Ms.

Michaela Demers
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C
Relations and Functions
13 classes (days)

Rationale
Linear relations are an important concept in graphing. They are present in many of
the graphs that we encounter in the adult world. They are relevant to other areas of
math as well, such as statistics. It is important for students to develop an
understanding of linear functions alongside linear relations because they bridge into
the study of many other functions in mathematics. This unit emphasizes analysis of
graphs. Students will recognize the value in the ability to interpret graphs and
represent information. The primary forms of instruction will include direct
instruction, think-pair-share activities, and practice and self-assessment. Students
will be encouraged to think about the mathematical concepts in this unit in abstract
ways through activities such as RAFTs. It is important for students to value
mathematics and the study of relations and functions.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Ms. Michaela Demers

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C
Relations and Functions
13 classes (days)

Established Goals:
GLO: Develop algebraic and graphical reasoning through the study of relations.
Understandings:
Students will understand that
Linear relations can be shown
as graphs, ordered pairs,
algebraically, or in tables
Linear means straight
Independent variables (x) are
the values we select, and
dependent variables (y) are the
resulting values
Domain refers to all possible x
values; range refers to all
possible y values
Functions are a special type of
relation where each x
corresponds to only 1 y
Functions can be represented
using function notation: f(x)
Students will know
2. How to demonstrate an
understanding of relations and
functions. [C, R, V]
3. How to demonstrate an
understanding of slope with
respect to rise and run, line
segments and lines, rate of
change, parallel lines, and
perpendicular lines. [PS, R, V]
8. How to represent a linear
function, using function
notation. [CN, ME, V]

Essential Questions:
What real life data can be represented
using linear relations and functions?
In what ways are interpreting graphs a
useful skill in other fields of study?
What is the difference between a
relation and a function? Why is this
important?

Students will be able to do

1. Interpret and explain the relationships
among data, graphs and situations. [C,
CN, R, T, V]
4. Describe and represent linear relations,
using words, ordered pairs, tables of
values, graphs, and equations. [C, CN,
R, V]
5. Determine the characteristics of the
graphs of linear relations, including the
intercepts, slope, domain, and range.
[CN, PS, R, V]

Mathematical Processes:
Communication (C), Connections (CN), Problem Solving (PS), Reasoning (R),
Visualization (V)

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Ms. Michaela Demers

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Resources Used:
Alberta Mathematics Program of
Studies
Foundations of Mathematics
Workbook 10 (Teacher Solution
Manual) Absolute Value
Publications

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics
10C
Relations and Functions
13 classes (days)

Materials Needed:
Whiteboards and markers
Calculator

Subject Area
Grade Level
Topic
Length of Unit
(days)

Ms. Michaela Demers

Unit Plan

Mathematics
10C
Relations and Functions
13 classes (days)

CALENDAR
GLO: Develop algebraic and graphical
reasoning through the study of relations.

Monday

Tuesday

Focus:
Review
Introduction to linear relations
March 8th *
1. Problem of the day:
Kaitlins height
2. Lesson (review:
graphs, Cartesian
plane, plotting
points, x and y
axis)

Essential Question(s): What real life data can be represented using

linear relations and functions? In what ways are interpreting graphs a
useful skill in other fields of study? What is the difference between a
relation and a function? Why is this important?

Wednesday
WEEK ONE

March 9th

Unit Test

Thursday

Friday

March 10th *
1. Problem of the day
2. Lesson (linear
relations; linear vs.
non-linear)
3. GOAT passport
(graph, ordered
pairs, algebraically,
tables)
4. Workbook
problems during
flex

March 11th
1. Review of relations
(workbook
practice)
2. Lesson (discrete/
continuous
variables/ data;
domain and range)
3. Worksheet practice
4. Quiz review
worksheet

March 17th *
1. Lesson (functions
and their
properties cont.:
finding ordered
pairs, graphing a
function, graphing

March 18th

WEEK TWO
Focus:
Characteristics of
March 14th
1. Questions before
quiz (review)
2. Review arrow
diagram
3. Quiz 1 (30
minutes) on linear

relations and functions

March 15th *
1. Lesson (review and
practice with
domain and range)
2. Activity
3. Practice during flex
4. Exit slip

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

March 16th
1. Problem of the day
2. Lesson (functions
and their
properties:
definition, function
notation, uses, VLT)

PLC:
No School

Ms. Michaela Demers

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

relations

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics
10C
Relations and Functions
13 classes (days)

calculator uses)
2. Practice during flex

Subject Area
Grade Level
Topic
Length of Unit
(days)

Ms. Michaela Demers

Unit Plan

Monday

Tuesday

Mathematics
10C
Relations and Functions
13 classes (days)

Wednesday
WEEK THREE

Focus:
Characteristics of relations and functions
Bringing it all together; making connections
Practice, practice, practice!
March 21st
March 22nd *
March 23rd
1. Problem of the day 1. Lesson (slope
1. Math RAFTs due
2. Lesson (rate of
cont.: parallel and
2. Lesson (x and y
change, slope: rise
perpendicular
intercepts,
over run)
lines)
equation of a line)
3. Exit slip
2. Math RAFT (review)
not on quiz; on
can extend into
unit test
flex

Thursday

March 24th *
1. Questions before
quiz (review)
2. Quiz 2 (45 minutes)
can extend into
flex

Friday

March 25th
Good Friday:
No School

WEEK FOUR
Focus:
Review
Unit test
March 28th
Easter Monday:
No School

March 29th *
1. Quiz corrections
2. Unit test review
3. Questions
4. Exit slip
5. Flex: keep studying
for test!

Note: Dates with * have flex periods.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

March 30th
1. Unit test one 75
minute period
-

Ms. Michaela Demers

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics
10C
Relations and Functions
13 classes (days)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Ms. Michaela Demers

Unit Plan

Mathematics
10C
Relations and Functions
13 classes (days)

Assessment Tool Overview

Assessment Tool
Title

Outcomes

Observations and
Anecdotal Notes

1, 2, 3, 4, 5,
8

Homework
Worksheets

1, 2, 3, 4, 5,
8

GOAT Passport/
Exit Slips

Brief Description
While students are working, circulate the room and take note of
student performance. Look for patterns occurring in student
behaviour. Checklists may be used to document participation,
focus, teamwork, progress, etc. These observations and notes
can be used to initiate individual or group conversations about
student performance.
Each worksheet will contain questions to solve in 30-45 minutes.
Worksheets will be due the following day. Students will have an
opportunity to complete worksheets during flex and receive any
clarifications on the content. It is expected that students will use
feedback to determine areas of improvement before the quiz
and unit test.
Students will be required to complete a passport (chart) based
on the different ways to represent linear relations (GOAT). This is
a self-directed activity, where students will learn about linear
relations at their own pace by reading, taking notes, and
discussing with their classmates. Exit slips similar to the GOAT
passport will be completed by students and handed in before
the end of class as formative assessment of learning for the day.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

For

15

AS

OF

Ms. Michaela Demers

Unit Plan

RAFT

2, 5, 8

Quizzes (2)

1, 2, 3, 4, 5,
8

Unit Test

1, 2, 3, 4, 5,
8

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C
Relations and Functions
13 classes (days)

This RAFT assignment will be an in-class assignment that will be

used as review. Students will be randomly given slips of paper
with a role, audience, format, and topic. Working in partners,
students will have 45 minutes to work on their RAFT. Then pairs
will have an opportunity to share their work with other students.
RAFTs will be marked on mastery (completion and mathematical
relevance).
Students will complete at particular intervals within the unit as a
check-in with the teacher on how they can apply their
learning. Quizzes will not require the entire class period. Each
student is expected to complete a quiz, as well as a selfassessment survey. For each question, students will select one
of the following: I knew it, I think I knew it, I wasnt sure, I didnt
know. No marks will be rewarded or removed based on
completion of this self-assessment.
The final unit exam will be structured in a similar fashion as the
quizzes. All SLOs will be addressed. Students will have one 75minute period to complete the final exam. The exam will be
based on questions from the Westwind School Division test bank
(with modifications). Students will be expected to apply their
learned skills to questions on the exam. An opportunity for a
rewrite will be offered if students do not feel comfortable with
their grade and the second score will become the final score.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

15

25

45

Ms. Michaela Demers

Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Mathematics
10C
Relations and Functions
13 classes (days)