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ED 3601 Curriculum and

Instruction for Majors:


Mathematics
Unit Plan Template

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)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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?

Students will be able to


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]
4. Describe and represent linear relations, using:
words
ordered pairs
tables of values
graphs
equations.
[C,CN,R,V]
5. Determine the characteristics of the graphs of linear
relations, including the:
intercepts
slope
domain
range.
[CN, PS, R, V]

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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]

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template
5. Determine the
characteristics of the
graphs of linear
relations, including the:
intercepts
slope
domain
range.
[CN, PS, R, V]

Subject Area
Grade Level
Topic
Length of Unit
(days)

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)

Assessment Tool Overview


Assessment
Tool Title

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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

For

N/A

N/A

N/A

N/A

AS

OF

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)

for succeeding lessons.


Exit slips may also be used to identify areas
that students wish to spend more time on.

Self- Checkups

1,2,4
,5

Peer Feedback

1,4

Graphing
Assignment

1,2

Throughout the Unit, students will complete a


self check up where they will answer yes or
no questions regarding their confidence in their
knowledge of topics learned thus far in the unit
(similar to a checklist). This is an assessment
AS learning as students will reflect on their
own learning. It is also an assessment FOR
learning as the checkups will be documented
so they can be used to gain insight on how
students feel about their learning so far and
what areas may need to be reviewed in the
future.
On Day 5 (1st Wednesday) and Day 7(2nd
Tuesday), students will be given time to
receive peer feedback on Part 1 of their
graphing assignment and their linear relation
assignment. It is used as an assessment FOR
learning an additional copy of the feedback
can be made and used to see if students need
extra help with those tasks before it is
summatively assessed. It is used as an
assessment AS learning because students can
use the feedback that they give to one another
to reflect on their own work.
Part 1 Short story of a graph:
Students will be provided with a variety of
pictures (of graphs) to choose from - or they
may be assigned depending on the skill level.
From these graphs, they will choose one to
write a short story (about 1 paragraph) that
describes each segment of the graph.
(Outcome 1).
Part 2a Students will be assigned a table of
values with an associated situation to graph
using grid paper. (Outcome 1)
Part 2b Using the graph from part 2a,
students will answer a series of questions
concerning the graph that they drew (domain,
range, is it a graph of a function, explanation

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

N/A

30
%

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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

Although each part will be taken in for marks


as an assessment OF learning, it is used as an
assessment FOR learning as students will have
the opportunity to receive formative feedback
from their peers before it is summatively
assessed.
Students will be provided with a situation
representing some type of relation. They will
be given enough information so that they can
describe the situation in 4 ways: A graph, A
table of values, Ordered pairs, and an
equation.
Like the graphing assignment, the diagram will
eventually be taken in for marks as an
assessment for learning. If students wish to,
they may see the teacher the following day for
feedback before handing it in to be
summatively assessed. Due two days after it
has been assigned.
On Day 10, A unit test will be used as a
method of assessment of learning as it will be
a summative assessment for the entire unit.
The unit test will consist of a variety of
questions that assess whether students have
met each outcome.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

20
%

50
%

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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

-KWL chart students


will fill K & W section
-What is a relation?
(Define)
- Problem of the Day:
Students will be given
a set of data or
collection of objects
and will discuss in
groups ways they can
describe or represent
it
-Students will be asked
to share the different
methods they came up
with the class
-Examples of tables,
bar graphs, arrow
diagrams, and ordered
pairs will be reviewed
throughout discussion
Instructional
Strategies: Group
discussion, Class
discussion, direct
Instruction

-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

- Students are given a


(discontinuous) graph
and will be asked to
answer a series of
question about the
graph, in groups or
pairs.
- Answers will be
discussed as a class
how to find
answers/ how to
interpret graph
- Stand up hand up
pair up Students will
be assigned a graph
and will describe the
different segments to
another pair, and then
will switch graphs.
-Explanation of
graphing assignment
(part 1)

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-

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

-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

- Entrance Slip: What is a


function? Text to poll
everywhere
Review definition
depending on
answers
- Identifying a graph of a
function (or nonfunction)
Vertical line test
Examples and
Non- examples
- Poll everywhere #2:
What is domain? What is
range?
- Domain and range of a
graph
How to identify
and express in
different ways
- Explanation and time to
work on part 2b of
graphing assignment.

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

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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

the domain and


range of the
graph, as well as
whether or not it
is a graph of a
function (and
explain why). Due
Mondays class.

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)

- Problem of the Day:


What do you notice?
Graphs with
Poll
one, two, or
Everywhere
infinite number
: How can
of intercepts
you tell a

Are all linear


table of
relations
values
functions?
represents
-Introduction
to slope
a linear

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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

with a short Kahoot


quiz
-Learning centers
based on
checklists,
previous
assignments, and
KWL charts.
Depending
on number
of centers,
students will
rotate
between all
centers of
choose what
they wish to
work on
-Time allotted for
other questions
that will be
answered either
through direct
instruction or class
discussion
SLO: 1,2,4,5
Instructional
Strategies:
Group work,
Learning centers,
Direct Instruction

- Students will
complete a unit test
that assesses all four
outcomes.
SLO: 1,2,4,5

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template
later be
discussed as a
class
Instructional
Strategies:
Group work, Direct
instruction, Class
discussion

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

Unit: Relations and Functions

Lesson Duration: 60 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes:

Develop algebraic and graphical reasoning through the

study of relations
Specific Learning Outcomes: 2.Demonstrate an understanding of relations and functions.
[C,R,V]

A lead up to this outcome:

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)

4. Describe and represent linear relations, using:


words
ordered pairs
tables of values
graphs
equations.
[C,CN,R,V]
LEARNING OBJECTIVES
Students will

learn that relations can be represented using graphs, ordered pairs, tables of values, mapping,
graphs, words, and/or equations.
ASSESSMENTS

Key Questions: What is a relation?


What is the best way to represent a particular relationship?
What are the advantages and disadvantages of these different methods?
Observations: Observing and listening to class discussions, anecdotal notes when necessary and possible.
Written/Performance Assessments:
KWL CHART
Advantages/Disadvantages Chart:
EXIT SLIP: Students will be given a collection of data (or objects) to describe or represent using one of

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
-

Smart board with a PowerPoint about


relations and functions
Exit Slip
Large pieces of paper
PROCEDURE

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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Assessments:
KWL chart To assess
students prior knowledge

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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)

Assessments: Exit Slip


Are they able to
represent a given
relation in at least one
way?

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

Grade/Subject: Math 10 C

Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)

Unit: Relations and Function

Lesson Duration: 60 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes:

Develop algebraic and graphical reasoning through the study of relations.


Specific Learning Outcomes:
2. Demonstrate an understanding of relations and functions.
[C,R,V]
LEARNING OBJECTIVES
Students will:

Determine whether a relation is a function or non-function and explain why.


Identify the domain and range of a function (or non-function)
ASSESSMENTS
Key Questions:
Are all relations functions? Are all functions relations?
Written/Performance Assessments:
Exit Slip
Matching activity
Functions/Non-functions activity
LEARNING RESOURCES CONSULTED
Foundations and Pre-calculus: Mathematics 10 (Pearson)
MATERIALS AND EQUIPMENT
-

SMART BOARD and premade PowerPoint


Large sheets of paper
Glue sticks
Staplers
Markers
Popsicles sticks with students names on
them.

-Small sheets of paper with premade frayer model template.


- Pictures of arrow diagrams, tables, ordered pairs, bar graphs,
that represent functions and non functions.

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?

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Assessments:
Open/ Close: To see if
more review is needed on
different ways to represent
a relation. Review may

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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.

include how interpreting


relations presented using
the different methods,
how/ when to use the
different methods, etc.

During (45 min)


Discuss the following definitions from the powerpoint (1-2 min)
Domain: The first set of elements of a relation
Range: The second set of related elements.
(10 min)
Go over examples (premade in PowerPoint) of domain and range with the class using arrow
diagrams, table of values, and ordered pairs. Examples should include both continuous and
discrete data.
As you go through each example, ask for volunteers to state what the domain and range is.
Depending on student responses, you may need to go over the difference between
continuous and discrete.
Activity #1 Matching Activity (10 min)
Students will be put into pairs, by random selection of drawing names.
Explain the following:
Students will be given several examples of tables, arrow diagrams, ordered pairs and other
sets of data and relations. In pairs, they will be asked to staple any relations that have the
exact same domain and range together. For each pair they find, they will write down the
domain and range of those relations. These will be collected for further assessment.
Discuss the following definition with a few examples from the Power Point. (10 min)
A function is a relation where each element in the domain is associated with exactly one
element in the range.
Q: That being said, are all relations functions? If yes, explain why, if no give an example.
A: No.
Q: Thinking back to the fruit example from last lesson, Was that an example of a function?
Why or why not?
A: No because apples were associated with two colors.
Functions and Non-functions activity (15 min)
Students will be put into groups, selected by random by drawing names.
Explain the following:
Students will be given several examples of tables, arrow diagrams, ordered pairs, and other
examples of different relations.
Students will be given a large sheet of paper and will create two sections: Functions and Non
Functions.
Students will categorize all the examples into functions and non-functions, by gluing the
examples to their sheet of paper. These will also be collected for further assessment.
Afterwards, ask students how they decided what goes in each section.
Q: What strategies did you use? What did you look for? Was there any type of functions (or
non functions) that you would have liked to see in these examples?

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

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.

Ask: What did you look


for? How did you know
those relations have the
same domain and range?
How did you know that
relation is a function?

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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

Unit: Relations and Functions

Lesson Duration: 60 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes:

Develop algebraic and graphical reasoning through the study of relations.


Specific Learning Outcomes:
1.Interpret and explain the relationships among data, graphs and situations.
[C,CN,R,T,V]
LEARNING OBJECTIVES
Students will:
Interpretdatainavarietyofways.
- Describe a possible situation for a graph
ASSESSMENTS
Key Questions:

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

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
-

popsicle sticks in different colors


Whiteboard/ whiteboard markers
Exit slip

Smart board / power point with pictures of discrete


and continuous graphs
Blank sheets of paper
Pictures of graphs with varying sections/ line
segments
- Separate assortment for graphing assignment part
1. + sign up sheet
Segment Graph- Journey Chart/ Handout

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)

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Assessments:
Observe: What information students are

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

Using a continuous graph, suggestions will be taken from the


students about possible situations for each section (line segment) of
the graph, starting from left to right. (5-10 min). When necessary (if
suggestions are vague), students who volunteer suggestions will be
asked to explain their reasoning behind their description of a
possible situation.
Examples)
Ongoing (15 min)
Each table group will split into pairs (they may choose their pairs
WITHIN their table groups), and each pair is going to be assigned a
graph (similar to one from the first activity). Using the paper
provided, students will create a chart that describes possible
situations for each segment of the graph. The chart will include the
following sections from left to right: Segment, graph (what is
happening on the graph), Journey (What is happening in the story or
situation).

Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)

obtaining from the graphs displayed or


assigned to them
General understanding of how to interpret a
graph
Ask: What is happening from point A to B?
What direction is the line going in?
From the direction and length of that line
segment, what can you assume about what
is happening?

Stand up- Hand up- Pair up


Once students have finished filling in their charts, they will put stand
up, put their hand up, and wait for another pair of students to put
their hand up. Once they find this other pair, they will high five, and
share their journey section of the chart, and how they decided on
the descriptions in relation to the graphs they were assigned.
When students are finished sharing their charts, they will switch
graphs and charts, put their hand up, and find a different pair to
discuss the graph and chart that they currently have. This cycle will
continue until time is up.
Differentiation: Some pairs may be assigned with graphs that have
less segments to describe if they take longer to write.
After (20 min)
Ask students to go back to their desks, display graphs from
graphing assignment part 1) assortment at a table at the front or
side of the classroom, and explain the following assignment:
Graphing Assignment (Part 1 only):
At the table provided is an assortment of graphs, much like the
graphs you saw from the stand up- hand up- pair up activity.
1. You will choose one graph, and record which graph you
chose on a sheet that I will provide.
2. You will write a short story (about one paragraph) that
describes a possible situation for the different segments of
the story. Be descriptive and be creative but make sure your
descriptions align with the graph. I should be able to sketch
the graph myself from the information you provide.
3. This part of the assignment will be due in two days. Make
sure to have a rough draft done by tomorrow as you will
have the opportunity to receive feedback on it from your
classmates as well as time to make adjustments.

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

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.

ED 3601 Curriculum and


Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

After explaining this to students, give them about 5 minutes to come


up to the table to choose their graph. Graphs will be labeled, after
they have made their choice, ask them to record their name and
their choice on the sign up sheet provided. Create a random
selection for which table groups will come up first.

Differentiation: Students who struggled with the stand up- hand up


activity may want to be allowed to make their choice for the
assignment first. Depending on the general understanding amongst
the class, graphs with more or less segments may be assigned by
the teacher based on students needs (writing skills, analytical skills,
time constraints, etc).
Ask students to fill out the following exit slip)
Exit Slip:
What types of situations make graphing useful for interpreting data?
Do the graphs that you explored today have any limitations?
On a scale of 1-10, 1 I am lost, 10 I got this!, how confident are you
interpreting and analyzing graphs after todays lesson?

Spring 2016: Marynowski


Adapted from Wiggins and McTighe (2005)

Mathematics
10 C
Relations and Functions (Linear)
10 days (approx. 2 weeks)

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