TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: | |PLAN CODE: |M11.2.2 |

|writer: |R. Jameson |Course/subject: |Algebra II |

|Grade(s): |11 |Time allotted for instruction: |1-2 class periods on block schedule |

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|Title: |Predictions and Conclusions in Functional Relationships |

|Lesson TOPIC: |Making predictions and critical judgments from functional relationships |

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|TAKS Objective: |Objective 1: The student will describe functional relationships in a variety of ways. |

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|FoCUS TEKS and Student Expectation: |A.1E Students will interpret and make decisions, predictions, and critical judgments from |

| |functional relationships. |

|Supporting TEKS and Student Expectations: |A.1A Describe independent and dependent quantities in functional relationships. |

| |A.1D Represent relationships among quantities using concrete models, tables, graphs, diagrams, |

| |verbal descriptions, equations, and inequalities |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Prediction |A statement of what someone thinks will happen in the future |

|Functional relationship |A relationship between two sets of numbers or other mathematical objects where each member of the first|

| |set is paired with only one member of the second set. Functions can be used to understand how one |

| |quantity varies in relation to (is a function of) changes in the second quantity. |

|Metacognition |The knowledge of one's own thinking processes and strategies, and the ability to consciously reflect |

| |and act on the knowledge of cognition to modify those processes and strategies. |

|Critical judgment |The cognitive process of reaching a decision or drawing conclusions |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus Activity: Group Activity I

Teacher will divide class into groups of 3-4 students. Teacher will distribute Group

Activity I handout. Groups will study the handout and answer the given question

(drawing a conclusion from a given graph). Each group will assign one member to present the group’s conclusion to the class. Teacher will facilitate discussion of the thinking processes and steps which each group used to arrive at their conclusion(s).

Goal of this activity is:

(1) To facilitate student awareness of metacognition (i.e. thinking about how they were thinking as they arrived at a conclusion regarding the graph).

(2) Assess scope and depth of student understanding in analyzing a graphical representation of a functional relationship.

(3) Review basic language and constructs of functional relationships (independent – dependent variables, increasing, decreasing, slope, etc.)

B. Instructional activities

Teacher will guide class through PowerPoint Presentation A.1E entitled Predictions & Conclusions in Functional Relationships. This activity will introduce the students to the concept of making predictions and drawing conclusions with functional relationships. The PowerPoint will also familiarize the students with the types of questions they will encounter on the TAKS to assess this skill.

Teacher will give examples of functional relationships which can be represented by a graph, a table, or both. Examples include:

Draw a quadrant I graph and label the x axis “distance” and the y axis “speed”. Give a narrative of your driving speed as you drive to school each morning. As you narrate, create an appropriate graph to represent your driving speed as you drive to school each morning.

Using a table of data such as stats from a baseball game, create a graph to

represent the data. As a class, use the graph to make predictions and draw conclusions regarding individual players.

C. Guided activity or strategy: Group Activity II

Divide students into groups of 3-4. Distribute Group Activity II Cards A – E. Each

group will read the scenario on their given card and represent that scenario graphically. Groups must decide how to label the axes and draw lines in which the slope appropriately represents the situation in respect to the labels chosen. Once the group has agreed upon a sketch, they will transfer their graph to large poster board or 3M 20 x 23 post-it notes (or butcher paper). Each group will present their scenario and (large) sketch to the class, interpreting each segment of the graph. The group will answer any questions.

Guiding Questions (to engage students in mathematical thinking)

• Are there other labels you could have chosen for your axes?

• What other labels did you consider for your x and y axes?

• Why did you choose the labels you chose?

• How would the graph change if you used a different label?

• What does a steep slope represent on this graph?

• What does a straight line represent on this graph?

Groups will be graded using Group Activity II Structured Observation Form.

D. Accommodations/modifications (none)

E. Enrichment

Exchange activity cards with another group. Study the scenario on the card as

well as the graph which was generated by the previous group. Each group will

then generate a different graphical representation of that scenario, by assigning

different labels to the axes. Draw the new graph. Then compare and contrast the

two graphical representations, discussing similarities and differences.

II. STUDENT PERFORMANCE

A. Description

Teacher should prepare copies of all handouts before class begins.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Quiz A.1E Predictions & Conclusions in Functional Relationships

B. Rubrics/grading criteria

|# missed |Grade (%) |

|1 |90 |

|2 |80 |

|3 |70 |

|4 |60 |

|5 or more |50 |

C. Accommodations/modifications

D. Enrichment

IV. TAKS Preparation

A. Transition to TAKS context:

Teacher will first introduce students to TAKS content by using PowerPoint A.1E.

Student mastery of TEKS A.1E will be assessed with Quiz A.1E.

B. Sample TAKS questions

The graph shows the number of gallons of gas used by Maria’s car as a function of

the number of miles driven.

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About how many gallons of gas will Maria need for a 170 –mile trip?

A 7 gal

B 8.5 gal

C 9.5 gal

D 11 gal

V. Key Vocabulary

Functional relationship

Slope

Independent variable

Dependent variable

Increasing

Decreasing

Prediction

VI. Resources

A. Textbook Prentice Hall Texas Algebra 2

Page(s) 167, 325, 385, 445, 486, 590, 702, 709, 774

B. Supplementary materials

C. Technology



VII. follow up activities

Although this lesson plan focuses on interpreting and making predictions from functional relationships in the form of tables and graphs, this teks could be assessed in other forms. For example, a functional relationship might be presented as a list of ordered pairs and students asked to make critical judgments from the list.

Brainstorm various forms of functional relationships with the class and engage them in developing examples of potential taks questions.

VIII. Teacher Notes

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