Alan, Sam, Olivia, Roma, Whitney, Sydney

Unit Plan: https://curriculum.newvisions.org/math/course/algebra-i/modeling-with-

functions/

● Discuss essential questions and goals for curriculum, the 7 developmental

needs, and a student-focused instructional strategies that may or may not apply
to this unit plan. And, post this summary here.
○ This unit plan is designed for students in Algebra I, and it has to do
with modeling with functions. The goal of this unit plan is for
students to see relationships between variables in different ways, to
recognize that there is a special kind of relationship we call a
function, and to understand properties that are special to functions
of all different types. A few ways to show the relationship between
different variables is with graphs and tables. Another aspect of this
unit is unit conversions, and the purpose of unit conversions is to
develop an understanding of relationships between different
quantities. A few questions posed with this unit are “How can we
model real life situations?” and “How do we measure change?”.
These questions are pretty broad, but they promote ideas that
students can think about while learning the topics. There is potential
for the seven developmental needs to be met, but all of the activities
are not defined in the unit plan. The need for physical activity is the
first developmental need, and throughout this unit, students might
have to move around to work with classmates on various activities to
do with the topics. The need for competence and achievement is the
second developmental need, and students could experience this
when they are assessed. The need for self-definition and the need for
creative expression might be present in the unit, but it is hard to say
because it depends on how the teacher conducts the activities. The
need for positive social interaction could be met if students work
together to solve problems and if the teacher answers questions in a
helpful way. The need for structure and clear limits can be seen with
the time associated with each lesson. The unit plan divides the big
ideas into a certain amount of days. The need for meaningful
participation could be met if students are using prior knowledge to
help them develop an understanding of the content that they are
currently learning.
● Is the unit based off of your content “essential questions” that need to be
answered?
○ “How can we model real life situations?”
■ For the first essential question, there are a few ways that
question can be answered in the unit. For example, the unit
introduces graphs and how they represent independent and
dependent variables and rates of change. This is one way the
question is answered. The unit plan also has us view
relationships from the viewpoint of functions. The applicable
nature of graphs, variables, etc gives the teacher a lot of
Alan, Sam, Olivia, Roma, Whitney, Sydney

creative freedom for activities to make the content more

relevant.
○ “How do we measure change?”
■ For the second essential question, the unit plan provides clear
cut examples that give students a way to measure change. The
unit allows for students to see change through a graph, table,
or sequence. The students are then given space to calculate
the rate of change and state it with the units in context of the
problem, which connects to the first essential question.
Afterwards, the students are encouraged to draw comparisons
between other interpretations of change, giving them a deeper
understanding of how change connects to everyday life.
Overall, this unit plan gives clear instructions on how to
measure change in a multitude of different ways throughout
the five weeks this plan is taught. The goals of this unit are
clearly met and the questions are answered in such a way that
gets students involved and engaging in an academic mindset.
● Does the unit identify what we want the students to know and understand prior
to instruction?
○ Yes, at the beginning of the unit plan it is explained what the
students need to know through big ideas and tasks listed. There is
also a section called “evidence of understanding”. This is basically
the same thing as what the students will be able to do after the
lesson is completed. Although the main statements seem broad
using words like “determine” and “analyze” under those main
points, the plan explains exactly how the students will show they
know the topics.
● Does the unit have objectives that apply to the essential questions; using the
SWBAT method
○ Yes, there is a section within the plan that lists how the students can
show evidence of understanding. Although it does not explicitly say
“students will be able to…”, it uses language like define, determine,
analyze, and more. Also, while the overall objectives are more
general, more specific explanations of what the students should
accomplish are listed underneath each point. Additionally, the plan is
tied to the state standards, including major, supporting, and
additional objectives. It could be improved by changing the word
“recognize” to something that can be assessed.
● Does the unit include examples of student-focused instructional strategies?
○ Yes, the plan has a section for the teacher to assess the learning
going on throughout the unit. Strategies include homework,
classwork, and an end of unit assessment. However, as this is a unit
plan and not a lesson plan, it is difficult to determine whether the
activities will actually be student-focused but rather content led.
● Are students provided with opportunities to construct meaning by connecting
prior knowledge to new material?
Alan, Sam, Olivia, Roma, Whitney, Sydney

○ Yes, the lesson plans include homework and other practice problems
that help students recall concepts they learned in elementary or
middle school that are necessary for what they are now learning in
high school. There is also an assessment labeled “Re-Engagement
Lessons” that takes the students back through a topic already
learned.