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Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Rationale
In this unit, students will gain a deeper understanding of relations and
functions. This unit will address SLOs 1,2,4,5 in the Grade 10 Math
Program of Studies, with a focus on algebraic and graphical reasoning.
The intention is that by addressing these outcomes, students will be
equipped with the skills needed in order to understand and make
connections about relationships that appear in their every day
surroundings. By equipping students with these skills, they will be able
to think about their everyday surroundings more analytically while
improving on their mathematical literacy.
This unit was also designed so that students are given the opportunity
to develop and demonstrate this understanding through frequent
communication, mathematical reasoning, problem solving, technology,
and visualization. As students progress through this unit, the learning
will continue to be scaffold in such a way challenges them to think
creatively about the material, but at an appropriate level.
Mathematical Processes:
Communication is frequently used, as students will be consistently
asked to participate in class and group discussions.
As students interpret and categorize different types of relations and
identify different aspects of those relations, students will be asked to
explain their reasoning.
Students will use their reasoning and analytical skills to problem solve
and make connections about their relations in their everyday
surroundings.
As students learn the different ways to represent relations, they will
learn different ways to visualize these relations through technology
and other platforms.
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Established Goals:
Relations and Functions (10C):
Develop algebraic and graphical reasoning through the study of relations
Understandings:
Students will understand that
- Relationships can be described in a
variety of ways
- Relations can be interpreted in different
ways
- Relations have limitations and restrictions
Essential Questions:
- What would be the best way to represent (or
describe) a particular relationship? Why?
- How can you use mathematical representation to
better understand relations?
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Resources Needed:
Exit slips, Frayer Model Template, graphs of linear (and non- linear) relations and
functions, Smart board, Poll Everywhere account (students will need some sort of
device for when this is used, Grid Paper, Graphing calculator (or graphing calculator
app), Kahoot account, Smartboard and premade Powerpoint presentation, blank
sheets of paper, large pieces of paper, glue sticks, tables, popsicle sticks.
Resources consulted:
Foundations and Pre-calculus: Mathematics 10 (Pearson)
Assessments
Learnin
g
Outcom
es
Title
SelfChe
ck
ups
Observ
ation &
Anecdo
tal
Notes
N/
A
N/A
N/A
N/
A
KW
L
Ch
art
Type
(Formative/Su
mmative)
Weightin
g
1.Interpret and explain
the relationships
among data, graphs
and situations.
[C,CN,R,T,V]
2.Demonstrate an
understanding of
relations and functions.
[C,R,V]
Exi
t
Sli
ps
Questionn
aires
Peer
/ Poll
Feedb
Everywhe ack
re
Graphin
g
Assign
ment
Diagr
am
Un
it
Te
st
N/A
N/A
30%
20%
50
%
4. Describe and
represent linear
relations, using:
words
ordered pairs
tables of values
graphs
equations.
[C,CN,R,V]
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
KWL
Poll Everywhere
Outc
ome
s
1,2,4
,5
1,2,4
Observation /
Anecdotal Notes
1,2,4
,5
Exit Slips
1,2,4
,5
Brief Description
At the beginning of the unit, students will fill
out sections K and W on what they know and
want to know about relations and functions.
This is an assessment for learning as it is a
formative pre-assessment that will guide the
direction of succeeding lessons based on
students prior knowledge.
On Days 5, 6 and 7 (1st Friday, 2nd Monday and
Tuesday), the Smart board will be used to
display a question about relations, functions,
domain and range and linear relations. This is
an assessment FOR learning, as it is a preassessment that will inform the teacher
whether or not students need to review those
concepts before moving onto something new.
Throughout the unit, all students will be
observed as they work individually, in pairs or
groups, and with the rest of the class. As we go
through the unit, those who seem to be
struggling may need to be paid close attention
to. Whenever possible, anecdotal notes will be
made for specific students and the teacher will
intervene only when necessary. It is used as an
assessment FOR learning formative
assessments can be made where the teacher
can document notes such as who works well
with others, what strategies students are
using, what activities/ instructional strategies
work well (or dont) for the students, what is
causing students to struggle or lose focus, etc.
Students will be provided with exit slips to fill
out at the end of pre-selected lessons. These
exit slips will consist of tasks or questions that
formatively assess students so the teacher can
gain insight as to what students took away or
learned from the lesson. From these exit slips,
the teacher can also identify areas of strength
or weaknesses and use this information to plan
For
N/A
N/A
N/A
N/A
AS
OF
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Self- Checkups
1,2,4
,5
Peer Feedback
1,4
Graphing
Assignment
1,2
N/A
30
%
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
of why) (Outcome 2)
Frayer Model
Diagram
Unit Test
1,2,4
,5
20
%
50
%
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
UNIT CALENDAR
Monday
Tuesday
Wednesday
Thursday
Friday
Time: 60 Minutes
Representing
Relations
Time: 60
Minutes
Properties
of
Functions
Time: 60 Minutes
Interpreting
Graphs
Time: 60 Minutes
Graphing Data/
Sketching Data
Time: 60 Minutes
Graphs of Relations
and Functions
-Review from
last lesson:
representing
a relation
-Definition of
domain,
range, and
function - in
relation to
definition
learned on
Monday.
-Domain and
range of a set
of ordered
pairs or table
of values
-Categorize
arrow
diagrams,
table of
values,
ordered pairs
into functions
and nonfunctions.
Create
poster
Instructional
Strategies:
Group work, stand up
hand up pair up,
Demonstration
SLO: 1
SLO: 2, 4
- Exit Slip
-Graphing Assignment
-Exit Slip: Students will
Part 1: Students will
be given a collection
Instructional
be provided with
of data (or objects) to Strategies:
multiple graphs and
describe or represent Direct
will choose one to
using one of bar
instruction,
write a short story on
graphs, tables, arrow
Group work,
that describes the
diagrams, ordered
Paired work
different segments of
pairs, or words. They
SLO : 2
the graph. Their
will be asked to give
choice of graph will be
reasons for why they
Exit Slip:
chose that method.
Frayer Model: recorded. Due in next
-Observation/
exampl two classes.
Anecdotal Notes
es &
Observation/Anecdota
non-
-Introduction to
continuous vs.
discrete data
How do you
know when
to connect
the graph?
- Intro to
Independent vs.
Dependent
variables (or review
depending on prior
knowledge)
-Peer feedback on
graphing
assignment part 1/
time to make
adjustments.
- Partner activity:
Switch stories with
someone who chose
a different graph,
and graph the
information
provided in the
story.
-Explanation of
graphing
assignment part 2a
Instructional Strategies:
Demonstration/Examples
, Direct instruction,
SLO: 1, 2
-Self Checkup:
Do I understand what a
function is? Am I able to
Instructional
identify a function from a
Strategies:
given set of data?
Direct Instruction,
Am I able to graph a
Class discussion,
given set of data?
Group work
Am I able to interpret a
graph of a function?
SLO: 1
-Graphing Assignment
- Graphing
Part 2b:
Assignment Part 2a:
From their graph
Students will
from part 2a:
be assigned
Students will be
a table of
asked to identify
values with
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
exampl l Notes
es, and
definitio
n of a
function
.
-
an
associated
situation and
will be asked
to graph it
using grid
paper. Due
next class.
Observation/
Anecdotal
Notes
Monday
Tuesday
Wednesday
Thursday
Friday
Time: 60 Minutes
Properties of
Linear Relations
Time: 60
Minutes
Graphs of
linear
relations
Time: 60 Minutes
Time: 60 Minutes
Review Day
-Introduce the day
Time: 60 Minutes
Unit Test
-Poll Everywhere:
What is a relation?
-Problem of the Day: What do you notice?
A table of
values and a
graph of a
linear relation
will be
displayed. In
pairs, students
will identify 1
thing they
notice about
the table and 1
thing they
notice about
the graph. Later
discussed as a
class.
- Intro to identifying a
linear relation from a
table of values, an
equation, and a graph.
- In pairs activity:
Categorize an
assortment of tables,
equations, graphs,
ordered pairs, and
other situations into
linear and non- linear
relations
Answers will
Graphs of linear
relations (contd)
Discussion
relation?
about what it
-Peer feedback
represents/ rate
on LR Diagram
of change
-Review of
Slope formula
domain and
range of a
- RAFT activity themed
linear function around topics and
- Introduction skills taught so far
to x and y
- Time to fill out K
intercepts
section of KWL chart
Differen
t ways SLO: 5
to
express Instructional
Strategies: Class
this
(values discussion, Group
Work
or
ordered
-Exit Slip:
pairs)
How to Self Checkup
identify I can describe a linear
relation using
Ordered pairs
- Students will
complete a unit test
that assesses all four
outcomes.
SLO: 1,2,4,5
Smart
board
app
that
uses
graphin
g
calculat
or
SLO: 4
- Discussion
Linear Relation
about what
Diagram (due
they
Wednesday)
intercepts
-Students will be given represent,
a situation (associated with examples
with a linear relation)
and will create a
Instructional
diagram with 4
Strategies:
sections that describes Direct
the situation using a
Instruction,
table of values,
Demonstration
ordered pairs, a graph, Class
and an equation.
discussion
Observation/Anecdotal SLO: 1, 5
Notes
-Exit Slip
-Observation/
Anecdotal
notes
Subject Area
Grade Level
Topic
Length of Unit
(days)
table of values,
graphs
equations
Given a graph of a
linear relation, I can
identify the
Domain
Range
X intercept
Y intercept
Slope
- Observation/
Anecdotal Notes
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
-Exit Slip
-Observation/
Anecdotal notes
Lesson Plan 1
Lesson Plan
Grade/Subject: Math 10 C
study of relations
Specific Learning Outcomes: 2.Demonstrate an understanding of relations and functions.
[C,R,V]
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
learn that relations can be represented using graphs, ordered pairs, tables of values, mapping,
graphs, words, and/or equations.
ASSESSMENTS
bar graphs, tables, arrow diagrams, ordered pairs, or words. They will be asked to give reasons for
why they chose that method.
LEARNING RESOURCES CONSULTED
Foundations and Pre-calculus: Mathematics 10 (Pearson)
MATERIALS AND EQUIPMENT
-
Before (5 min)
KWL CHART
As a method of pre-assessment, ask students to fill out the K and W section of a KWL chart. It
will ask what they currently know about relations and functions (or what skills associated with
relations and functions are they familiar with), and what they would like to know or what they
Assessments:
KWL chart To assess
students prior knowledge
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
would like more help with. All charts will be collected after the K and W sections have been
filled.
Differentiation: If students have hard time writing, they can choose to just tell the teacher what
they are thinking, or set up another time to discuss their goals for this unit.
During (50 min split into different tasks/ activities/ discussions)
Initially:
5 min
Introduce the following definitions using the SMART board.
A set is a distinct collection of objects. Ex) Display picture of a group of fruit.
An element of a set if one object in the set. Ex) An example of an element in this set is..
A relation associates the elements of one set with the elements of another set.
Assessments:
Observation/ Anecdotal
Notes Who works well
with others, who is
participating in group
discussions, who paired
with who.
Q: What is one other set you can associate the fruit with?
Key Response: Suggestions may vary, but some ideas may include: shapes, colors, taste, etc. Advantages vs
Disadvantages Chart
- To see if students
Using one of the suggestions made, explain how to represent this relation using ordered pairs.
understand why
For example: Fruits can be associated with their colors and so
there are different
An apple might be the color red.
methods for
Q: What is the element of the first set? What is the element of the second set? What is the
representing data.
relation (the association)?
To see if students
A: Write the following on the board:
can think of
An apple
might be the color
red
practical uses for
these different
st
nd
Element of 1 set
relation
element of 2 set
methods of
(1-2 min)
represent data.
Explain how to represent this relation using a set of ordered pairs.
-Using brackets, list the element of the first set, comma, the appropriate element of the second
set according to the association.
Ex)
{(apple, red), (apple, green), (orange, orange), (banana, yellow), (peach orange) }
(10 min)
In groups (students can make their own groups of 4-6 depending on class size) students will
discuss the following question (3-5min)
Q: What are some other ways you can represent this relation?
Afterwards, students will be asked to share one method that they came up with, with the rest of
the class. Discuss what it is, what is looks like, draw an example on the whiteboard if need be.
(5 min)
(15 min)
Depending on how the discussion goes, elaborate (when necessary) on the following methods
of representing relations, using the examples from the SMART board PowerPoint. Examples
with most likely reference the fruit and color example.
Arrow diagrams
-Two Ovals, list the elements of the first set in the first oval, elements of the second set in the
second oval.
- Each element of each set should only be listed once.
- Draw one arrow at the top from left to right, and title the relation.
- For each ordered pair, draw an arrow from the first element listed in that pair, to the second
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
element.
Table
-
List elements from the first set on the left column, titled at the top.
List elements from the second set on the right column, titled at the top.
Bar Graph
-Q: Who is familiar with bar graphs? Do you think a bar graph will work with the fruit example?
Why or Why not?
Key Response: Depends on what you are trying to describe.
- Bar graphs are a good way to show relative sizes. For example: Comparing the number of
fruits that are yellow, red, orange etc. However, this kind of bar graph wouldnt be able to
show someone specifically which fruits are yellow, red, orange, etc.
Ongoing:
ADVANTAGES/DISADVANTAGES ACTIVITY
Students will be split into 4 groups (where they will be numbered off). Each group will have 510 minutes to do the following:
Each group will be assigned a different method for representing a relation (table, bar graph,
ordered pairs, arrow diagram). In their groups they will discuss any advantages and/or
disadvantages for presenting a relation in that particular way. On a large piece of paper
(provided by the teacher), they will split it into two sections for the advantages and
disadvantages they come up with.
Qs to guide thinking: What makes this method of presenting data useful? What kinds of data
would it be useful for? What kinds would it not be useful for?
Afterwards they will tape their charts to the wall and students will do a gallery walk to get a look
at the different methods. (10 min)
-Briefly conclude gallery walk by discussing how which representation you choose depends on
the data that has been given to you and what you are using it for.
Differentiation: May switch which groups students are in depending on if they are having
difficulty contributing to advantages/ disadvantages discussion. Groups can also be predetermined based on skill level and prior knowledge, some students may be assigned bar
graphs because some disadvantages of bar graphs has already been discussed in the
example.
After (5 min)
Exit Slip: All students will be presented with a collection of data (Examples: A group of
vegetables, clothing items, eye colors or hair colors, a family tree) On a small piece of paper,
students will represent the data using one method they learned from todays lesson. At the
bottom of the paper they will give one reasons for why they chose the method they chose.
Differentiation:
Although it is still very early in the unit to see where students strengths are, the exit slip can be
adjusted to that some students receive easier data to comprehend. For example) Although the
concept of a function has not yet been introduced, some students may find it easier to
represent a relation that is also a linear function. However, the intention of the exit slip is to see
if students can use at least on of the methods learned in todays lesson to describe a relation.
Lesson Plan 2
Lesson Plan
Spring 2016: Marynowski
Adapted from Wiggins and McTighe (2005)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Grade/Subject: Math 10 C
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
PROCEDURE
Before (5 min)
Ask students the following questions; volunteers will discuss their answers with the rest of the
class.
Q: What is a relation?
Q: What are the different ways you know how to represent or describe a relation?
Q: Is there a particular method that you prefer? Explain why?
Assessments:
Open/ Close: To see if
more review is needed on
different ways to represent
a relation. Review may
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Open/Close assessment
Put up an open fist if you feel you would like more information on the different ways of
representing relations, closed fist if you feel confident in representing relations in different
ways.
Assessments:
Observation:
Matching Activity
Are students pairing the
relations correctly? Are
they confusing continuous
with discrete data?
Functions& Non functions
chart
Are students placing the
relations in the correct
spot?
A possible error that
students may make is
categorizing arrow
diagrams as non-functions
because some elements in
the domain may be
associated with same
element in the range.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Differentiation: Matching activity Due to time, some students may either find the pairs, or
write down the domain and range of a few relations, but do not have to do both.
Functions activity Due to time, some students may not have to categorize all of them, but
find at least 2 that a functions and 2 that are non-functions.
After (10 min)
Exit Slip: Students will be provided with a Frayer model template titled functions. There will
be 4 sections for students to complete: examples, non- examples, definition, questions I still
have..
Assessments:
Exit Slip
Observe: What kinds of
examples students write
Differentiation: if students have trouble creating examples, provide them with more examples down, which way they
from the second activity to categorize. This way they are still assessed as an individual, but
chose to represent a
do not have to come up with the examples themselves. Some students may understand
function or non-function.
functions from the definition, while other might only understand the concept through
examples. Either way, the exit slip is meant to determine whether more time is needed on the
definition of a function in order to further develop the concept.
Ask: How are you able to
tell if a relation is a
function? What are some
possible errors that you or
others can make?
Lesson Plan 3
Lesson Plan
Grade/Subject: Math 10 C
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
What knowledge can I obtain from looking at this graph? What kinds of questions can I ask about this graph?
How can I use graphs to better understand relations?
Observations:
Beginning discussion about what information can be obtained from a graph
Description of possible situations when given a graph
Written/Performance Assessments:
Segment Graph Journey Chart
Exit Slip
Graphing assignment Part 1
LEARNING RESOURCES CONSULTED
Foundations and Pre-calculus: Mathematics 10 (Pearson)
MATERIALS AND EQUIPMENT
-
PROCEDURE
Before (5-10 min)
Focus of Inquiry: How to interpret a graph/ what type of useful
information can be obtained from a graph.
Task Expectations: A picture of a graph titled A scuba Divers Dive
(taken from Foundations and Pre-calculus: Mathematics 10,
Pearson). The graph will NOT be linear, but rather display sections
with varying slopes.
In table groups (pre determined as students walk into class, through
colored popsicle sticks), students will be asked to discuss what
information the graph provides or what information can be obtained
from analyzing the graph.
Assessments:
Observe: Engagement / Participation of
students
Ask:
What kinds of questions could I ask you
using this graph?
What knowledge can I gain from looking at
this graph?
Students will then share their ideas with the rest of the class, where
the teacher will record the suggestions on the white board.
Differentiation:
During (30 min)
Initially: First, examples of continuous and discrete graphs (on
SMART board) will be reviewed and how to use the graphs to
answer different questions about the data it represents. (5 min)
Assessments:
Observe: What information students are
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)
Assessments:
Observe: Exit Slip Based on the
responses of the scale question, students
may need more time to complete part 1 of
the graphing assignment.
The other two questions are asked because
it is not only important that students know
how to interpret a graph, but the importance
of this skill and in what situations they might
want a graph to analyze.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)