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Unitplanmath 2019

This unit plan outlines a 5-day lesson on functions for 7th grade math. Students will learn to define, evaluate, and compare functions. They will understand that a function assigns each input to exactly one output and can be represented algebraically, graphically, numerically or verbally. Students will also learn about linear functions, how to express them using y=mx+b, and how to determine slope and y-intercept from graphs and tables. Assessment includes worksheets, homework, and a quiz to review the content. Each day combines bell ringer activities, lesson discussions, and group work to practice and reinforce the concepts.

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56 views3 pages

Unitplanmath 2019

This unit plan outlines a 5-day lesson on functions for 7th grade math. Students will learn to define, evaluate, and compare functions. They will understand that a function assigns each input to exactly one output and can be represented algebraically, graphically, numerically or verbally. Students will also learn about linear functions, how to express them using y=mx+b, and how to determine slope and y-intercept from graphs and tables. Assessment includes worksheets, homework, and a quiz to review the content. Each day combines bell ringer activities, lesson discussions, and group work to practice and reinforce the concepts.

Uploaded by

api-511387427
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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UNIT PLAN // SKYLER ARDEN // 14 OCTOBER 2019

Unit Title: Functions: Defining, Evaluating, and Comparing

Content Area/Grade Level(s): 7th Grade Implementation Time Frame: 5 x 50min periods

Stage 1 – Desired Results


Established Goals: Define, evaluate, and compare functions

CCSS.MATH.CONTENT.8.F.A.1 - Understand that a function is a rule that assigns to each


input exactly one output. The graph of a function is the set of ordered pairs consisting of
an input and the corresponding output.
CCSS.MATH.CONTENT.8.F.A.2 - Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a linear function represented by a table of values and a
linear function represented by an algebraic expression, determine which function has the
greater rate of change.
CCSS.MATH.CONTENT.8.F.A.3 - Interpret the equation y = mx + b as defining a linear
function, whose graph is a straight line; give examples of functions that are not linear. For
example, the function A = s2 giving the area of a square as a function of its side length is
not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a
straight line.
Enduring Understandings Essential Questions
- Understand that a function is a rule - What is and is not a function?
that assigns to each input exactly one - How can we represent functions?
output. - What is a linear function?
- The graph of a function is the set of - How can we tell if a function is linear?
ordered pairs consisting of an input and - How can we represent a linear function using
the corresponding output. the form y=mx+b?
- Functions can be represented
algebraically, graphically, numerically
in tables, or by verbal descriptions.
- A linear function is generally
represented in the form y=mx+b and
gives a straight line when graphed.
- The variable m in y=mx+b represents
the slope, the variable b represents the
y-intercept.
Students will be able to…
Define what is and is not a function.
Express functions algebraically, graphically numerically in tables, and using verbal
descriptions.
Express a linear function in the form y=mx+b.
Define what it means for a function to be linear.
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence
Worksheets/Homework Solutions In-class comments/participation — small groups
Bell ringer responses and whole class discussions
Quiz
Stage 3 – Learning Plan
Date Learning Activities
Day 1 Bell Ringer:
Students answer the question: How would you define a function?
Lesson/Discussion:
Discuss bell ringer question — what were the definitions students came up with?
What led them to create these definitions? Feedback from other students?
Work together to come up with a comprehensive definition of “function”
What is a function? What is not a function?
Group Work:
Worksheet about defining functions, students will share out the answers their
groups got and we will check the work together
Day 2 Bell Ringer:
Students are given a list of functions/equations/etc. and must determine whether
or not they are functions
Lesson/Discussion:
Students share answers to bell ringer, give each other feedback and determine
correctness as a class.
Review content from last class.
Group Work:
Worksheet about representing functions using tables and graphs— practice for the
next day’s activities
Day 3 Bell Ringer:
Create a graph of a given (linear) function
Lesson/Discussion:
Look over worksheet from last class & bell ringer— What patterns did we notice?
What is a linear function?
How do graphs of linear functions look?
How do tables for linear function look? (slope)
How can we represent linear functions (y=mx+b)?
Group Work:
Work together to come up with a definition for “linear function” and make
conclusions about what the variables in y=mx+b represent.
Day 4 Bell Ringer:
Practice finding slope and y-intercept in graphs/tables/functions
Lesson/Discussion:
Go over bell ringer activity as a whole class.
Continue lesson from last class, then further it with a discussion of slope.
Work together to come up with the equation for slope through small group and
whole class discussion.
Review topics learned/answer any questions.
Group Work:
Work through some problems finding slope.
Day 5 Bell Ringer:
Practice finding slope and y-intercept in graphs/tables/functions
Lesson/Discussion:
Review topics/answer any clarifying questions
Review activities — Kahoot, short worksheet/start homework
Homework assignment is a quiz review sheet

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