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Objective 1.02
Use the quadratic relations (parabola, circle, ellipse, hyperbola) to model and solve problems;
justify results.
Solve using tables, graphs, and algebraic properties.
Interpret the constants and coefficients in the context of the problem.
Objective 2.01
Use functions (polynomial, power, rational, exponential, logarithmic, logistic, piecewise-
defined, and greatest integer) to model and solve problems; justify results.
Solve using graphs and algebraic properties
Interpret the constants, coefficients, and bases in the context of the problem.
Objective 2.04
Use the composition and inverse of functions to model and solve problems.
Supporting/Repeating Standards:
NCSCS Standards (Math 3)
NCSCS 2.04 Use the composition and inverse of functions to model and solve problems.
Pre-Requisite Skills/Knowledge
Ability to add, subtract, multiply and divide fractions
Ability to make sense of numbers in context
Use of a TI-83 or advanced calculator tool
using inverse operations is a way to keep How can I evaluate any function in
expressions balanced the 4 types of ways?
functions may be described using certain
properties or characteristics
Students will know Students will be able to
Vocabulary Manipulate functions to represent
Domain real world situations
Range Analyze all functions using the
Symmetry Even, Odd, Neither properties of the unit
Boundedness Apply correct use of interval
Continuity notation throughout the course
Discontinuity Jump, Removable, and
Infinite I can statements:
Extrema I can apply the use of function
Absolute Minimum/Maximum notation
I can analyze domain restrictions
Relative Minimum/Maximum
of any given function
Reduce
I can define and apply all
Expression
properties of functions
Interval Notation I can transform and graph all
Piecewise Functions functions on the Cartesian
Justify coordinate plane
Transformation I can create continuous piecewise
functions
I can figure out the inverse of any
function
How do these desired results align with your class vision?
My Big Classroom Goal is that all of my students in PreCalculus will be mathematically
confident problem solvers and decision makers who are ready for success in college math or
Advanced Placement Calculus. Understanding the properties and vocabulary language used is
one of the first pieces to being successful in college mathematics.
Unit Plan Grosse
Assessment/Evidence
Explain any performance tasks you will use (major projects and core task, i.e., common
assessments):
Analyzing Parent Functions Booklet: On day four, students will engage in a summative review
activity that requires them to engage with all of the parent functions they learned throughout the
unit. Students are required to graph and analyze each function using the properties studied.
Common Assessment #1: Students will be able to demonstrate their mastery of concepts on a
common assessment which pulls questions provided by the North Carolina Master Catalog.
Questions are similar to those they will see on their Final Exam.
Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples &
observations):
Unit Journal Entries: Meaningful class routines are essential for student growth and success.
According to the City University of New York, writing is a way to engage students in open-
ended thinking about Mathematics (CUNY). On the days indicated, students are required to
complete a journal entry where they write about a problem, how they would solve it, and how
they would show an absent classmate or important person in their life how to figure it out in their
own words. Students have been given the following grading criteria in order to assess their
writing skills. A score of a 4 or 5 indicates mastery of the days writing goal. This scoring guide
is included in the other handouts section.
Individual Exit Ticket: Students will be required to complete an exit ticket on day two as a
checkpoint for their understanding of the reciprocal and quotient identities. Students will not be
required to justify answers, yet. The data from this exit ticket provides me with meaningful
feedback about the concepts students are struggling with. Based on my experience from previous
years, it might be necessary to provide learners with opportunities during Do Nows to simplify
scaffolded algebraic problems before using the trigonometric identities.
How do these assessments measure your students progress toward your classes big
goal(s)?
In order to measure progress toward our Big Goal, students should be performing on a level
where they can earn an A or a B on unit assessments. On this assessment, I have labeled each
section with the appropriate objective number from the unit as well as the amount of total
possible points earned. Questions are scaffolded and eventually incorporate multiple objectives
within the expressions. Released North Carolina Final Exam questions are included in this
assessment.
Unit Plan Grosse
Day 2: I can analyze domain of any given function with interval notation
(I) Do Now
(II) Lesson Exploration Domain Rules
(III) Guided Practice Algebraically analyzing domain (2 rules)
(IV) Practice: Partner Activity Little Slips
(V) Exit Ticket Students must be able to independently solve a problem that includes both
domain restrictions at >80% mastery
Day 5: I can transform all parent functions and describe changes to graphs
(I) Do Now
(II) Transformations Foldable
(III) Practice: Matching Activity
(IV) Exit Journal: Students will be shown a sample student response. They will be required to
justify the steps that are shown and identify and fix any mistakes the peer made.
Day 6: I can transform all parent functions and describe changes to graphs
(I) Do Now
(II) Transformations Foldable
(III) Practice: Matching Activity
(IV) Exit Journal: Students will be shown a sample student response. They will be required to
justify the steps that are shown and identify and fix any mistakes the peer made.
(I) Do Now
(II) Guided Notes and Sample Questions
(III) Unit Project Work Time
5 Student response exemplifies a complete and accurate response. There are little to no
4 Student response shows intense effort. All prompts are addressed, but there is one error.
3 Student response indicates effort to address prompt. Two or more errors exist, but once
2 Student effort does not represent mastery of concept or skill. Communication is lacking.
1 Student lacks effort, but addresses at least one part of the prompt.
0 Student response does not address the prompt and deviates from the requirements given.
Unit Plan Grosse
References
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The City University of New York. Powerful Routines for the Math Classroom. Retrieved from:
http://urauthoring01.cuny.edu/main/wp-content/uploads/sites/4/media-assets/CCF-Math-
Routines-for-Math-Class.pdf