Kurt Hoelsema Unit Plan Overview

UNIT PLAN OVERVIEW

Name: Kurt Hoelsema
School/Mentor Name: Dianne Brown
Grade/Subject: Algebra (9th grade)
General Topic: Chapter 5: Graphs and Functions

Context: (How does this unit fit with students experiences, the school goals, and the larger societal
issues? How does this fit with the broader curriculum- what has come before and what will come
after?)

This unit focuses on graphs, beginning by looking at graphs in general, and then
going into depth on the mathematical concept of graphs including, domain, range, direct
and indirect variation, functions, data-modeling, continuous graphs, and discrete graphs.
Linear and parabolic graphs are the focus. These concepts are a mix of new and familiar
for students, depending on what the curriculum focused on at the middle school that
they attended. These concepts are expanded in subsequent high school math classes.
Many view functions as the foundation of all high school math. In a broader context,
graphs are a foundational part of life. Almost all realms of life have graphs somehow
linked to them. Graphs tell stories by presenting large amounts of data visually and
making predictions about the future. Graphs can be used to show societal problems
(obesity, climate change, pollution, housing segregation, school segregation, police
brutality). Graphs are ultimately not created neutral. Students should be able to
critically analyze and understand a graph whether it be while reading a political article
or researching which phone has the best battery life.

Objectives:
Cognitive Objectives: (What concepts do you want students to remember, understand, apply,
analyze, evaluate, [create]?)
Psychomotor Objectives: (What physical skills and processes will students develop?)
Socio-Emotional Objectives: (What values and commitments and attitudes will students acquire
or wrestle with?)

5.1: Interpret graphs through describing the relationship between two variables.
(Cognitive)
5.1: Sketch graphs to show the relationship between two variables.
(Psychmotor/Cognitive)
5.1: Label horizontal/vertical axes with appropriate units on a graph.
(Psychomotor/Cognitive)
5.1: Analyze graphs by understanding the relationship of two variables based on the
shape and the situation. (Cognitive)
5.2: Identify relations. (Cognitive)
5.2: Identify functions by analyzing the independent values using the Vertical Line
Test. (Cognitive)
5.2: Evaluate functions by making a table from a function rule. (Cognitive)
5.2: Identify the domain of a function. (Cognitive)
5.2: Identify the range of a function. (Cognitive)
5.3: Understand the Three Views of a Function: Arithmetic, Algebraic, and Geometric
representation of functions by modeling. (Cognitive)
Kurt Hoelsema Unit Plan Overview
5.3: Understand the difference between continuous and discrete data graphs. (Cognitive)
5.4: Write a function rule given a table. (Cognitive)
5.4: Write a function rule given a real-world situation. (Psychomotor/Cognitive)
5.5: Write a direct variation equation given a graph. (Psychomotor/Cognitive)
5.5: Write a direct variation equation given a table of values. (Psychomotor/Cognitive)
5.5: Use ratios and proportions with direct variation. (Cognitive)

Additional Objectives: (Overarching themes of the entire unit and things that go
beyond the math itself).
5.x: Understand how graphs are used in everyday life
5.x: Appreciate how important graphs are. (Socio-Emotional)
5.x: Be able to find an example of a graph relating to a topic of interest to the students,
describe what story the graph tells, analyze whether the graph is telling the complete
story, and describe what value or message the graph is portraying, (Socio-Emotional).

Content Standards (common core, GLCE, etc.):

Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales. (A-CED)
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). (A-REI)
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(x)denotes
the output off corresponding to the input x. The graph of f is the graph of the
equation y = f(x). (F-IF)
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. (F-IF)
Relate the domain of a function to its graph and, where applicable, to the
quantitative relationship it describes. (F-IF)
Graph functions expressed symbolically and show key features of the graph (F-
IF)
Write a function that describes a relationship between two quantities. (F-BF)

Assessment: (what evidence will you collect to demonstrate that students met your objectives?)

Formative:
In Class Work: Students work individually and in groups during class will be
a gauge of students understanding.
Homework: Each section will have homework with it. Homework will be
checked for completion. Students will check their homework at the
beginning of class and ask questions on problems they did not understand or
got wrong. At the end of the Unit students who have an B+ or lower in the
class will turn in an assignment accuracy check.
Quizzes: Students will take two quizzes. One on sections 5.1-5.4 and another
on sections 5.5-5.7. The quizzes will be a guide for both the teacher and the
Kurt Hoelsema Unit Plan Overview
students to evaluate what concepts and skills they understand and are able to
use and what they need to work on.
Mini-Project: Students will show through a short project that they can
complete the third objective under additional objectives listed above.
IXLs: Students will complete relevant IXL lessons. For full credit, they
must achieve a Smart Score of 80 or higher.

Summative:
Test: At the end of the unit, students will take a test on the material covered in
the unit. This will be a final way for students to display what they have learned.
If students do not receive a passing score on this test, they will be required to
retake it.

5 Lesson Plan Topics:

Each section will take an average of two days with review/work days before the quizzes
and tests built into the schedule.

5.1: Relating Graphs to Events

5.2: Relations and Functions
5.3: Function Rules, Tables, and Graphs
5.4: Writing a Function Rule
5.5: Direct Variation
5: Unit Review