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Project-Based Instruction

Multi-Day Planner

Use this document and edit to fit your PBL unit needs (adding and subtracting days as needed). Provide a brief summary of what the lesson will entail, standards to include, and assessments that will be gathered on those days. Try to obtain formative assessments as often as possible during the progression of your unit.

Your “driving question” can be presented on any of the days, but you only need one.

Overall Summary of PBL Project

“Driving question”/problem to be solved

● How can we build the perfect town?

Student Learning Objectives (SWBAT)

● The students will be able to distinguish between a function and a non-function graph.

● The students will be able to label the axes of graphs correctly when graphing real world scenarios.

● The students will be able to determine the domain and range of a linear functions. The students will be able to graph linear functions. Students will be able to create a linear function from a real world scenario.

● The students will be able to determine the domain and range of a quadratic functions. The students will be able to graph quadratic functions. Students will be able to create a quadratic function from a real world scenario.

● The students will be able to determine the domain and range of an exponential functions. The students will be able to graph exponential functions. Students will be able to create an exponential function from a real world scenario.

Standards (full text not just numbers and letters)

● A1. F-BF.A.1- Build a function that models a relationship between two quantities. Write a linear, quadratic, or exponential function that describes a relationship between two quantities.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

● A1: A-SSE.A.1- Interpret expressions that represent a quantity in terms of its context. ★

○ a. Interpret parts of an expression, such as terms, factors, and coefficients.

October 2015

Project-Based Instruction

Multi-Day Planner

○ b. Interpret complicated expressions by viewing one or more of their parts as a single

entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.

● A1: A-SSE.A.2- Use the structure of an expression to identify ways to rewrite it. For example, see

^{4} −y ^{4}

x

(x

as

2

(x)

^{2} −(

2

y)

2 , thus recognizing it as a difference of squares that can be factored as

2x

^{2} +8

x

as

(2x)(x)+2x(4)

, thus recognizing it as a polynomial whose

^{2} −y ^{2} ^{2} +y ^{2}

)(x

) , or see

terms are products of monomials and the polynomial can be factored as 2x(x+4) .

● A1:A-REI.D.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).

● A1:F-IF.B.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of

person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

● A1:F-IF.C.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 piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

problems. Distinguish between situations that can be modeled with linear functions and with exponential functions.

○ a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

○ b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another

How will you get to know your students and foster a sense of community?

● We will have guest speakers come in to talk to the students about the process of building roads and buildings within towns. This will help the students see the real world connection between the material being taught in the lesson and the world around them. We will then have a group discussion about the functions being taught in the lesson. We will talk about the town project and what the students will be asked to do. We will then assign the students to their groups and have them discuss their town within their group. This is to help ensure that all of the students ideas get heard.

October 2015

2

Project-Based Instruction

Day 1 - See full 5E Lesson Plan Day 2

Driving question/problem

Multi-Day Planner

● How can we represent road cost and building measurement mathematically? Can we apply this to our town project?

Student Learning Objectives (SWBAT)

● Students will be able to hear from contractors and construction workers who are familiar with building roads and buildings.

● Students will be able to ask questions about their line of work.

Standards (full text not just numbers and letters)

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1: A-SSE.A.1- Interpret expressions that represent a quantity in terms of its context. ★

○ a. Interpret parts of an expression, such as terms, factors, and coefficients.

○ b. Interpret complicated expressions by viewing one or more of their parts as a single

entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.

Lesson/inquiry/investigation ideas

● The students will be hearing from guest speakers about aspects of the town project. The students will be able to see what goes into building roads and buildings along with the budget allowed for these projects.

Student artifacts/assessment (Would a project notebook be one?)

● The students will have a bell ringer on identifying functions.

● The students will also be told to take notes on the guest speakers presentations.

Day 3

Driving question/problem

● What is a linear function? How can we determine the domain and range of a linear function?

Student Learning Objectives (SWBAT)

October 2015

3

Project-Based Instruction

Multi-Day Planner

● Students will be able to determine if a function is a linear function.

● Students will be able to determine the domain and range of linear functions.

Standards (full text not just numbers and letters)

● A1: A-SSE.A.1- Interpret expressions that represent a quantity in terms of its context. ★

○ a. Interpret parts of an expression, such as terms, factors, and coefficients.

○ b. Interpret complicated expressions by viewing one or more of their parts as a single

entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1:F-IF.B.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

Lesson/inquiry/investigation ideas

● This will be an introduction to linear functions. The students will be exploring linear functions and their properties through class activities. The students will also learn how to determine the domain and range of linear functions through investigations.

Student artifacts/assessment (Would a project notebook be one?)

● The students will have a bell ringer on identifying and interpreting functions.

Day 4

Driving question/problem

● How can we graph and interpret linear functions?

Student Learning Objectives (SWBAT)

● Students will be able to graph linear functions

● Students will be able to make an x and y table from a linear graph.

● Students will be able to predict values in the function given the graph and an x-value.

Standards (full text not just numbers and letters)

October 2015

4

Project-Based Instruction

Multi-Day Planner

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

Lesson/inquiry/investigation ideas

● The students will be graphing linear functions. To help them graph linear functions they will be given a handout with different equations and x and y tables for students to practice with.

● To help make the connection they will also be able to use Desmos and/or a graphing calculator to graph their equations to check their graphs.

Student artifacts/assessment

● We will start class with a bell-ringer and the students will be taking notes graphing linear functions.

Day 5

Driving question/problem

● How are linear functions used to describe things in the real world?

Student Learning Objectives (SWBAT)

● Students will be able to graph linear functions from a given equation in a word problem.

● Students will use their linear graph and the given function to answer questions about the value of the function at different x-values.

● Students will be able to write the function that describes a real world relationship

Standards (full text not just numbers and letters)

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

October 2015

5

Project-Based Instruction

Multi-Day Planner

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● To help the students see the real world applications of linear functions in their daily life, they will be exploring word problems. They will be given a handout with multiple examples of real world examples of linear functions.

● This will help them see multiple real world relationships of linear functions to help them make the connection.

Student artifacts/assessment

● There will be a bell-ringer and a graphing handout.

Day 6

Driving question/problem

● How can we measure our town along its aspects using conversions?

Student Learning Objectives (SWBAT)

● Students will be able to go to an open field to measure the town within the dimensions.

● The students will be able to measure their town with tape measures and yardsticks. The students will also be given flag markets so they can mark where they want the aspects of their town.

Standards (full text not just numbers and letters)

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1: A-SSE.A.1- Interpret expressions that represent a quantity in terms of its context. ★

○ a. Interpret parts of an expression, such as terms, factors, and coefficients.

○ b. Interpret complicated expressions by viewing one or more of their parts as a single

entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.

x

^{4} −y ^{4}

as

2

(x)

^{2} −(

2

y)

2 , thus recognizing it as a difference of squares that can be factored as

October 2015

6

Project-Based Instruction

(x

)(x

^{2} −y ^{2} ^{2} +y ^{2}

) , or see

2x

^{2} +8

x

as

(2x)(x)+2x(4)

Multi-Day Planner

, thus recognizing it as a polynomial whose

terms are products of monomials and the polynomial can be factored as 2x(x+4) .

Lesson/inquiry/investigation ideas

● The students will be given a handout with the requirements for the town they will be building in the project.

● The students will be provided with a yardstick, flag markers, and a tape measure to set up their town on the football field.

● This will help the students see their town and know how they want the layout to be.

Student artifacts/assessment

● There will be a bell-ringer.

● The students will also be asked to draw their lay out of their town with the conversions.

Day 7

Driving question/problem

● How can linear functions be used to describe relationships in your towns?

● What does the shape of the graph tell us about the relationship between road length and cost of road?

Student Learning Objectives (SWBAT)

● Students will be able to graph linear functions from a given equation in a word problem.

● Students will be able to write the function that describes a real world relationship.

Standards (full text not just numbers and letters)

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

October 2015

7

Project-Based Instruction

Multi-Day Planner

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● Students will draw their town maps to fit the given requirements in the directions and then begin to examine the cost of paving roads in their town.

● Students will write the function and graph it, noticing a line shape.

● Students will infer a value of road cost given arbitrary road lengths using their function.

Student artifacts/assessment

● A bell-ringer to start class.

● Students will be working on the Linear Function Worksheet for the town project. We will be able to grade this worksheet to evaluate the students understanding of the material.

● The students will also be drawing their town map and graph the road length vs cost.

Day 8

Driving question/problem

● What is a quadratic function? How can we determine the domain and range of a quadratic function?

Student Learning Objectives (SWBAT)

● Students will be able to determine if a function is a quadratic function.

● Students will be able to determine the domain and range of quadratic functions.

Standards (full text not just numbers and letters)

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

October 2015

8

Project-Based Instruction

Lesson/inquiry/investigation ideas

Multi-Day Planner

● This will be an introduction to quadratic functions. The students will be exploring quadratic functions and their properties through class activities. The students will also learn how to determine the domain and range of quadratic functions through investigations.

● Students will be taking notes and working on practice problems.

Student artifacts/assessment

● The students will have a bell ringer and notes from class.

Day 9

Driving question/problem

● How can we graph and interpret quadratic functions?

Student Learning Objectives (SWBAT)

● Students will be able to graph quadratic functions

● Students will be able to predict values in the function given the graph, function, and an x-value.

Standards (full text not just numbers and letters)

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

Lesson/inquiry/investigation ideas

● To help the students see the real world applications of quadratic functions in their daily life, they will be exploring word problems. They will be given a handout with multiple examples of real world examples of quadratic functions.

● This will help them see multiple real world relationships of quadratic functions to help them make the connection.

Student artifacts/assessment

October 2015

9

Project-Based Instruction

Multi-Day Planner

● There will be a bell-ringer to start class and the students will be graphing quadratic functions by hand and in desmos or a graphing calculator.

Day 10

Driving question/problem

● How are quadratic functions used to describe things in the real world?

Student Learning Objectives (SWBAT)

● Students will be able to graph quadratic functions from a given equation in a word problem.

● Students will use their quadratic graph and the given function to answer questions about the value of the function at different x-values.

● Students will be able to write the function that describes a real world relationship

Standards (full text not just numbers and letters)

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● Handout with multiple examples of real world examples of quadratic functions. The students will be investigating quadratic functions and their properties. Students will be

October 2015

10

Project-Based Instruction

Multi-Day Planner

taking notes and working on practice problems. Understanding the domain and range of quadratic functions helps students understand how quadratic functions work and how they can be used. The practice problems help them understand how to write the function and how to graph it, allowing them to see various types of quadratic functions.

Student artifacts/assessment

● There will be a bell ringer to start the class.

Day 11

Driving question/problem

● How can quadratic functions be used to describe relationships in your town?

Student Learning Objectives (SWBAT)

● Students will be able to graph quadratic functions from a given equation in a word problem.

● Students will be able to write the function that describes a real world relationships.

Standards (full text not just numbers and letters)

^{4} −y ^{4}

x

(x

as

2

(x)

^{2} −(

2

y)

2 , thus recognizing it as a difference of squares that can be factored as

2x

^{2} +8

x

as

(2x)(x)+2x(4)

, thus recognizing it as a polynomial whose

)(x

^{2} −y ^{2} ^{2} +y ^{2}

) , or see

terms are products of monomials and the polynomial can be factored as 2x(x+4) .

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve problems. Distinguish between situations that can be modeled with linear functions and with exponential functions.

October 2015

11

Project-Based Instruction

Multi-Day Planner

Lesson/inquiry/investigation ideas

● Students will be able to draw the buildings within their town.

● Students will write the function and graph it, noticing a curved shape.

● Students will determine the area of their buildings and additional features.

Student artifacts/assessment

● We will start class with a bell ringer.

● The students drawings of their town.

● Students will be working on the Quadratic Function Worksheet for the town project. We will be able to grade this worksheet to evaluate the students understanding of the material.

Day 12 - See Full 5E Lesson Plan

Driving question/problem

● What is an exponential function? How can we determine the domain and range of an exponential function?

Student Learning Objectives (SWBAT)

● Students will be able to determine if a function is an exponential function.

● Students will be able to determine the domain and range of exponential functions.

Standards (full text not just numbers and letters)

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

Lesson/inquiry/investigation ideas

October 2015

12

Project-Based Instruction

Multi-Day Planner

● The students will be investigating exponential functions and their properties. Students will be taking notes and working on practice problems. Understanding the domain and range of exponential functions helps students understand how exponential functions work and how they can be used. The practice problems help them understand how to write the function and how to graph it, allowing them to see various types of exponential functions.

Student artifacts/assessment

● There will be a bell-ringer along with class notes.

Day 13

Driving question/problem

● How can we graph and interpret exponential functions?

Student Learning Objectives (SWBAT)

● Students will be able to graph exponential functions.

● Students will be able to make an x and y table from an exponential graph.

● Students will be able to predict values in the function given the graph and an x-value.

Standards (full text not just numbers and letters)

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

October 2015

13

Project-Based Instruction

Lesson/inquiry/investigation ideas

Multi-Day Planner

● Handouts with different equations and x and y tables for the students to practice graphing. Since graphing is a part of the standard and thus a part of the project, it is important that students understand how to label axes correctly, graph information correctly, and interpret what the shape of the graph means given real-world contexts.

Student artifacts/assessment

● We will start class with a bell ringer.

● Student worksheets.

Day 14

Driving question/problem

● How are exponential functions used to describe things in the real world?

Student Learning Objectives (SWBAT)

● Students will be able to graph exponential functions from a given equation in a word problem.

● Students will be able to use their exponential graph and the given function to answer questions about the value of the function at different x-values.

● Students will be able to write the function that describes a real world relationship

Standards (full text not just numbers and letters)

^{4} −y ^{4}

x

(x

as

2

(x)

^{2} −(

2

y)

2 , thus recognizing it as a difference of squares that can be factored as

2x

^{2} +8

x

as

(2x)(x)+2x(4)

, thus recognizing it as a polynomial whose

)(x

^{2} −y ^{2} ^{2} +y ^{2}

) , or see

terms are products of monomials and the polynomial can be factored as 2x(x+4) .

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

October 2015

14

Project-Based Instruction

Multi-Day Planner

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● Handout with multiple examples of real world examples of exponential functions to ensure that students understand what types of scenarios have an exponential relationship, how to model them, and how they differ from linear or quadratic functions.

Student artifacts/assessment

● There will be a bell-ringer, and like always, the worksheets will be collected so students do not lose them, but also to have intermediate grades

Day 15

Driving question/problem

● How can exponential functions be used to describe relationships in your town?

Student Learning Objectives (SWBAT)

● Students will be able to graph exponential functions from a given equation in a word problem.

● Students will use their exponential graphs and the given function to answer questions about the value of the function at different x-values.

● Students will be able to write the function that describes a real world relationship.

Standards (full text not just numbers and letters)

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

October 2015

15

Project-Based Instruction

Multi-Day Planner

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● Students will write the function and graph it, noticing a “shwoop” shape, or more specifically a sharp curve.

● Students will determine the animal population over different amounts of time by using the function they wrote and the given test values for time.

● These will help students understand the way exponential functions look and operate.

Student artifacts/assessment

● We will start class with a bell ringer.

● Students will be working on the Exponential Function Worksheet for the town project. We will be able to grade this worksheet to evaluate the students understanding of the material.

● The students will also be working on their town drawings and exponential graphs of the animal population.

Day 16

Driving question/problem

● Can we determine what in the town needs to be changed and what is in working order?

Student Learning Objectives (SWBAT)

● Students will be able to evaluate their work and what needs to be corrected for their towns.

● Students will be able to build and interpret functions given by word problems from real-world examples.

Standards (full text not just numbers and letters)

October 2015

16

Project-Based Instruction

Multi-Day Planner

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● The students will be finishing their town project. Students will be finishing any graphs, functions, building drawings, or anything else that they may not have been able to finish given the time constraints.

Student artifacts/assessment

● Bell-ringer to start the class.

Day 17

Driving question/problem

● Can we analyze the effective use of functions in other towns?

Student Learning Objectives (SWBAT)

● Students will be able to look at other groups town projects and read the information clearly.

● Students will be able to evaluate their peers work for accuracy, presentability, and efficiency of cost.

Standards (full text not just numbers and letters)

October 2015

17

Project-Based Instruction

Multi-Day Planner

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● Students will be participating in a gallery walk to evaluate the town projects within their class.

● Student will evaluate the pros and cons of the towns they observe and also of their own based on what they have seen.

Student artifacts/assessment

● We will start class with a bell ringer.

● Students will be working on the gallery walk worksheet.

● Students will write a reflection on their own town project as an exit ticket.

Day 18 and Day 19

Driving question/problem

● Can we explain what we have done with our towns?

Student Learning Objectives (SWBAT)

● Students will be able to articulate what decisions they made for their town mathematically, graphically, and even for how the buildings and roads were placed.

Standards (full text not just numbers and letters)

● A1: A-SSE.A.1- Interpret expressions that represent a quantity in terms of its context. ★

○ a. Interpret parts of an expression, such as terms, factors, and coefficients.

○ b. Interpret complicated expressions by viewing one or more of their parts as a single

entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.

October 2015

18

Project-Based Instruction

Multi-Day Planner

○ a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

○ b. Graph piecewise linear (to include absolute value) and exponential functions.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● Poster Presentation

Student artifacts/assessment

● Bell-ringer to start class covering various material from previous days

● Posters will be collected after the presentations and graded based on the requirements given at the beginning

Day 20

Driving question/problem

● How can we describe and use the three basic types of functions in the real world?

Student Learning Objectives (SWBAT)

● Students will be able to describe linear, quadratic, and exponential functions

● Students will be able to give examples of relationships in the real world that follow the above three trends

● Students will be able to interpret graphs and functions

● Students will be able to write functions that describe real world relationships from word problems

Standards (full text not just numbers and letters)

October 2015

19

Project-Based Instruction

Multi-Day Planner

● A1: A-SSE.A.1- Interpret expressions that represent a quantity in terms of its context. ★

○ a. Interpret parts of an expression, such as terms, factors, and coefficients.

○ b. Interpret complicated expressions by viewing one or more of their parts as a single

entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.

○ a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.

● A1.F-LE.A.1 -Construct and compare linear, quadratic, and exponential models and solve

Lesson/inquiry/investigation ideas

● This is a review day for the material covered over the course of the unit. The students will be participating in a Kahoot activity to serve as a review of the material.

Student artifacts/assessment

● Bell-ringer to start class

● Kahoot Game Review

● The students will be given the review as a worksheet to take home and work on.

October 2015

20

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