Course: Math I



Course: Math I Unit: _____________ Task: ____________________

I. What math topics are covered within this task?

|Topic/Process |Standard |Depth, i.e. introduced, developmental, mastery |

| Perimeter/area | | |

| | | |

|Domain and range | | |

| | | |

|Intro of parabola | | |

| | | |

|quadratics | | |

| | | |

IX. Is there a need for whole-group instruction? If so, where?

Possibly to discuss sq yds to sq feet. Discussion of parabolas vs. lines, show parabola to class

X. Given that all the tasks cannot be completed within the time allowed, what parts of this task...

1. Do you feel are essential that students work?

2. Do you feel could be eliminated?

XI: Notes: suggest students write formula for perimeter as x + y = 30 in 1c

May need some review of rewriting y in terms of x

Might want some type of graphic organizer to keep track of key answers used later in the task, this would also help in assessment

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II. What pre-requisite math content is essential to success on this unit?

Areas and perimeter

units

III. What would need to previewed or reviewed in the Math Support class so that all students are successful on this task?

Perim and area, units, symmetry, converting yds to feet, and sq yards to sq feet

IV. What are some appropriate manipulatives for this task?

Graph paper, calc to model quadratics, tiles to represent fence pieces

V. How are multiple representations made available in this task?

Tables and graphs

VI. What questions do you think students might ask as they complete this task?

How to convert measurements

How big is a pot-bellied pig?

VII. What questions might teachers have as they plan this task?

When are limiting values such as 0 and 15 in the initial fence including in the Graph?

VIII: Vocabulary/Symbols Introduced: domain, range, symmetry, limiting case, degenerate rectangle, f(x), closed and open ‘dot’ on graph

Unit 1- Fiona’s Functions

Fences and Funcitons

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