Subject Area

Grade Level
Topic
Length of Unit
(days)

Mathematics
10CH
Relations and Functions
6 days

Rationale:
Students will build on their understanding of relations and functions by developing
algebraic and graphical reasoning. In this unit students are expected to
demonstrate an understanding of relations and functions while interpreting and
explaining the relationships among data, graphs and situations. They are also
expected to be able to describe and represent linear relations using words, ordered
pairs, tables of values, graphs and equations. The mathematical processes that
students will use are communication, connections, reasoning, technology and
visualization. Students are introduced to linear relations and graphing in grade 9,
but they have not learned about relations and functions or analyzed graphs in more
depth. Both individual and group work will be integrated into the lessons to allow
students the opportunity to succeed in the unit. Amongst the thirty-nine students in
the class, many different learning styles will be preferred. To accommodate for this,
there will be both direct instruction and cooperative instructional styles used to
deliver and practice the content. The unit will span across seven days, five days of
direct instruction and practice time, one day for review and one day for the unit
test. On the review day, students will engage in hands-on activities as well as be
given time to ask questions and complete practice questions. Triangulation of
evidence is demonstrated in the unit plan assessment in order to ensure that all
students have an equal opportunity at receiving a grade they deserve.

Mathematical processes:
Communication (C):
Students will communicate with classmates to communicate their understanding
and learn more about relations and functions.
Connections (CN):
Students will be able to make connections as to where relations and functions can
be used in real world applications. They will be able to identify situations where
using relations and functions can be applied to solve problems.
Reasoning (R):
Students will be able to justify and reason their answer through their mathematical
steps and work shown. They will also use logical reasoning to justify if an answer or
graph is plausible or not.
Technology (T):
Students will use technology to organize and display data and check their graphs
sketched by hand.
Visualization (V):
Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10CH
Relations and Functions
6 days

Students will be able to visualize graphs by looking at an equation or a set of points.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10CH
Relations and Functions
6 days

Established Goals:
Relations and Functions: Develop algebraic and graphical reasoning through the study
of relations.
Understandings:
Students will understand that

Essential Questions:

Students will understand that:

Relationships can be interpreted
and explained in a variety of
ways.
Relations can have limitations.
All relations have a cause and
effect.

What would be the best way to

represent a particular relationship?
Why?
Where else do we see dependent and
independent relationships?
When have you encountered
limitations?
What are the limits of mathematical
representation?
What are the advantages of function
notation?

Students will be able to do

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]

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10CH
Relations and Functions
6 days

Resources Needed:
SMART Board
SMART Lessons
My Poll Everywhere questions
6 square grid paper
Poster paper
Resources Consulted:
Alberta Program of Studies mathematics
Google

Text Book: Foundations and Pre-Calculus Mathematics 10 (Pearson)

WNCP Orchestrated Experiences for High School Math:
https://wncpactivemath.wordpress.com

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10CH
Relations and Functions
6 days

Assessments
Learning
Outcome
s

Name
Card
Questions

Unit
Test

Assignme
nts

Exit
Slips

Observatio
ns

Type

Formativ
e

Summati
ve

Summati
ve

Formati
ve

Formativ
e

Weighting

0%

90%

10%

0%

0%

PreAssessm
ent

Title

(Formative/Sum
mative)

Functions and
Relations 1:
Interpret and explain
the relationships
among data, graphs
and situations.
[C, CN, R, T, V]
Functions and
Relations 2:
Demonstrate an
understanding of
relations and
functions. [C, R, V]

PreAssessm
ent

Functions and
Relations 4:
Describe and
represent linear
relations, using:
Words
Ordered
pairs
Tables of
values
Graphs
Equations
[C, CN, R, V]

PreAssessm
ent

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10CH
Relations and Functions
6 days

Assessment Tool Overview

Assessment
Tool Title

Outcomes

Name Card
Questions
(Pre-Assessment)

Unit Test
Radical
Expressions and
Equations

Relations and
Functions: 1,
2, 4

Assignments
(5 total)

Relations and
Functions: 1,
2, 4

Brief Description

Fo
r

AS

OF

On the first day of class, students will be

asked write their names on a folded piece
of paper. On the inside, there will be a
few math questions that they will be
asked to answer. At the end of the class
the students will hand in their name cards

with their answers on the inside so I can

take a look at their current understanding
of radicals. This assessment is for
learning because it allows me to get an
idea of how much the students already
know about radicals.
A unit test will be administered at the end
of the unit. The test will cover all of the
outcomes and all the types of questions
that we went over in class. To prepare
students for their course final exam and
for diplomas later on, half of the test will
be multiple-choice items including a few
??
numerical response questions. The rest of
the test requires students to show their

work while answering a few short answer

and long answer questions. The unit test
is an assessment for learning because its
sole purpose is to examine students
overall knowledge of the entire unit. Once
they are marked, students will have a
chance to look at their mark and the test,
but they will have to return them because
the tests are secured.
The students are expected to complete
five assignments throughout the unit. The

assignments are comprised of selected
questions from the textbook. On the days
that have a lecture component, the
students will be given the rest of class
time after the lecture to work on their
homework questions. Class time is given
5
to students so they can get a head start,

Subject Area
Grade Level
Topic
Length of Unit
(days)

Exit Slips
(My Poll
Everywhere and
Paper)
-

Observations/
Anecdotal
Notes
(Throughout the
unit)

Relations and
Functions: 4

Relations and
Functions: 1,
2, 4

Mathematics
10CH
Relations and Functions
6 days

so they dont have as much homework

and also so they can ask questions to
their peers or the teacher (as learning).
The assignments are an of learning
assessment because by making them
worth marks, it motivates students to
complete their work. They act as a
formative assessment also because it
allows me to see if students have met the
learning objectives.
I would usually not make homework
worth marks, but the math department at
my host school mandates that summative
assessments for all the same classes are
the same. One of the summative
assessments is homework, therefore
because I am not teaching all of the 20-1
classes, I have to make assignments
worth 5% of the students grade.
The students will fill two different types of
exit slips on selected lessons. The
students answers will provide feedback
on what the student has learned and
taken away from the lesson. The exit slips
will be used for for learning because it
will be used as a tool to gauge where
specific students need help and what
concepts maybe need to be re-explained
to the class as a whole. They also serve
as an as learning assessment because
the following day, I will hand back the
marked exit slips and have the students
look over their answers and correct any
mistakes they made.
Both during instruction and as students
are working on their assignment
questions, observations will be noted for
each individual student. After a few
classes of taking these notes, I will be
able to determine which have less
background mathematical knowledge.
Through observation I will also be able to
see if the majority of students understand
what was taught in the lesson, this way if

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10CH
Relations and Functions
6 days

I need to review a concept, I know it do

so.
The struggling students will have more
detailed notes and I will pay closer
attention to them.

Subject Area
Grade Level
Topic
Length of Unit
(days)

Day 1 March 13

Mathematics
10CH
Relations and Functions
6 days

Day 2 March
16

Day 3 March
17

5.1 & 5.2

5.3 & 5.4

5.5

5.6

Representing Relations &

Functions

Interpreting & Graphing

Data

Graphs of Relations &

Functions

Properties of Linear
Relations

Through the use of

tables, diagrams and
words
Identify functions and
use of function
notation

Describe and sketch

a possible situation
for a given graph
Independent and
dependent variables
Domain & range

Name Card preassessment

Frayer Place Mat
Activity

- Rationalizing
Denominators
- Problem Solving
- Literal Coefficients

Movement Functions
activity

Assignment #2

Page 262
#3, 5, 6, 12
Page 270
#4-6, 12, 14, 15, 17, 20

Page 281
#4-6, 8, 10, 13, 17

Day 4 March
18

Day 5 March
19

Page 294
#4-11, 19, 21

Day 6 March
23

5.7

Review

Interpreting Linear
Functions

Vertical and horizontal

intercepts (x and y
intercepts)
Matching graphs to
situations

Warm-up question
Exit Slip + self
checklist

Warm-up question
My Poll Everywhere
exit slip

Assignment #3

Assignment #1

- Use tables of values to

represent data
- Identify linear relations
- Rate of change

Snowball Grid
Activity
Assignment #5
Page 326
Page 329

Unit
Test

Assignment #4
Page 308
#3-5 (a,c), 6, 8, 10, 12, 14,
16

Subject Area
Grade Level
Topic
Length of Unit
(days)

Assignment #5
Page 319
#4, 6, 8, 10, 13, 17, 18

Mathematics
10CH
Relations and Functions
6 days