Linear Functions Quiz
Grade Level: 9 Subject: Algebra
Overview & Purpose (What will be
learned and why it is useful.)
Education Standards Addressed
(The state/national education
standards that this lesson satisfies.)
Date/Time: 60 minutes
Students have been working on developing their skills and procedural fluency and understanding on linear
functions and graphing. The purpose of the activity for this lesson is to assess student’s understanding on key
vocabulary and the essential questions of the unit of linear functions. This assessment will provide on the
spot feedback to students and teachers on their knowledge on the characteristics and components of graphing
and understanding linear functions. Students will be creating and completing a quiz on Microsoft Excel. This
assessment provides students an opportunity to think about and identify mathematical concepts on linear
functions. By creating and completing an interactive quiz on Microsoft Excel, students will demonstrate their
understanding as well as provide the teacher data and insight into what students have learned. This data will
impact the teacher’s instruction to better cater to student learning.
NYS/CCSS
CCSS.MATH.CONTENT.HSF.LE.A.2 Construct and compare linear, CCSS.MATH.CONTENT
Construct linear and exponential functions, quadratic, and exponential .8.F.A.3
including arithmetic and geometric models and solve problems. Interpret the equation y =
sequences, given a graph, a description of a mx + b as defining a
relationship, or two input-output pairs linear function, whose
(include reading these from a table). graph is a straight line;
give examples of
functions that are not
linear.
ISTE*S 2016
1. Empowered Learner 4. Innovative Designer
2. Digital Citizen 5. Computational Thinker
X 3. Knowledge Constructor 6. Creative Communicator
7. Global Collaborator
 Objectives
(Specify skills/information that will
be learned.) Be sure to include all 4
elements.
Students will be able to identify and define the slope of linear functions.
Students will be able to re-write a linear function from standard form to slope intercept form.
Students will be able to identify the slope of a linear function.
Students will be able to identify the y-intercept of a linear function.
Students will be able to write a linear function in slope-intercept form given slope and y-intercept.
Students will be able to write a linear function given two points.

Essential Question(s)
What are some different ways to graph linear equations?
Why is it important to identify a graph as representing a function?
How can a graph be used to represent real-life situations?

Information/Content to be
covered
(Give and/or demonstrate
necessary information; for ex.
Outline of teacher notes)
Students will be identifying and examining mathematical vocabulary that comes from the unit on linear
functions and graphing linear functions on the interactive Microsoft Excel quiz that will be taken. Students at
first need to understand that a function demonstrates to relationship between the domain and range. Linear
functions are those equations that graph as a straight line. A linear function demonstrates the relationship
between an independent variable (x) and the dependent variable (y). The independent variable represents the
values of x on the linear function which also represents the domain of a function. The dependent variable
represents the values of y on the linear function which also represents the range of a function. The vertical
line test is a visual way that students can graphically see if a relation is a function. Students need to know
that the slope represents the direction of the line and the y-intercept of a function represents where the
function crosses the y-axis on the coordinate plan. Students also need to know the different forms of linear
functions: standard form and slope-intercept form.

Introductory Instructional Method(s):

Activity and Lecture Video/DVD
Procedures PowerPoint Computer
(include time Presentation Outside speaker
frames) as you Notes Field Trip
Board work X Other (specify): SmartBoard
Instructional provide details Details about this segment of lesson:
Design be sure to
adaptations: include 1. Students will follow the normal daily entry procedure for the beginning of class. Students enter the classroom,
Error analysis instructional before the late bell rings, and grab the “Do Now Sheet”. The do now problems will be up at the front of the classroom
higher order on the SmartBoard. Also on the board is a timer with 5 minutes which indicates to students who long they have to
method(s) used.
thinking. complete the do now. Instructions to be given: Today, you are going to be taking a quiz on linear functions. Before you
If use groups be take this quiz, we are going to recap and review these concepts.
sure to specify 2. The do now will be an error analysis problem. This means that the problem is done incorrectly on the board and
Learning size and means students need to identify the mistake made and correct that said mistake. On the board, there will be a problem given
Strategies: of group two points. A student created the equation of the line incorrectly from the two given points. Students need to identify
creation. the mistake and fix the mistake.
Activating Prior
Knowledge:
2. Teacher will walk around checking for accuracy and assisting as needed. Stop at end of 5 minutes when the timer
Through a series of goes off.
guided questions, 3. Pair. Students will now pair with a classmate and will check over each other’s problems in an adapted think-pair-
the instructor helps share activity. Instructions to be given: You are now going to check your partner’s do now problem for any errors.
students activate 4. Check for understanding of task. Then tell them to begin. Teacher will walk around checking for accuracy and
their prior assisting as needed. Stop at end of 3 minutes.
knowledge of a 5. Share. In a short class discussion, students will discuss what they notice about the problem. This will happen for 5
specific topic to help minutes. Teacher should ask prompting questions to act as a review before the quiz.
them comprehend
Prompting questions aren’t limited to but could include:
the content of a
story or article on
“How do we find the slope?”
the same topic. “What is the y-intercept and how do we identify it given an equation?”
Linking new facts to “What are the forms of linear functions that we have studied?”
prior knowledge “What is slope?”
increases a
student's inferential 15 minutes
comprehension
(ability to place
novel information in
a meaningful
context by
comparing it to
already-learned
information).
Student
Behavior:
Error analysis,
partner activity

Teacher
Behavior:
Pose critical
thinking/open
ended questions
to guide students
thinking
Instructional Developmental Instructional Method(s):
Design Activity and Lecture Video/DVD
adaptations: Procedures PowerPoint X Computer
Simplify (include time Presentation Outside speaker
directions. Notes Field Trip
frames) as you
Board work Other (specify):
Learning provide details Details about this segment of lesson:
Strategies: be sure to
include Laptop cart has already been scheduled for use in the room.
Students who lack
an efficient strategy instructional
for note-taking can 1. Students will spend the first 10 minutes of this lesson creating 5 problems that could be asked on a quiz regarding
method(s) used.
miss important linear functions.
If use groups be 2. Students will need to create an answer key for their 5 problems.
lecture information,
fail to make sure to specify 3. Students will then work alone on a computer and create a Microsoft Excel multiple choice 5 question quiz for a
meaningful size and means student to take for the remaining 15 minutes of this activity. Students will use the teachers example and outline on how
connections of group to create this quiz on Microsoft Excel.
between facts and creation. 4. Teacher will walk around the classroom checking if students are on task and assisting when needed.
ideas being shared,
and overlook critical
new vocabulary
terms. Strategic
note-taking (Boyle, 25 minutes
2013) primes
students to more
fully understand
lecture content
through activating
prior knowledge of
the topic, monitoring
teacher cues that
mark key points to
be included in notes,
recording novel
vocabulary items,
and pondering
interconnections
between lecture
points.

Student
Behavior:
Focus on task

Teacher
Behavior:
Circulate room,
make sure
students are on
task
Instructional Concluding Instructional Method(s):
Design Activity Lecture Video/DVD
adaptations: (Describe the PowerPoint X Computer
Simplify independent/con Presentation Outside speaker
directions. Notes Field Trip
cluding activity
Board work Other (specify):
 to reinforce this Details about this segment of lesson:
Learning lesson) as you
provide details 1. Students will be assigned a partner from the teacher based on homogeneous skill/ability level.
Strategies:
be sure to 2. Students will take their partners quiz on Microsoft Excel.
Group Response 3. Students will save their version of the excel document with their final score to send to the teacher.
Techniques:
include
When students instructional
respond as a group method(s) used.
to academic If use groups be 20 minutes
content, they are
sure to specify
actively engaged
and more likely to size and means
learn the material of group
being taught. Just creation.
as important, the
teacher can observe
student responses
to get immediate
feedback about
whether the majority
of students in the
class are truly
understanding the
academic content.
Here are two group-
response
techniques (Heward,
1996):

Student
Behavior:
Focus on task

Teacher
Behavior:
Circulate room,
make sure
students are on
task
 Plans for students with diverse Accommodations:
needs X Seating Assignment notebook
Include self-regulation strategies Segmented assignments Test/quiz accommodations
to help students make Assignment length X Peer tutor
adjustments to aid learning X Directions clarified Resource room
Copy of teacher notes X Other (specify): Longer testing time
Details about accommodations for student(s):

Students are in assigned seats based on the skill level that they demonstrated on their Algebra diagnostic in the
beginning of the year. Students who are low-skilled are sat next to student who have higher skills and English
Language Learners next to higher level ELL’s who can interpret information for them and provide support. Also, the
medium for which students learn the material has been predetermined based on their ways of learning surveys earlier
in the year.

The teacher will allow additional test/quiz time as part of respected students IEPs.
 Alternative activities
(emergency plans/flexibility) If technology issues occur, students will be given a pencil and paper to create a hard copy version.

Evaluation/Verification Type of Assessment(s):

(Steps to check for student Homework check Review
understanding which can but are not Test/Quiz Presentation
limited to assignments, in-class Project Oral Responses
work, etc.) Participation Observation
Class work Other (specify)
Include reference to the Details & Connection to Objectives:
objective(s)
Rubric below will be used to assess students for their class work and understanding on linear functions.

Materials Needed Textbook :

Paper X Overheads (specify): smartboard/power point
Pencil X Workbook/Handouts (specify): handout on creating microsoft excel worksheet
Others Multimedia Materials (specify):
Other Resources Hands-on materials (specify):
(e.g. Web, books, etc. be sure to Reference materials (specify):
include source information) Other (specify):
RUBRIC

Outstanding Good Competent Needs Revision

4 3
Select and implemented efficient
Problem Solving strategies with 90% or higher
accuracy.
Microsoft Excel document has
title, directions, at least 5
Use of multiple choice questions with
Microsoft Excel added security, and generates
overall score.
Uses mathematical language
Communication and notations in the questions
that are accurate.
Implemented appropriate
strategies with 80%-90%
accuracy.
Microsoft Excel document has
most of the sections of title,
directions, at least 5 multiple
choice questions with added
security, and generates overall
score.
Mostly uses mathematical
language and notations in the
questions that are accurate.
2 1
Attempted to select Did not demonstrate an
appropriate strategies with appropriate understanding with
70%-80% accuracy. 70% or lower accuracy.
Microsoft Excel document Microsoft Excel documen is
has only 2 of the following: missing significant sections
title, directions, at least 5 for title, directions, at least 5
multiple choice questions multiple choice questions with
with added security, and added security, and generates
generates overall score. overall score.
Sometimes uses mathematical Uses limited mathematical
language and notations in the language and notation in the
questions that are accurate. questions.

Timely Completed on time, stayed on 1 day late, got off task once or 2 days late. Repeatedly off More than two days late. Did
task. twice. task. not use class time efficiently.

The work is presented in a neat, The work is presented in a The work is presented in an The work appears sloppy and
Neatness and clear, organized fashion that is neat and organized fashion organized fashion but may unorganized. It is hard to
Organization easy to read. that is usually easy to read. be hard to read at times. know what information goes
together.

17-20 = A 14-16 = B 11-13 = C 10-12 = D <9=F

SAMPLE