Unit Title: Functions Grade Level(s): 8th

Subject/Content & Topic Area(s): Mathematics

Key Words: linear functions, real world application

Designed By: Katie Jeffrey Time Frame: 2-3 weeks

School District: CCAE School: Michigan Collegiate

MS
Brief Summary of Unit (including curricular context and unit goals):

This unit develops the understanding that a function is a rule that assigns to each input exactly one output.
Real world problems, tables, graphs, and equations are used to model linear function relationships. Non-
linear functions are introduced to contrast with linear functions.

Students will complete two performance tasks. In one performance task they will sort graphs based on each
graphs attributes. The second performance task, students will figure out the time to will take to charge two
electronic devices. Students will model using a table, graph or equation.
 Understanding by Design
Final Design Template

Title: Intro to Functions Subject/Course: Mathematics/Pre-Algebra

Topic: Functions Grade: 8th

Designer(s): Katie Jeffrey

Stage 1—Desired Results

Established Goal(s): Content Standards & Benchmarks (written out or paraphrased)
8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.1
8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions). For example, given a linear function represented by a
table of values and a linear function represented by an algebraic expression, determine which
function has the greater rate of change.
8.F.B.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g.,
where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.

Enduring Understanding(s): Big Ideas Essential Question(s):

Students will understand that… How do you use patterns to understand

mathematics and model situations?
Relationships are expressed in more than one
way. Why is it important for me to examine and
understand linear relationships?
Patterns are used to make generalizations.
How are relationships expressed?
Mathematical models are used to represent real
life situations. How can you use mathematical models to make
decisions?
That linear functions have certain characteristics.
How are linear relationships used to represent
Linear relationships offer multiple approaches to situations in the real world?
solving real world problems in optimization and
decision-making
(Knowledge)
Students will know…
 Functions can be represented using
tables, graphs, equations and contexts.
 Graphs can be discrete or continuous,
increasing or decreasing, linear or non-
linear.
 If relations represented by ordered pairs,
mappings, tables, equations, and graphs
are functions.
 Functions can be non-linear.
 Functions can be described using domain
and range.
(Skills)
Students will be able to…
 Tell whether graphs are discrete or
continuous, linear or non-linear, and
increasing, decreasing, both, or neither.
 Tell stories to describe graphs
 Write ordered pairs and tell whether the
relations are functions
 Determine whether graphs, equations, and
situations represent functions
 Identify dependent and independent
quantities in problem situations
 Complete tables and graphs for problem
situations
 Create graphs of data in tables
 Write equations in two variables to model
situations
 Use given equations, graphs and tables to
answer real world questions
 Complete tables and graph given functions
Stage 2-Determine Acceptable Evidence
Performance Task(s)* (2-3 tasks):

Task 1 Sorting Graphs

Students describe and interpret graphs that are discrete or continuous, linear or nonlinear, and
increasing, decreasing, neither increasing or decreasing, or both increasing and decreasing. They will
distinguish among the characteristics of graphs by completing a sorting activity. The activity guides
students to the realization that the graphs of all of the sequences are discrete graphs, and more
specifically, the graphs of sequences are discrete linear graphs. Next, students are presented with
two contexts and two piecewise graphs that represent those contexts. Because the graphs are
composed of line segments only, students will use the fact that linear graphs represent constant rates
of change in order to calculate the rate of change for each piece of the graph and describe how it
relates to the given context. Students are then presented with a basic context and two different
numberless graphs representing the context. Students will write “stories” to describe the context in
more detail by interpreting the information from the graphs.

Task 2 Charging Batteries

Given a rate of charging for two electronic devices, determine how charged each device will be after
60 minutes. Then determine how long it would take for each device to charge 100% using a table,
graph or equation. You will then share your response with your small group.
This task has students engaging in a simple modeling exercise, taking verbal and numerical
descriptions of battery life as a function of time and writing down linear models for these quantities.
To draw conclusions about the quantities, students have to find a common way of describing them.
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):
Students will be addressed formatively during daily lessons
Students will demonstrate understanding through exit tickets, work samples, teacher observation and
test and quizzes and products form performance tasks.

Student Self- Assessment and Reflections:

At the end of the unit, student will complete a written response to discuss their learning. Students will
answer the following questions.
1. What do you now know about functions that you did not know before?
2. What do you still have questions about?
3. How can you use mathematical models to make decisions?
4. How are linear relationships used to represent situations in the real world?

Students will spend a few minutes reflecting on learning by rating their learning at the end of each
section.
Students will indicate their current understanding by checking their level of understanding.

______ I can do this by myself and can explain it

______ I can do this by myself

______ I can do this with help

Performance Task Blueprints-Provide a blueprint for at least one task.
What understandings and goals will be assessed though this task? What essential questions
will be uncovered in this performance task?

Students will understand that…

Relationships are expressed in more than one
way.

Mathematical models are used to represent real

life situations.

Linear relationships offer multiple approaches to

solving real world problems in optimization and
decision-making

Essential Questions:
How do you use patterns to understand
mathematics and model situations?

How can you use mathematical models to make

decisions?

How are linear relationships used to represent

situations in the real world?

Through what authentic performance task will students demonstrate understanding? Describe
task(s) in detail so students clearly understand the expectations. (Optional use of GRASPS here)

Task

Sam wants to take his MP3 player and his video game player on a car trip. An hour before they plan
to leave, he realized that he forgot to charge the batteries last night.

At that point, he plugged in both devices so they can charge as long as possible before they leave.
Sam knows that his MP3 player has 40% of its battery life left and that the battery charges by an
additional 12 percentage points every 15 minutes.

His video game player is new, so Sam doesn’t know how fast it is charging but he recorded the
battery charge for the first 30 minutes after he plugged it in.
a. If Sam’s family leaves as planned, what percent of the battery will be charged for each of the two
devices when they leave? Explain your reasoning.

b. How much time would Sam need to charge the battery 100% on both devices? Explain your
reasoning.

What student products and/or performances will provide evidence of desired

understandings?

Students will submit performance task and

explanation including their solutions to both
questions.

Students will also share solutions and reasoning

in small groups.

By what criteria will student products and performances be evaluated? Provide

standards or rubrics by which the task will be judged.

Product Performance
See attached Problem Solving Rubric Students will share their solutions and
explanation in small groups.

Students should include:

 Their solution to the problem
 Representation they chose (table, graph or
equation) and why they chose that
representation.
 Explanation of how representation was
developed.
Stage 3-Plan Learning Experiences and Instruction

Learning Experiences: Consider the WHERETO elements.

 Sequences and terms in a sequence are introduced. Sequences that involve numbers,
figures, and letters are provided, and students determine the next term in each
sequence. Different contexts and diagrams are provided for students to develop an
understanding of sequences. It is important that all students discuss all problems, as
each problem demonstrates a different type of pattern. Next, students will write
sequences from written contexts only. In the last problem, students summarize the ten
sequences generated in this lesson, first by documenting whether each sequence was
increasing or decreasing, and then by defining the growth pattern of each sequence.

 Performance Task 1- Sorting Graphs

Students describe and interpret graphs that are discrete or continuous, linear or
nonlinear, and increasing, decreasing, neither increasing or decreasing, or both
increasing and decreasing. They will distinguish among the characteristics of graphs
by completing a sorting activity. The activity guides students to the realization that the
graphs of all of the sequences are discrete graphs, and more specifically, the graphs
of sequences are discrete linear graphs. Next, students are presented with two
contexts and two piecewise graphs that represent those contexts. Because the graphs
are composed of line segments only, students will use the fact that linear graphs
represent constant rates of change in order to calculate the rate of change for each
piece of the graph and describe how it relates to the given context. Students are then
presented with a basic context and two different numberless graphs representing the
context. Students will write “stories” to describe the context in more detail by
interpreting the information from the graphs.

 The terms relation and function are defined. Relations are represented as mappings,
sets of ordered pairs, tables, sequences, graphs, equations, and contexts. Students
analyze mappings, ordered pairs, tables, and sequences. They will determine whether
these relations are functions according to the definition of a function. Next, students
determine whether different real-world contexts represent functions. Relations are
presented in graphical displays and the vertical line test is introduced. Students will
analyze graphs and use the vertical line test to determine whether the various displays
are functions. In the next activity, students determine whether equations are functions
by substituting values for x into the equation, and then determining if any x-values can
be mapped to more than one y-value. Finally, students solidify their understanding of
functions by completing a sorting activity; relations are represented seven different
ways, and students must determine whether or not they are functions.

 A situation is described and students answer related questions, complete a table of

values using the answers to the questions, define a variable, and write an expression
that can be used to generate additional values. The expression is used to answer
questions and students will then graph the situation using the table of values. They will
conclude that the graph of the relation is a function and any function whose graph is a
straight line is a linear function. The term independent variable and dependent
variable are introduced. Several questions focus on the relationship between the
dependent and independent variables.
 Tables, graphs, and equations can provide different representations of the same
problem situation. Students will create equations, tables, and graphs to solve this
problem situation. Students then summarize the advantages and disadvantages of
using each representation in a graphic organizer.

 Problem situations can be compared both algebraically and graphically. Students

compare and analyze the U.S. Shirts and Hot Shirts Problem situations algebraically
and graphically. They will then write a response that compares the pricing plans for the
two companies and predict how the pricing by Hot Shirts will affect the business of
U.S. Shirts. Problem situations are represented using sentences, a table of values,
equations in two variables, and a graph. Estimation is used to determine the value of
expressions that involve decimals which are otherwise difficult to calculate. Students
will estimate the value of expressions that involve decimals. Students also determine
the initial value for a number when given the final result.

 Students explore functions that are not linear such as absolute value functions,
quadratic functions, and cubic functions. They will first evaluate each function for given
values. Next, they use an equation to generate a table of values, and then use the
table of values to graph the function. Students will determine that each graph is
function different than a linear function and answer related questions.

 Performance Task 2 Charging Batteries- Given a rate of charging for two electronic
devices, determine how charged each device will be after 60 minutes. Then
determine how long it would take for each device to charge 100% using a table, graph
or equation. You will then share your response with your small group. This task has
students engaging in a simple modeling exercise, taking verbal and numerical
descriptions of battery life as a function of time and writing down linear models for
these quantities. To draw conclusions about the quantities, students have to find a
common way of describing them.

 Student Self Assessment

Including the following questions:
1. How mathematical models used in my life?
2. What did I learn during this unit?
3. What questions do I still have?