Understanding By Design Unit Template

Title of Unit
Curriculum Area
Developed By

Writing Linear Functions

Algebra 1
Big Ideas Mathematics

Grade Level
Time Frame

Grade 9 and 10
15 Days

Identify Desired Results (Stage 1)

Content Standards
Common Core Standards Addressed:
High School Algebra:
HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-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).
High School Functions:
HSF-BF.A.1a: Determine an explicit expression, a recursive process, or steps for calculation from a context.
HSF-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two
forms.
HSF-LE.A.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).
HSF-LE.B.5: Interpret the parameters in a linear or exponential function in terms of a context.
HSF-IF.A.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci
sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n 1.
HSF-IF.C.7b: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated
cases.
High School Statistics and Probability:
HSS-ID.B.6a: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
HSS-ID.B.6c: Fit a linear function for a scatter plot that suggests a linear association.
HSS-ID.C.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
HSS-ID.C.8: Compute (using technology) and interpret the correlation coefficient of a linear fit.
HSS-ID.C.9: Distinguish between correlation and causation.

Standards of Mathematical Practice Addressed:

CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

Understandings

Essential Questions

Overarching Understanding
Students will understand a linear function as a relation that compares
two variables with a constant rate of change. Students will describe
linear functions by writing them in slope-intercept and point-slope form
and extending this to include cases of parallel and perpendicular lines.
Students will understand how linear functions written in slope-intercept
form, point-slope form, and as parallel or perpendicular lines can be
used to solve real-life problems.
Students will understand the importance of identifying correlations
between data sets to model them with lines of best fit and with
technology.
Students will understand the relationship between terms in an
arithmetic sequence and be able to relate it to the slope in a linear
relationship.
Students will understand how to evaluate, write, and graph piecewise
functions by exploring their domain and range.
Related Misconceptions
Students may reverse the order of coordinates in the ordered pairs.
Students may reverse where to write the slope and intercepts when
writing equations in point-slope or slope-intercept form.
Students may use different operations on the left and right sides of
equations when rewriting them and not understand them to be still
equivalent.
Students may not understand the context of a word problem.
When lines are written in standard form, students may say that the
coefficient of x is the slope.
Students often confuse the residual plot with the graph of the actual
data. While the residuals can give insights about the graph of the actual
data, the plots are not the same.
Students may think that all sequences involving addition are arithmetic,
but there must be a constant value being added for it to be arithmetic.

Knowledge
Students will know

Overarching
How does what we learned
about graphing in the last
unit help us understand how
to write equations in this
unit?
How do these concepts apply
to my daily life?
Ho can I use mathematics to
model the relationship
expressed in the real-life
problem?

Objectives
Skills
Students will be able to

Topical
How can we describe a linear
relationship?
Given the graph of a linear
function, how can you write
an equation of the line?
How can you write an
equation of a line when you
are given the slope and a
point on the line?
How can you recognize lines
that are parallel or
perpendicular?
How are linear relationships
represented in tables,
graphs, and equations?
Why would it help us to
knowhow to express linear
functions in two different
forms?
What are common
correlations found in
everyday life?
How can you use a scatter
plot and a line of fit to make
conclusions about data?
How can you analytically find
a line of best fit for a scatter
plot?
How can you use an
arithmetic sequence to
describe a pattern?
How can you describe a
function that is represented
by more than one equation?

Students will know how to model a real life problem with a linear
function by recognizing a common rate of change between variables.
Students will know how to recognize parallel and perpendicular lines by
the way they appear on a graph.
Students will know that parallel lines have the same slope and
perpendicular lines have opposite reciprocal slopes.
Students will know how to identify a correlation between data sets or in
a real-life situation.
Students will know how to distinguish between correlation and
causation.
Students will know how to identify whether a sequence is arithmetic
and can relate it to the common difference in a linear relationship.
Students will know that a piecewise function represents a function that
has two or more different equations.

Students will be able to write equations in slope-intercept

form.
Students will be able to write an equation of a line given the
slope and a point on the line.
Students will be able to write an equation of a line given two
points on the line.
Students will be able to identify and write equations of
parallel and perpendicular lines.
Students will be able to interpret scatter plots in terms of
their context.
Students will be able to plot lines of fit to model data using
technology or analytically.
Students will be able to write the terms of arithmetic
sequences and graph them after writing a rule as a function.
Students will be able to write and graph piecewise and step
functions and evaluate their domain and range.

Assessment Evidence (Stage 2)

Performance Task Description: Section 4.1-4.3 Quiz
Goal

Role
Audience

Situation

Product/Performance
Standards

Students will know how to model a real life problem with a linear function by recognizing a common
rate of change between variables. Students will be able to write equations in slope-intercept and
point-slope form. Students will be able to write an equation of a line given the slope and a point on
the line. Students will be able to write an equation of a line given two points on the line. Students will
be able to identify and write equations of parallel and perpendicular lines. Students will know how to
recognize parallel and perpendicular lines by the way they appear on a graph. Students will know
that parallel lines have the same slope and perpendicular lines have opposite reciprocal slopes.
Mid-Unit Quiz
Mr. Prowse and Miss Mattingly
This assessment will be completed after the lessons for section 4.1-4.3 have been taught. The
students will be allowed 30 minutes to complete the assessment and extra time will be arranged for
students that do not finish. The first 20 minutes of class there will be a short quiz review in the form
of a powerpoint where students will pretend that they are in a test situation. Each question in the
quiz review will be gone over as a class before moving on to another question. Students will be
allowed to use their notes from their student journal to refer to during the assessment. Some
students will have the opportunity to take the test in their study skills room with their Special
Education Instructor if their IEP allows.
Students will complete the entire quiz. This quiz is a formative assessment since it does count toward
the students overall grade, but can also be used as a formative assessment for students and
teachers to determine how well they understand the concepts in this chapter thus far.
HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.
HSF-BF.A.1a: Determine an explicit expression, a recursive process, or steps for calculation from a context.

HSF-LE.A.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a
description of a relationship, or two input-output pairs (include reading these from a table)

Performance Task Description: Unit Test

Goal

Role
Audience
Situation

Product/Performance

Standards

Students will demonstrate their understanding of linear functions by writing them in point-slope and
slope intercept form from either a point and a slope, or two points. Students will be able to identify
and write equations of parallel and perpendicular lines. Students will be able to determine if a
sequence is arithmetic and identify its common difference. Students will be able to describe the
correlation of a real world situation. Students will demonstrate their understanding of lines of best fit
by using a graphing calculator to find one and then interpreting the slope and y-intercept based on
the context of the situation. Students will examine a real life situation and determine whether a
correlation is likely.
End of unit test
Mr. Prowse and Miss Mattingly
This assessment will be completed at the end of the unit after a review day. The students will take the
assessment individually and in the classroom. The students will be given the whole hour to complete
the assessment and extra time will be arranged for students that do not finish. Some students will
have the opportunity to take the test in their study skills room with their Special Education Instructor
if their IEP allows.
Students will complete the entire test. Every student will have the option of doing test corrections
once they receive their score. Students who receive a 69% or below will have the opportunity to raise
their grade up to a 75% if they complete all of the test corrections. Students that receive a 70% or
above can earn up to 5% more by completing test corrections.
HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
HSA-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).
HSF-BF.A.1a: Determine an explicit expression, a recursive process, or steps for calculation from a context.
HSF-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to
model situations, and translate between the two forms.
HSF-LE.A.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to
another.
HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph,
a description of a relationship, or two input-output pairs (include reading these from a table).
HSF-LE.B.5: Interpret the parameters in a linear or exponential function in terms of a context.
HSF-IF.A.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the
integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n
1.
HSF-IF.C.7b: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases.
HSS-ID.B.6a: Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.
HSS-ID.B.6c: Fit a linear function for a scatter plot that suggests a linear association.
HSS-ID.C.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of
the data.
HSS-ID.C.8: Compute (using technology) and interpret the correlation coefficient of a linear fit.

Other Evidence
Exit Slips (See assessment activities for questions)
Textbook assignments (See assessment activities for questions)

Learning Plan (Stage 3)

Day in Unit

Lesson Topic

Lesson Learning
Objective

Description of how
lesson contributes to
unit-level objectives

Assessment activities

Students will work with a

partner to complete
Exploration 1 and 2 in their
student journal. Exploration 1
first has students look at slope
intercept form analytically,
while Exploration 2 transitions
into writing an equation in
slope-intercept form from a
real world context by
interpreting the slope and yintercept of that context.
Students will work in groups to
complete a graphic organizer
(STAR method) that will help
them make their thinking
visible. The task will have the
students compare three
different meal plans and
determine what the best one
would be for them. Students
will be interpreting linear
equations and their graphs
that they will generate from
the context of the problem.

Exploration 1 and 2
Monitoring students work
Questioning
p. 179 1, 2 28 even, 29, 30, 34,
36, 38 45

Section 4.1:
Writing
Equations in
Slope-Intercept
Form

In the previous chapter,

students learned to graph
a function in slopeintercept form. In this
lesson, students will use
what they know about
slope and y-intercept to
write an equation in
slope-intercept form.

Section 4.1:
Writing
Equations in
Slope-Intercept
Form

Students will use the

basic understanding of
writing equations in slope
intercept form from the
previous lesson to reason
through a real world
situation.

STAR method group poster

Gallery Walk
Exit slip: Use the STAR method to
find a solution to this problem:
A recording studio charges
musicians an initial fee of $50 to
record an album. Studio time
costs an additional $75 per hour.
a.

b.

Write a linear model that

represents the total cost of
recording an album as a
function of studio time (in
hours).
Is it less expensive to
purchase 12 hours of
recording time at the studio
or a $750 music software
program that you can use to
record on your own
computer? Explain.

Monitoring Students work

Questioning

Section 4.2:
Writing
Equations in
Point-Slope
Form

Section 4.3:
Writing
Equations of
Parallel and
Perpendicular
Lines

Section 4.3:
Writing
Equations of
Parallel and
Perpendicular
Lines

Section 4.1-4.3
Quiz and Review

Students will understand

how to write an equation
for a line in point-slope
form given either the
slope of the line and a
point on the line, or two
points on a line. Students
will understand how the
point-slope formula is
derived by exploring the
slope formula and
rearranging it.
Students will write
equations of lines that are
parallel and perpendicular
to a given line. Students
will discover that parallel
lines have the same slope
and perpendicular lines
have slopes that are
negative reciprocals.

Students will continue to

develop their
understanding of parallel
and perpendicular lines
by exploring several
situations where they are
given either a slope, a
line, a point, or a set of
points.
Students will demonstrate
their knowledge on the
first three sections in this
chapter by taking a quiz.

Students will work in partners

to complete Explorations 1, 2,
and 3 in their student journal.
In these explorations students
will be given the opportunity
to graph and write an equation
given the slope and a point on
the line, and they will also be
deriving point-slope form by
exploring with the slope
formula.

Exploration 1, 2, and 3
Monitoring Students work
Questioning
p.185 Communicate Your Answer
and 1, 2 34 even, 38, 40 44

Students will rewrite several

equations from standard to
slope intercept form and graph
them on the same viewing
window. They will compare
which graphs appear to be
parallel or perpendicular and
then examine their slopes.
They will determine that
parallel slopes are the same
and perpendicular lines have
opposite reciprocal slopes.
Students will wrap up their
notes from the previous day
and complete problems from
the extra practice section of
their student journal.

Monitoring Students work

Questioning
p. 191 Communicate Your Answer
and 1, 2 26 even, 27, 28, 31,
32, 37, 38

For the first 20 minutes of

class, students will work
individually on quiz review
problems presented on the
SMART board. Volunteers will
come up and show their work
for the whole class. Students
will be given 30 minutes to
complete the quiz.

Section 4.1-4.3 Quiz

Quiz Review

Monitoring Student work

Questioning
4.3 Practice B Worksheet

Section 4.4:
Scatter Plots
and Lines of Fit

Students will begin to

explore the idea of a line
of best fit by graphing and
interpreting scatter plots.

Section 4.5:
Analyzing Lines
of Fit

Students will develop an

analytic method for
determining line of best
fit. In the last lesson,
students used eyesight
and quantitative
reasoning to calculate a
line of fit. Residuals,
introduced in this lesson,
are used in a more
analytic approach to
finding a best-fit line.
Students will also explore
lines of best fit on a
calculator.

Section 4.5:
Analyzing Lines
of Fit

Students will develop an

analytic method for
determining line of best
fit. In the last lesson,
students used eyesight
and quantitative
reasoning to calculate a
line of fit. Residuals,
introduced in this lesson,
are used in a more
analytic approach to
finding a best-fit line.

Students will gather data in

class by measuring each
students height and arm
span. Students will record their
data on a table since they will
be using it the next day as
well. Students will graph the
data they collected and draw
what they feel is the line of
best fit. They will be asked to
make conclusions about how
height and arm span are
related based on their line of
best fit.
Students will use the data they
collected in the previous
lesson to plot the scatter plot
on their calculator and find the
line of best fit. They will
compare the resulting
equation found on the
calculator to the equation the
generated in class the
previous day. Students will
study residuals and use them
to find if the line they
generated is a good fit for the
data. Students will come to a
conclusion that the length of a
persons wingspan and their
height are a linearly related.
This day will be used to
summarize the activity the
students had been working on
the past couple of days, and to
complete the notes in their
student journal. Students will
complete the extra practice
problems in their student
journal.

Monitoring Student work

Questioning
p.199 1, 2 18 even, 22, 25 28

Monitoring Student work

Questioning
Exit Slip: How can we use
residuals to determine a line of
best fit?
4.5 Practice B Worksheet

Monitoring Student work

Questioning
p. 206 1 4, 12 26 even, 27,
28, 32, 33

10

Section 4.6:
Arithmetic
Sequences

11

Section 4.7:
Piecewise
Functions

12

Section 4.7:
Piecewise
Functions

Students will also explore

lines of best fit on a
calculator.
This lesson makes
connections between the
arithmetic sequences and
linear equations. Students
will write the terms of an
arithmetic sequence and
extend a given sequence.
When the arithmetic
sequence is graphed, the
result is a line and the
slope is the common
difference.
Students will determine
how to describe a function
that is represented by
more than one equation.
Students will evaluate
piece wise functions for
specific values in its
domain.
Students will be able to
describe the domain and
range of a piecewise
function and graph a
piecewise function.
Students will be able to
write an equation for a
piecewise function from a
graph. They will
understand the core
concept of a piecewise
function to be a function
defined by two or more
equations. Each piece
of the function applies to
a different part of its
domain.

Students will work in pairs to

complete all parts of
Exploration 1 in their student
journal. They will interpret
arithmetic sequences by
describing the pattern for the
y-values in the exploration.
Students will plot points that
correspond to an arithmetic
sequence. They will connect
the graph of a sequence to a
linear function.
In partners, students will
complete explorations 1 and 2
in their student journal. They
will be evaluating the graphs
of piecewise functions at
specific points. They will begin
to use these observations to
write equations of piecewise
functions from their graphs.
Students will summarize their
notes in their student journal
as a class and go over several
examples as well as the extra
practice problems. These
problems will have the
students evaluating a
piecewise function, graphing a
piecewise function, and
writing an equation for a
piecewise function from a
graph.

Monitoring Student work

Questioning
Extra Practice Problems: Student
journal, p. 124 #1-22.

Monitoring Student work

Questioning
4.7 Practice B Worksheet

Monitoring Student work

Questioning
p. 222 1, 2, 3 14, 16, 18, 22
48 even, 49, 52, 55 60

13

Chapter Review

Students will work in a

group of 3 or 4 to
demonstrate their
understanding of one of
the 7 sections in this
chapter.

14

Chapter Review

15

Chapter 4 Test

Students will demonstrate

their understanding of
linear equations, parallel
and perpendicular lines,
scatter plots and lines of
fit, arithmetic sequences,
and piecewise functions
and clear up any
confusions they may still
have.
Students will demonstrate
their understanding of
linear functions by writing
them in point-slope and
slope intercept form from
either a point and a slope,
or two points. Students
will be able to identify and
write equations of parallel
and perpendicular lines.
Students will be able to
determine if a sequence is
arithmetic and identify its
common difference.
Students will be able to
describe the correlation of
a real world situation.
Students will demonstrate
their understanding of
lines of best fit by using a

The students will be broken up

into 7 groups, representing the
7 sections covered in this
chapter. As a group, the
students will have to review
their assigned section, and
come up with an example
problem they feel would be
beneficial for the whole class
to see. Each group will be
presenting their findings and
example problem to the whole
class.
Students should have worked
on the chapter review packet
for homework the previous
night. The entire class will be
designated for Q&A between
the teacher and the students.
Students can work together to
complete the packet if they did
not finish it for homework.

Chapter Review packet

Monitoring Student work
Questioning
Jigsaw presentations

This assessment will be

completed at the end of the
unit after a review day. The
students will take the
assessment individually and in
the classroom. The students
will be given the whole hour to
complete the assessment and
extra time will be arranged for
students that do not finish.
Some students will have the
opportunity to take the test in
their study skills room with
their Special Education
Instructor if their IEP allows.

Unit Test

Study Chapter Review Packet and

notes from student journal.

graphing calculator to find

one and then interpreting
the slope and y-intercept
based on the context of
the situation. Students
will examine a real life
situation and determine
whether a correlation is
likely.