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School District:Castlewood
Unit of Study Title:School Sports Showcase
Grade Level:9-12
Time Frame:17 days approximately
Key Words:Functions, Graphs
Unit Designer:Leslie Tvedt
Unit Designer
Date Added:6/14/2002 9:38:41 AM
Date Last Revised:6/14/2002 9:38:41 AM
Topic Area:Math
Peer Reviewer:Lisa Van Zee
Peer Reviewer

Brief Summary of Unit: Students will integrate technology throughout Chapter 4 in their Algebra I book. The chapter objective is functions and graphs. We will produce a school sports showcase portfolio for our final assessment. Students will do different projects related to school sports throughout the Chapter related to graphing functions. Each project is applying information from the previous lessons. They will use various graphing tools throughout each project and lesson.
Students will Understand: In this unit students will apply their knowledge of functions, relations,and graphs. Students will understand how to graph functions and relations using various tools. They will be able to tell the difference between a function and relation. Students will also be able to create a scatter plot and determine if there is a trend. Students will have lesson projects incorporating technology.

Link to Standards #1

Students will use the language of algebra to explore, describe, represent, and analyze number expressions and relations that represent variable quantities.

Indicator:1. Algebra (3): Analyze and describe situations that involve one or more variables.
2. Patterns, Relations, and Functions (1): Analyze and describe the properties and behaviors of relations and functions.
3. Statistics and Probability (1): Use various statistical models to gather data, study problems, and draw conclusions.
4. Number Sense (3): Develop Conjectures, predictions, or estimations to solve problems and verify or justify the results.
Benchmark(s):1. Analyze mathematical simulations to interpret the results of change, e.g., motion, time.
2. Analyze the relationship between dependent and independent variables.
3. Support conclusions and make decisions based on graphic and/or algebraic models of data.
4. Use estimation strategies in complex situations to predict results and to check the reasonableness of results.
Other Content Standards:1. Solve linear equations by graphing.
2. Create algebraic models to represent problem situations.
3. Use various representations of functions (example: graphs, tables, symbolic forms.)
4. Determine the domain, range of functions.
5. Determine the restrictions that must be place on the domain and range of a relation for it to be a function.
6. Create tables or graphs to interpret relations and/or functions.
7. Use scatter plots, regression lines, to model data and support conclusions.
8. Describe and represent relations from collected data using tables, graphs, and rules.

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: How can we apply the knowledge of functions and graphs to real-life situations? After graphing, is the algebraic expression a function or relation? Is the function linear or nonlinear? Does the scatter plot have a trend?
Key Knowledge and Skills Students will Acquire: Student will now be able to use paper/pencil, Excel, Internet graphing resources to graph functions and relations. They will also acquire the knowledge to know the difference. Students will now how to create scatter plots and determine what kind of a trend is occurring.
Assessment Plan: Students will be assessed daily with problems out of the book. I have also created worksheets to go along with some lessons. Students will be creating a School Sports Showcase and will be displaying this. The portfolio will be graded with a rubric. Their peers will also assess students when they work in groups. I constantly assess students during the presentation of my lessons. Students are asked questions throughout to check their understanding. Students will be given a test at the end of the chapter also.
Learning Activities: Students will be doing a variety of graphing using different applications and software. Students will also do projects throughout the Chapter relating to the School Sports Showcase. These projects include students involved in different sports. They will have to do some researching to find out information. They will also need to contact individuals to participate in the projects.
Notes:This lesson was designed around Chapter 4 in the Algebra I Integrated Approach (South-Western Education Publishers). Some ideas were adapted from this textbook. They have been modified and applied to technology.
Internet Resource Link:

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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