Unit Plan Cover Page

Unit Topic: Functions Time Frame: 15 class periods (about 5 weeks)

Subject/Course: Algebra 1 Grade Level: 9th Grade, High School

CONTENT STANDARDS
List the national, state or district standards that will be addressed during this unit.

• F-IF.A.1 - 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 of f corresponding to the input x.
The graph of f is the graph of the equation y = f(x).
• F-IF.A.2 - Evaluate a function for inputs in the domain, and interpret statements that use function notation in terms of a context.
• F-IF.B.4* - 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.
Include problem-solving opportunities utilizing real-world context.
Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
Focus on linear, quadratic, exponential and piecewise-defined functions (limited to absolute value and step).
• F-IF.B.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
• F-IF.B.6* - Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval.
Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
Focus on linear, quadratic, exponential and piecewise-defined functions (limited to absolute value and step).
• F-IF.C.7.b* - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases.
Focus on linear, quadratic, exponential and piecewise-defined functions (limited to absolute value and step).
• A-REI.D.11* - Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the
equation f(x) =g(x); find the solutions approximately (e.g., using technology to graph the functions, make tables of values, or find successive
approximations).
Focus on cases where f(x) and/or g(x) are linear, quadratic, exponential and piecewise-defined functions (limited to absolute value and step).
• F-IF.C.9* - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions).
Focus on linear, quadratic, exponential and piecewise-defined functions (limited to absolute value and step).
• F-BF.B.3* - Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), and f(x+k) for specific values of k (both positive and negative); find the
value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph.
Focus on linear, quadratic, exponential and piecewise-defined functions (limited to absolute value and step).
• A-CED.A.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s
law V = IR to highlight resistance R.
• S-ID.B.6.a* - Represent data on two quantitative variables on a scatter plot, and describe how the quantities are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Focus on linear models.
 BIG IDEA/ESSENTIAL QUESTIONS
Big Idea: What is the big idea/enduring understanding that anchors this unit?

• What are the key aspects of different functions?

• How do we use a function to make sense of quantities and solve problems?
• How do you sketch a graph of a function based on its characteristics?

Essential Questions: What provocative questions will foster inquiry, understanding and spark more questions? What questions will help students develop
and deepen their understanding?

• What is function notation?

• How do we calculate domain/range for a given function?
• How do you calculate the average rate of change?
• What is a piecewise function?
• What is an absolute value function?
• What are the important features of graphs?
• What is an inverse function?
• How do we use a function to model a situation?

ASSESSMENTS
List the assessments that will be used to gauge student learning. This may include traditional quizzes or exams, as well as major learning activities such
as simulations, labs, etc.

• U4 Mid-Unit Assessment – Functions

• EOU Assessment – Functions
• Weekly Quizzes
o Function Notation
o Domain, Range, and Average Rate of Change
o Absolute Value and Piecewise Functions
o Inverse Functions
• Functions Project
 RESOURCES/MATERIALS
List all technology and resources (copyrighted or otherwise) that you will need to teach this unit. This should be a comprehensive list of all resources
you will need to create or borrow (including textbook chapters, additional readings, videos, power points, handouts, assessments, etc.)

• Unit 4 End of Unit Assessment (Functions)

• Textbook: Illustrative Mathematics Unit 4 – Functions (Lesson Outlines/Worksheets)
• Kahoot – Domain and Range
• Quizizz – Inverse Functions
• Blooket – Function Notation

Unit Calendar
(For each class period, list the content to be covered that day. You may indicate major instructional activities or standards if you choose.)
(Insert or delete days of the week as appropriate for your school district calendar. Add or delete weeks depending on the length of your unit.)

MONDAY TUESDAY/WEDNESDAY (Block Day) THURSDAY FRIDAY

U4L1 – Describing and U4L2 – Function Notation U4L3 – Interpreting & U4L4 – Using Function
Graphing Situations Using Function Notation Notation to Describe
Rules (Part 1)

MLK Day U4L5 – Using Function Notation to Describe Rules (Part 2) U4L6 – Features of Graphs U4L7 – Using Graphs to
Find Average Rate of
Change
U4L8 – Interpreting and U4L9 – Comparing Graphs U4L10 – Domain and Range U4L11 – Domain and
Creating Graphs (Part 1) Range (Part 2)

U4L12 – Piecewise U4L13 – Absolute Value Functions (Part 1) U4L14 – Absolute Value U4L15 – Inverse
Functions Functions (Part 2) Functions

U4L16 – Finding and U4L18 – Using Functions to

Interpreting Inverse U4L17 – Writing Inverse Functions to Solve Problems Model Battery Power
Functions