# Moving Straight Ahead Unit Plan by LV5gcfAR

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```									                                           Instructional Unit Plan

Content Area(s): Mathematics                       Implementation Dates:
MOVING STRAIGHT AHEAD                              Aug.8-Sept. 16, 2005

Unit Focus: Algebra
Linear Relationships: Rates, Solving & Writing Equations, Patterns and Predictions, Drawing Tables
& Graphs

Vocabulary:
Essential Terms Developed In Unit:

Coefficient, coordinate pair, linear, linear relationship, point of intersection, rise, run, slope, y-intercept

Terms Developed In Previous Units:

independent/dependent variables, data, prediction, linear relationship, pattern, function, quantities,

coordinate graph, x & y-axis (axes), rate, ratio, factors, equation, intersect, table, variable, inverse

operations, intersection, graph, coordinate graph

Concepts:

o       Recognize & represent the relationships among variables in a variety of ways
o       Identify variables & determine an appropriate range of values for independent/dependent
variables
o       Collect data & use patterns in tables and graphs to make predictions (interpret data)
o       Recognize that linearity is associated w/ a constant rate of change b/w 2 variables
o       Find the slope & y-intercept of a linear equation & interpret the meaning of each
o       Write a linear equation w/ the slope & y-intercept
Skills:

o Basic operations using integers (mult. /div. Add/sub.)
o Solve for a missing variable (use symbols to represent relationships b/w variables)
o Graph data on a coordinate graph
o Understand the meaning of parallel and intersecting lines
o Compute and interpret ratios
o Find rates of change b/w variables
o Write equations/’rules’ based on a linear pattern
Instructional Unit Plan
Learning Activities – Description of the learning activities that will develop the knowledge and skills required
by the performance standard:
1. Investigation 1-Predicting from Patterns
o Problem 1.1b- Bouncing Balls
Applications: 1-8
Extensions: 9
Math Reflections: 1
Big Math Idea-Summary:
How do we identify, represent, and interpret linear relationships in tabular, graphical,
and symbolic?
2. Investigation 2- Walking Rates
o Problem: 2.1- Walking to the Yogurt Shop
Connections: 14-17
o Problem 2.2- Changing the Walking Rate
Applications: 1-5 / 7-9
o Problem 2.3- Walking for Charity
Applications: 6
Connections 18-20
o Problem 2.4- Walking to Win
Applications: 10-12
Assessment: Check-Up
o Math Reflections: 1-5
o Big Math Idea- Summary:
How do we write and interpret linear equations in y = mx + b form.
3. Investigation 3- Exploring Lines with a Graphing Calculator
o Problem 3.1 Getting to the Point
Connections: 24-26
o Problem 3.2 Graphing Lines
Applications: 1-4 & 6
Connections: 18-21
Extensions: 28 & 29
o Problem 3.4 Planning a Skating Party
Part 1
a. Applications: 5-8
b. Connections: 22-23
Part 2
a. Applications: 9-17
b. Assessment: Quiz A
o Reflections: 1, 2, & 3
o Big Math Idea- Summary:
How do we find and interpret the point of intersection of two lines?
4. Investigation 4- Solving Equations
o Problem 4.1- Paying in Installments
Applications: 1-8
Connections: 12 & 13
o Problem 4.2 - Using the Symbolic Method
Applications: 9,
Connections: 14
o Problem 4.3 - Analyzing Bones
Applications: 10
Connections: 15
o Math Reflections: 1
o Big Math Idea: Summary
What does the x and y intercepts mean in a equation
Instructional Unit Plan

6.   Investigation 5 – Exploring Slope
o    Problem 5.1
o ACE Questions: 14-16
o Connections: 17-20
o Extensions: 26
o    Problem 5.2
o ACE Questions: 14-16
o Connections: 17-20
o Extensions: 26
o    Big Math Idea-Summary
How do find the slope of a line. How do we interpret slope as a ratio of vertical change to
horizontal change.

7. Investigation 6 -    Writing an Equation for a Line
o Problems 6.1
o ACE Questions: 1-13
o Problem 6.2
o ACE Questions: 14-16
o Connections: 17-20
o Extensions: 26
o Problems 6.3
o Connections: 21-25
o Extensions: 27-30
o Big Idea: Summary
o Identify x- and y-intercept from a graph or an equation.
o District Assessment

Description of the Assessments that will be used to provide evidence of student learning that targets the
standards:
 Formative Assessment 1
 Unit Test
 Check-Up
 Quiz

Description of the rubrics or criteria that will be used to assess student performance:
 See Attachment

Unit Resources:                                                 Tape
CMP Books                                         Graphing Calculators
Balls                                             Computers/ Excel
Meter sticks
Chart Paper                                      Microsoft Excel
Markers/yarn                                     Graphing Calculators
Lab Sheets                                       GMI website
Transparencies
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New Mexico Content Standards, Benchmarks and Performances
Strand 1: Number and Operations
Standard: Students will understand numerical concepts and mathematical operations
5-8 Benchmark 1: Understand numbers, ways of representing numbers, relationships among numbers,
and number systems

Strand 2: Algebra
Standard: Students will understand algebraic concepts and applications.

5-8 Benchmark 1: Understand patterns, relations, and functions
 Move between numerical, tabular, and graphical representations of linear relationships.
 Use variables to generalize patterns and information presented in tables, charts, and graphs:
o Graph linear functions noting that the vertical change per unit of horizontal change (the slope of the
graph) is always the same
o Plot the values of quantities whose ratios are always the same, fit a line to the plot, and understand
that the slope of the line equals the quantities

5-8 Benchmarks 2: Represent and analyze mathematical situations and structures using algebraic symbols.
 Demonstrate the difference between an equation and an expression.
 Graph solution sets of linear equations in two variables on the coordinate plane.
 Formulate and solve problems involving simple linear relationships, find percents of a given number,
variable situations, and unknown quantities.
Use symbols, variables, expressions, inequalities, equations, and simple systems of equations to
represent problem situations that involve variables or unknown quantities.

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