summative assessments
(examinations and performances)
IV. Affective skills
Managing state of mind
Perseverance
- Demonstrate persistence and perseverance
V. Reflection skills
(Re-)considering the process of learning; choosing and
using ATL skills
Develop new skills, techniques and strategies for
effective learning

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Thinking

X. Transfer skills
Utilizing skills and knowledge in multiple contexts
Transfer current knowledge to learning of new
technologies

Action: Teaching and learning through inquiry

Content

Learning process

Knowledge & Skills:

SWBAT define variables and write a system of linear
equations from a real life situation.
SWBAT solve systems of linear equations using
substitution.
SWBAT define variables and write a system of linear
equations from a real life situation.
SWBAT solve systems of linear equations by graphing.
Calculator Skills:
Graph functions on the graphing calculator.
Adjust the viewing window by identifying a reasonable
minimum, maximum, and scale for both the x and y
axes.
Evaluate a function using the calculator analytically and
on the graph screen.
Find the point of intersection using the analyze menu.
SWBAT define variables and write a system of linear
equations from a real life situation.
SWBAT solve systems of linear equations using
elimination.
SWBAT define variables and write a system of linear
equations from a real life situation.
SWBAT solve systems of linear equations using any
appropriate method.
SWBAT define variables and write a system of linear
equations from a real life situation.

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Learning Experiences
Students will be given a calendar and tracker for the unit which will outline all that they need to do and what we
will be doing each day. They will also see rubrics and examples as they are working. The steps will be given to
them clearly and explicitly.
Students will be given time in class directly following a lesson to work on their projects to better make
connections to their material.
The unit builds on their understanding of functions and linear equations from unit one.
Teaching strategies
Students will take quizzes each week which will be returned immediately. They will use the quizzes as learning
opportunitites. They are allowed to retake the quiz for two weeks, as long as they show that they have first
redone the incorrect problems and can articulate what went wrong the first time and how it can be fixed.
Students will try to discover some of what we are learning and explore the concepts through the projects.
However, I will also provide examples and notes with problems sets that they can practice.
I give students choice as they are working through problem sets so that they have the ability to choose the level
that is right for them, with the ability to challenge themselves further. I also give application problems that
students can work through. Lastly, we will emphasise vocabulary heavily both through the work we do and
communication.

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SWBAT solve systems of linear equations using any

appropriate method.
SWBAT Check points
SWBAT define variables and write a system of linear
inequalities.
SWBAT solve a system of linear inequalities graphically.
SWBAT solve a system of linear inequalities graphically.
SWBAT find the area and perimeter of bounded regions
formed by systems of linear inequalities.
SWBAT define variables and write systems of linear
equations.
SWBAT solve a system of linear equations using any
appropriate method.
SWBAT solve systems of linear equations in 3 variables
using elimination.
SWBAT define variables and write systems of linear
equations in 3 variables from a real life situation.
SWBAT solve systems of linear equations in 3 variables
using elimination.
SWBAT define variables and write systems of linear
equations in 3 variables from a real life situation.
SWBAT find the area of bounded regions formed by
systems of linear inequalities.
SWBAT solve systems of linear equations in 3 variables.
SWBAT graph a piecewise function given an equation.
SWBAT write the equation for a piecewise function
given a graph.
SWBAT analyze piecewise functions.
SWBAT evaluate and solve piecewise equations.
SWBAT graph a piecewise function.
SWBAT analyze piecewise functions.
SWBAT graph absolute value functions given an
absolute value equation or piecewise equation.
SWBAT write the piecewise function given an absolute
value function.
SWBAT solve absolute value equations.
SWBAT solve absolute value equations.
SWBAT solve absolute value inequalities.
SWBAT solve absolute value equations.
SWBAT solve absolute value inequalities.

Middle Years Programme Unit planner

Describe how you will differentiate teaching & learning for this unit?
Students with special needs have preferential seating, more individual check-ins and one-on-one attention.
Some students will also have extended time on quizzes and tests and projects. Additionally, for students who
need to be challenged, they will work on more advanced problem sets. Modifications will be made to problem
sets and projects as needed according to students' needs and abilities.

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SWBAT compose two functions from graphical,

numerical, verbal, and analytical representations.
SWBAT identify inverse functions from numerical,
analytical, and graphical representations.
SWBAT write the equation for an inverse of a given
function
Standards:

Number and Quantity

The Complex Number System
4. (+) Represent complex numbers on the
complex plane in rectangular and polar form
(including real and imaginary numbers), and
explain why the rectangular and polar forms
of a given complex number represent the
same number.
Functions
Interpreting Functions
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.
7. Graph functions expressed symbolically
and show key features of the graph, by hand
in simple cases and using technology for
more complicated cases.
8. Write a function defined by an
expression in different but equivalent forms to
reveal and explain different properties of the
function.
9. Compare properties of two functions
each represented in a different way
(algebraically, graphically, numerically in
tables, or by verbal descriptions). For
example, given a graph of one quadratic
function and an algebraic expression for
another, say which has the larger maximum.
Building Functions

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 1. Write a function that describes a

relationship between two quantities.
Learner Profile
Inquirers: Students will be particularly working on questioning strategies. In order to ask good questions in order to better understand, they need to be able to articulate
their current understanding or lack thereof. We will be working on those questions during classroom discussions.
Resources
Journal:
cpm.org
illustrativemath
whiteboards
map.mathshell.org

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching

After teaching the unit

Why do we think that the unit or the selection of topics

will be interesting?
What have students encountered in this discipline
before?
Could we develop authentic opportunities for service
learning?
This unit takes concepts that are truly new to
students. Even if they do not feel confident in their
ability to find the equation of a linear function, they
should feel more confident in this because it is new
and easy to apply. However, it still builds on their
ability to complete those tasks from Algebra 1.
Students have encountered linear functions, although
they have not learned them to the most of their ability.
This will give them opportunities to apply their
learning to new types of functions although staying
within the realm of all things linear.

Middle Years Programme Unit planner

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