Digital Unit Plan Template

Unit Title: Functions Name: David Rodriguez

Content Area: Math Grade Level: 9
CA Content Standard(s)/Common Core Standard(s):
CCSS.MATH.CONTENT.HSF.IF.A.1
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the
range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the
equation y = f(x).
CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs
showing key features given a verbal description of the relationship.
CCSS.MATH.CONTENT.HSF.IF.B.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

Big Ideas/Unit Goals:

 Students will demonstrate the importance of mathematical functions and the purpose they serve in real life by constructing their own functions given
the required data.
 Students will become familiar with the appropriate terminology used and needed to understand the concept of a function.
 Students will understand the role and the importance that the domain and range play in finding a possible relationship between the input and output of
a function.
 Students will learn how to find the slope and y-intercept of a linear function.
 Students will be able to draw a function on a graph and interpret the quantitative relationship that may exist between its input and output.
 Students will be able to identify whether a function is indeed a function by performing the Vertical Line Test.

Unit Summary:

For this unit, students will be learning about functions and the importance they play in our every everyday life. In beginning this unit, students will complete a
KWL chart. They will discuss what they may know about functions with their partners and share what they want to know about functions with the class. At the
end of the unit, students will write down what they learned on their chart and turn it in for points.

Because of the complexity of functions and the highly technical terms students will encounter in working with functions, I wrote a list of vocabulary terms that
are important in defining and understanding the way functions are graphed and interpreted. There is a vocabulary quiz I expect students to finish early in the
unit. The vocabulary quiz is available on Quizlet, which students can find the link to on this unit’s webpage.
As the unit proceeds, students will look at the way in which functions are constructed and analyze its components. The breakdown of functions is important as it
allows students to read a function and understand what each component of a function represents. The two components that students must understand in a linear
function are the slope and y-intercept. The slope is the rate of a change in a function while the y intercept is the independent variable. Students will be able to
better understand these concepts by reviewing the online teacher lecture, graphic organizer, guided notes and other online activities available to them via this
unit’s webpage.

Students should also be able to graph and define any key features of linear functions. Some key features that students must find in every graph are its y-
intercept and slope. In defining these two components of a function, students can plot the function on a graph and make out any other important key
characteristics or inconsistencies. Students will be able to demonstrate their knowledge of this unit, when taking the Unit test that is also available to them via
this unit’s webpage.

Assessment Plan:
Entry-Level: Formative: Summative:
 KWL Chart  Quizzes  Group presentation on applications of
 Group and Class discussion on KWL Chart  Group Tests/ Activities Linear functions
 Graphic Organizer  Unit test
 Daily Homework
 Guided notes

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:
The objective of this lesson (Assessments): To
is to define what a function accompany the online For lesson 1 of this unit, I have provided an online presentation. The presentation addresses a multitude
is and the role it may play lecture, I provided guided of important components that will be elaborated on later in the unit. The Prezi I provided touches on
in everyday society. The notes that students must information regarding important vocabulary, the vertical line test, and the application of a function.
teacher lecture also download and complete. Along with the presentation, I provided a link to guided notes that I made and are to be completed with
addresses important the lecture.
vocabulary students must
learn to fully comprehend
the unit.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
The objective of the The Webercise itself is an
webercise is to have assignment students’ must For lesson 2 of this unit, I am requiring students to complete a webercise. The webercise consists of
students use the web and complete for class points. having students search the web to find the answers to questions I have given them in the document I
utilize their resources to prepared. The webercise is composed of questions that students must know prior to the beginning of the
answer questions next lesson in the unit. Some topics the webercise addresses includes having students differentiate
regarding key between a positive and negative trending graph.
characteristics of functions.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
The motive for the third The graphic organizer
lesson is to have students walks students through the For lesson 3, students are required to complete a graphic organizer. The main purpose of the graphic
learn to graph a function. process of rewriting a liner organizer I constructed is to have students think in a structured manner. The graphic organizer leads
function into slope students into finding the slope and y-intercept of a function prior to graphing. After students have set the
intercept form and function in slope intercept form, found the y-intercept, and the slope, students are able to graph. I also
graphing the function on a give students clear directions on how to graph.
graph.
Unit Resources:
quizlet.com/286335166/math-graphing-functions-vocab-quiz-flash-cards/
www.quia.com/quiz/6813287.html
https://prezi.com/view/V1YAGAqugzGFLEh42jsh/

Useful Websites:

https://www.khanacademy.org/commoncore/grade-HSF-F-IF
Review important information on how to appropriately interpret functions.

https://www.desmos.com/calculator
Graph functions using this online tool

https://www.onlinemathlearning.com/linear-function-games.html
Games and activities that help students understand the different components of a function.