Mitchell Krieger

Unit of Study Title: Rates of Change Grade Level: 9th-10th

Subject/Topic Area: Mathematics - High School Algebra Key Words: Slope, rate of change, graphical representation, functions, linear relationships Designed by: Mitchell Krieger Time Frame: One Semester

Summary: This unit will have students explore various topics through a mathematical lens. An emphasis will be put on the relationships between various topics and the mathematical concepts of rates of change, functions, linear/non-linear relationships, and slope. Students will be asked to investigate these correlations and then apply those ideas to various other forms of rates of change. By engaging in class and small groups discussions and lab assignments students will connect mathematical concepts with real life phenomena. The unit is an overarching curriculum that is meant to take place over a semester and the topics in this larger unit are touched upon in every normal unit. This allows students to take what they are learning in a particular unit and connect those new understandings back to themes and concepts in the overarching unit. Students will come out of this unit with a more holistic and useful understanding of math. Two days out of the school week are reserved for this overarching unit. The unit culminates in an end project that involves students investigating a topic of their choice using the mathematical methods and ideas learned in class.

Mitchell Krieger

Stage 1 - Identify Desired Results

Established Goals: From the Common Core Standard for Mathematics: N-Q Reason quantitatively and use units to solve problems A-SSE Write expressions in equivalent forms to solve problems A-CED Create equations that describe numbers or relationships A-REI Represent and solve equations and inequalities graphically F-IF Analyze functions using different representations F-BF Build a function that models a relationship between two quantities F-LE Interpret expressions for functions in terms of the situation they model What essential questions will be considered? How do mathematical concepts such as slope and rate of change inform us about real situations? How do graphical representations of ideas help solve problems? What do the different kinds of curves on a graph represent? What understandings are desired? Students will understand that... Math can be used as a method to help investigate the world The mathematical concepts of slope and rate of change correlate to physical ideas such as speed and acceleration What key knowledge and skills will students acquire as a result of this unit? Students will know Math can help us better understand phenomena by creating a model of it that we can use to investigate and predict the way the phenomena may behave Graphical representations and models can easily be constructed by thinking about how variables/quantities are related to each other or by taking measurements. That units can be mathematically operated on by other units to derive new meaning Units, measurements, coefficients and values are arbitrary because they are assigned based on context. Students will be able to Describe relationships between math and a rate of change topic Create and derive simple functions that model a phenomena, and identify aspects of linear functions in the slope intercept form (y = mx + b) and simple polynomials. Use functions, graphs, slope, and other data to inform their understanding about the motion of an object, as well as other outside applications Interpret and create graphical representations of motion and identify important components, like curves, that tell us important information

Mitchell Krieger

Stage 2 - Determine Acceptable Evidence

What evidence will show that students understand? Performance Tasks: Students will be asked to find a rate of change in their everyday life or a rate of change based on an interest of theirs. They will do a mathematical analysis project on the topic by creating functions, graphs, and data sets that model the example they chose. In class lab assignments where students will collect data on a topic and be prompted to use the data to develop a mathematical model for the topic with follow up individual Lab reports What other evidence needs to be collected in light of stage 1 desired results? Warm-up and exit ticket problems that show retention of previous material, current understandings and suppositions of new material, and learning growth over a class period Participation in class and small group discussion and activities Student Self-Assessment and Reflection Self-Assessment of rate of change analysis project and lab assignments Reflect on how the project helped better understanding of the topic and potentially provide entry into investigations of other topics through questions brought up in project

Assessment Task Blueprint

What understandings or goals will be assessed through this task? Students ability to connect mathematical concepts to other topics, using math as a tool to investigate for better understanding Through what authentic performance task will students demonstrate understanding? Students will chose their own topic to mathematically model as a rate of change. They must construct equations and create graphical representations for their model. Then using techniques learned in class students will analyze the topic and how the math has helped them to come to understand something new about the topic. In class students will be asked to give a brief presentation on their topic, what they found, and how they used what was learned in class to create new understanding about the topic. What student products and performances will provide evidence of desired understandings? Rate of change project Short presentation of project to class By what criteria will student products and performances be evaluated? Rubric created for rate of change project - Correct algebra and arithmetic with work and process shown - Quality of connection between topic and mathematical concepts - Ability to use math as a tool to explain topic to peers - Quality and clarity of graphical representations - Articulation of the relationship between units, equations, graphs and the topics context

Mitchell Krieger

Stage 3 - Plan Learning Experiences

1. Engage students by asking them to describe the speed at which they walk from class period to class period. How can they measure this speed? H 2. Introduce the basic concept of rates of change and how units can be structured to exemplify the relationship between two quantities. Introduce essential questions W 3. In small groups students will be given a set of data (Lab #1) with context and asked to visually represent it in some way, specifically in regards to how the data is changing. E-1 4. Groups present to the class why they chose that particular way to represent data, students are then given the chance to revise their representation to better represent data. E-1 E-2 5. The Cartesian Coordinate system is introduced and features such as slope and axis intercepts are identified E-1 6. A lesson on functions is presented and their relationship to rates of change E-1 7. Worksheet reviewing everything covered so far R 8. Work sheet is reviewed and students are given the opportunity to correct answers R E-2 9. Rates of change project is introduced, students brainstorm with each other about ideas for topics. Topic proposal due at the beginning of next week WT 10. Using the cartesian coordinate system students will graph the motion of a partner during a running race. (Lab #2) E-1 R 11. Teacher walks the class through the process of mathematically analyzing the data and graphs as students will do on their project E-1 12. Lesson on slope-intercept form and meaning of shapes of curves is given (using speed and acceleration as an example) E-1 13. Students collect data from dropping tennis balls from a certain height and then with the help of the teacher acceleration due to gravity is derived (Lab #3) E-1 14. Give feedback on project proposals, suggestions for further inquiry and potential direction for students to go in. R 15. Review concepts of slope, rate of change and their relationship to speed and acceleration as an example. R 16. With a partner students discuss, review and revise proposals for projects R E-2 17. Present an example project on epidemic disease, with key components needed for a quality project WR 18. In groups students are given a variety of topics to choose from to practice analyzing the models mathematically (Lab #4 split over a few days) R T 19. Review worksheet given R 20. Student presentations with peer and self assessment afterward E-2

Semester Plan
Week 1 Tuesday 1. Engage students by asking them to describe the speed at which they walk from class period to class period. How can they measure this speed? H 3. In small groups students will be given a set of data (Lab #1) with context and asked to visually represent it in some way, specifically in regards to how the data is changing. E-1 5. The Cartesian Coordinate system is introduced and features such as slope and axis intercepts are identified E-1 7. Worksheet reviewing everything covered so far R 9. Rates of change project is introduced, students brainstorm with each other about ideas for topics. Topic proposal due at the beginning of next week WT 11. Teacher walks the class through the process of mathematically analyzing the data and graphs as students will do on their project E-1 13. Students collect data from dropping tennis balls from a certain height and then with the help of the teacher acceleration due to gravity is derived (Lab #3) E-1 15. Review concepts of slope, rate of change and their relationship to speed and acceleration as an example. R 17. Present an example project on epidemic disease, with key components needed for a quality project WR 19. Review worksheet given R Friday

Mitchell Krieger

2. Introduce the basic concept of rates of change and how units can be structured to exemplify the relationship between two quantities. Introduce essential questions W 4. Groups present to the class why they chose that particular way to represent data, students are then given the chance to revise their representation to better represent data. E-1 E-2 6. A lesson on functions is presented and their relationship to rates of change E-1 8. Work sheet is reviewed and students are given the opportunity to correct answers R E-2 10. Using the cartesian coordinate system students will graph the motion of a partner during a running race. (Lab #2) E-1 R 12. Lesson on slope-intercept form and meaning of shapes of curves is given (using speed and acceleration as an example) E-1 14. Give feedback on project proposals, suggestions for further inquiry and potential direction for students to go in. R 16. With a partner students discuss, review and revise proposals for projects R E-2 18. In groups students are given a variety of topics to choose from to practice analyzing the models mathematically (Lab #4 split over a few days) R T 20. Student presentations with peer and self assessment afterward E-2

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Rubric for Assessment Task Learning Goal Graphical Representations Excellent Graphs are very clear, portray useful information that gives insight into the topic, and are explained with great detail Good Graphs are clear, portray information that gives insight into the topic, and are explained well Needs Improvement Graphs are somewhat unclear, portray information that gives some insight into the topic, and are explained

Mitchell Krieger

Poor Graphs are unclear, do not portray useful information and are poorly explained

Algebraic Derivation

Algebra is correct without Algebra is mostly correct, Algebra has some mistakes, mistake, making use of all makes use of all makes use of most techniques techniques learned in class techniques learned in learned in class class Student can defend their reasoning and back up their analysis of the data, functions, and units used in the topic Topic chosen is an excellent example of rates of change, student can explain the topics connection with the other elements of the project, and what conclusions can be drawn from the analysis in a clear and well though out manner Student can defend their reasoning and somewhat back up their analysis of the data, functions, and units used in the topic Topic chosen is an example of rates of change, student can explain the topics connection with the other elements of the project, and what conclusions can be drawn from the analysis Student can somewhat defend their reasoning and can somewhat back up their analysis of the data, functions, and units used in the topic but have parts missing Topic chosen is an example of rates of change, student somewhat explains the topics connection with the other elements of the project

Algebra has many mistakes, makes use of some techniques learned in class Student struggles to defend their reasoning and cannot back up their analysis of the data, functions, and units used in the topic Topic chosen is not or is a poor example of rates of change, student struggles to explain the topics connection with the other elements of the project

Data, functions and units

Description of Mathematical Model and Connection to Topic