Digital Unit Plan Template Unit Title: Linear Functions Content Area: Pre-Algebra

CA Content Standard(s)/Common Core Standard(s):

Name: Christina Hanna Grade Level: 7th Grade

CA Content Standards: 3.3 Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (rise over run) is called the slope of a graph. 3.4 Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities. Common Core Standards: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Big Ideas:

In this unit students will build an understanding of a constant rate of change and they will be able to identify real life situations that correlate to the content in this unit. The unit will begin with plotting points. This is a basic concept that many of the students should have seen in 6th grade, but it a good way to review prior knowledge and link it to the new material. By beginning with the concept of plotting it allows students to see a connection between plotting on a number line one dimensionally to a two-dimensional idea on the coordinate plane. By gradually introducing students to the concept of graphing, students will accomplish the NCTMs expectation of modeling and solving graphs. Next, the unit plan will introduce the concept of slope to students by giving the identification lesson first, and gradually connecting the concept to finding the slope with graphs and without graphs. This section of the unit covers the CA content standard, 3.3 Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (rise over run) is called the slope of a graph.

Last, the unit plan will introduce how to interpret different graphs and how to identify the slope, y-intercept and how to write an equation in slope intercept form. This portion of the unit will help students achieve the standards from both CA content standards and the NCTM on analyzing and solving contextual problems using pattern, graph, and equations.
Unit Goals and Objectives:

Unit Goal: Students will understand that linear functions are a direct variation and have a proportional growth rate. Unit Objectives: 1. Students will be able to identify the slope and y-intercept of a line by reading a graph with 80% accuracy. 2. Students will be able to analyze, graph and write linear functions for two real world situations by the end of the unit. 3. Students will understand the concept of slope as a constant rate of change and the y-intercept as the initial starting point and will be able to graph the function with 80% accuracy 4. Students will be able to identify the slope and y-intercept given a scenario and will be able to explain what they represent with 75% accuracy 5. Students will be able to graph a linear function and will be able to read the graph with 75% accuracy. 6. Students will be able to define slope, y-intercept, and slope intercept form with 75% accuracy.

Unit Summary:

This unit plan focuses on using hands-on and discovery activities which are created to teach students. These activities will help students gain ownership of learning the concepts behind linear equation. This unit introduces concepts relating to linear equations and conducts a series of discovery activities, which will allow students the opportunity to explore the concepts on their own and as a class. By giving students the chance to work in

groups and partners, they will have the chance to learn from one another and will be able to communicate and discuss the content with their peers. By allowing students to work in group settings they will acquire teamwork skills and will learn how to communicate their ideas with one another, which will help solidify their understanding of concepts. Moreover, by giving students time during independent study and discovery activities, students will practice reasoning skills and using logic to analyze and find answers to questions. This unit plan is organized in a way that meets the cognitive needs of the students while building concepts related to linear equations.
Assessment Plan: Entry-Level: KWL Chart Students will work with their team to fill out a KWL chart. On the chart they will share what they know about linear functions. On this chart they will also formulate questions about what they want to know about the topic. After the teams complete the chart they will share their ideas with the class. We will post the various KWL charts around the classroom and will revisit them throughout the unit. As we learn the material in the unit, students will fill in the last portion of the chart answering their own questions and writing about the material they learned. Formative: 1. Jeopardy: This is an informal assessment to make sure students understand the basics of a coordinate plane, such as how to plot points, name a point, the different quadrants, etc. This will ensure that students have a strong understanding of the basic vocabulary and concepts related to a coordinate plane before moving forward into plotting linear equations and finding slope. The jeopardy review game will be a fun way for the class to interact and for students to work with their team to come up the correct answers. Analyze the Function Flashcards: Students will use linear function flashcards (created on Quizlet) to review the concepts they have learned. The front side of the flashcard will consist of a question or a function and the back side will have the solution. Questions may be... What is the slope of the line? What is the y-intercept of the line? What is the linear equation? etc. Review Quiz, Quiz, Trade: Quiz, Quiz, Trade is a short review game for students to play with one another to review the concepts they have learned and to help them assess if Summative: 1. Create your Own Linear Function Project: Students will take the information learned in the linear functions unit and will work with a partner to come up with similar items with a constant rate of growth to compare. Once they decide on the two items they will come up with a story describing the items and their growth rates. Based on the information they come up with, they will create a worksheet, an answer sheet, and they will create graph using an online graphing calculator. Once they complete their project they will turn it in for grading based on a rubric I provided. I will choose one project that is done well and will share it with the class and will have the class complete the worksheet the students created as a homework assignment. Linear Function Unit Test: The test will assess all of the areas covered in the entire unit and will require some critical thinking, as some of the answers are not straight forward. The test will be compilation of multiplechoice, graphing and some computation. The last two questions on the test will be short answer and will require students to

2.

2.

3.

4.

they retained the information. This game is a good way for students to stand up and move around the classroom as they review the material they learned. Each student in the class will be given a note card with a question on one side and an answer on another. Questions on the note cards will be find the slope of points (2, 3) and (5, 6), What quadrant is (-3, 2) in?, Find the slope of the line below (graph will be provided), etc. Students will walk around the class with their hand up in the air looking for a partner. Once they find a partner they will high five and put their hands down to show they no longer need a partner. They will then show their partner the question on their note card and their partner will answer (the student may give their partner hints if their partner is struggling.) Once the partner gets the answer correct they will reverse roles. Once both partners answer one anothers questions they will trade their note cards and will raise their hand to find another partner to quiz. After this activity students will take a quiz on plotting points, finding slope and interpreting graphs. Toothpick & Cup and Stack Activity:To continue on from the previous lesson, I will present a series of patterns to students and ask them to solve the pattern by coming up with a formula. However, the pattern presented in this lesson involves a formula that includes a non-zero yintercept. I will show students a cup and measure the height. I will then stack another cup on the initial cup

analyze a graph and derive data from it. They will need to justify their answer in order to earn credit.

and again, measure the height. I will repeat this three times and ask students to predict what the height of the stack will be if there were 100 cups stacked together. Students will then be asked if they can derive a formula based on their knowledge from the previous days lesson to find out the height of the stack if there are n cups? Next I will present another pattern, this time using toothpicks, and will ask them to solve the pattern by coming up with a formula. The first figure will have three toothpicks, the second will have five toothpicks, and the third will have seven toothpicks. Students will be asked to draw the fourth and fifth figures and to once again, find out the formula given n toothpicks. The students will graph the pattern on a coordinate plane with the figure numbers as the x-axis and the number of toothpicks for the y-axis.

Lesson 1 Student Learning Objective: Students will be able to graph a linear function and will be able to read the graph with 75% accuracy. Acceptable Evidence: When completing the guided notes students will need to graph the linear functions. They will answer questions based on the graph they draw. They will turn in a copy of their notes for credit. Instructional Strategies: Communication x Collection Collaboration x Presentation x Organization Interaction
Lesson Activities: Students will watch the Prezi presentation and will fill in the guided notes as they go through the lecture. The second half of the guided notes requires some critical thinking in which students will need to graph the function and will need to answer questions based on the function. Last students will need to create a Venn Diagram of the two examples stating the similarities and differences.

Lesson 2 Student Learning Objective: Students will be able to identify the slope and yintercept of a line by reading a graph with 80% accuracy. Students will be able to analyze, graph and write linear functions for two real world situations by the end of the unit. Students will be able to define slope, y-intercept, and slope intercept form with 75% accuracy. Acceptable Evidence: Students will need to apply the knowledge they learned in the webercise to write 2 real world linear functions. Students will need to define slope, y-intercept and slope-intercept form as part of the webercise. Students will be given 2 linear graphs and they will need to identify the slope and the y-intercept for each of the graphs. They will also need to write the linear function. Students will turn in the webercise when it is completed. Lesson 3 Student Learning Objective: Students will be able to define slope, y-intercept, and slope intercept form with 75% accuracy. Students will be able to identify the slope and yintercept given a scenario and will be able to explain what they represent with 75% accuracy Students will understand Acceptable Evidence: Students will need to write their own linear function and will identify the slope, y-intercept and linear equation for the scenario they write. Students will show understanding of the concepts by writing their own linear functions. Instructional Strategies: x Communication x Collection x Collaboration Presentation x Organization x Interaction
Lesson Activities: Students will work with a partner to complete a linear function graphic organizer. Students will visit a website to find vocabulary words and will record the definitions on their graphic organizer. Students will write their own linear scenario/example and will analyze it. They will be required to write the slope, yintercept and slope intercept form for their scenario. They will also need to fill out a table based on a few points available from their graph.

Instructional Strategies: Communication x Collection Collaboration x Presentation x Organization x Interaction

Lesson Activities: Students will complete a webercise by visiting a site where they will collect information to help them answer questions. Next they will apply the knowledge they compiled from the site to write 2 of their own real world linear functions. Last they will analyze two different graphs and they will identify the slope, y-intercept and linear equation of the line.

the concept of slope as a constant rate of change and the y-intercept as the initial starting point and will be able to graph the function with 80% accuracy. Unit Resources: Webercise: http://www.eduplace.com/math/mathsteps/7/d/ http://www.intmath.com/systems-of-equations/2-graphs-linear-functions.php) www.srvhs.org Graphic Organizer (Adapted from): http://pinterest.com/niccii44/math/ Graphic Organizer: http://www.pdesas.org/module/content/resources/20999/view.ashx Useful Websites:

Quizlet Flashcards: http://quizlet.com/_8u34d In this digital interactive you will have the opportunity to practice vocabulary and identification of slope and the yintercepts of various linear functions. This is a great way for you to review what we have learned in class without having to make your own flashcards. Once you feel confident you can also play a few games like Scatter or Space Race to help you practice in a fun way. Scatter is a game in which you will see problems and solutions and you will have to drag and match the correct ones together to make them disappear. There is a timer, so try to get it done as quickly as you can! Let me know your shortest time! In Space Race you will watch different problems fly across the screen, and you will need to type the correct answer as quickly as possible. You will receive points for each correct answer. Lets see who can get the highest score! Linear Functions - Save the Zogs: http://www.mathplayground.com/SaveTheZogs/SaveTheZogs.html Save the Zogs is an interactive game that will help you improve your understanding of linear functions. This will help you review the material we have learned in class while having fun! Your goal is to save the four Zogs. To rescue the Zogs you must learn as much as you can about linear equations and the lines they create. What happens when the slope is zero? What effect does the y-intercept have on the position of the line?

You must find the line where the four REAL Zogs are and identify the linear equation of the line they are on. The more you know the more Zogs you can save! Y= MX + B (Mnemonics): http://www.youtube.com/watch?v=tUrlz0zXm2A After watching this video you will never forget the slope intercept form! This video will help you remember the concept of slope and it gives a thorough explanation of how to identify the different slopes.This video will help you better understand linear functions. Video How to Graph Using Slope Intercept Form: http://www.youtube.com/watch?v=WQyvskZSCJg This video will help you review how to graph a linear equation while identifying key vocabulary words we have used in class. You will review the slope and y-intercept of a line and how to graph them. Using a Graphing Calculator: http://www.youtube.com/watch?v=7D8W-mMI4bk The video below will help you review how to graph a linear equation using a graphing calculator. This video will walk you through the process step by step. Khan Academy: http://www.khanacademy.org/math/arithmetic On this site, you will be able to search and find short videos that will help you review and understand concepts we have learned in the classroom. Math.com : http://www.ixl.com/math/algebra-1 On this site you will find many resources to help you practice many of the topics we have covered this year including linear functions. Zona Land Education: http://zonalandeducation.com/mmts/functionInstitute/linearFunctions/linearFunctions.html This site reviews the three different types of equations for linear functions. Math Planet: http://www.mathplanet.com/education/algebra-1/visualizing-linear-functions/the-slope-of-a-linear-function

This site will reinforce the material learned in class. It reviews slope and you can also look up the slope-intercept form of a linear equation on the right hand toolbar. Quia: http://www.quia.com/hm/209082.html Have fun reviewing the linear function vocabulary words by playing hangman.