Digital Unit Plan Template

Unit Title: Equations to Graph Name: Sandra Padilla

Content Area: Mathematics Grade Level: 9th Grade

CA Content Standard(s)/Common Core Standard(s):

• Understand solving equations as a process of reasonong and explain the reasoning.

o 1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting
from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
• Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear
only]
o 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales.
• Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on
arithmetic and geometric sequences.]
o Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain
exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to
the input x. The graph of f is the graph of the equation y = f(x).
• Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic]
o 1. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the
quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts;
intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.
Big Ideas/Unit Goals:
• Students will develop an understanding of how graphs are used and how to make equations that correspond to them.
• Give the class an idea on how having a coordinate plane and order pairs can be useful to the outside world.
• Students will be able to identify the type of graph and graph it by observing the equation, and vice versa.
• Students will be able to explain in detail to a friend or classmate the reason why is graphing is important.
 • Why are graphs different when just modified the equation a little?
• How is graphing an equation related to the real world?
• Why do different equations outputs a different graph, always?
Unit Summary:
Students will be able to explain to other students how to graph equations on a coordinate plane and using ordered pairs. They would be
introduced a number line and how it would have a similar approach to a coordinate plane. Students will be able to see how each
equation/function can be graphed by using order pairs. They are going to explain what was observed during their actives to their partners
before explaining to the whole class. Throughout the lessons, students will have an understanding of how a linear, quadratic, exponential,
etc. would look like. Towards the end of the unit lecture, each student would have a representation of the graph by just observing the
equation. Have a fun project to where the students would have a scavenger hunt, but remembering was the coordinates are so they can
make an equation or know the equation but find the order pairs to the next clue. Finally show the class, why the coordinate plane is
essential when going to other math levels. Provide them with a brief explanation of a unit circle.
Assessment Plan:
Entry-Level: Formative: Summative:
• Activity- Going to make a real life o Admit Slips • Final Destination-Make a creative
graph and hold a rope and drop it to o Quizzes- When knowing the concept graph on what they have learned
the ground to see what they have of each graph. To see the process throughout the unit.
created. that is made. • Presentation- Walk around to see the
• Discussion- The observation they o Graphic Organizer- how to graph a final creative graphs from each
have made from their own graph and specific line on a graph. student.
points they have created. o Survey- Have the chance to earn
• Brainstorm on the information that points and for the teacher to see
the students know already. what they know and do not know.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): Ø Class will begin with a admit slip that is the lecture from the previous day.
1. Students will be Ø Guided notes The students have a day to study their notes before taking the quiz.
able to solve based on Ø Teacher is going to lecture the following: linear equations, quadratic equation,
and understand question that and exponential equation. Also, show the type of graph indicated for each
how each are throughout equation.
equation has a the teacher’s Ø Teacher would provide guided notes to their students as a way to help the EL
unique graph. notes. students and the students with disabilities.
 Ø Write the main Ø Students have a partner so when the teacher can let then pair-share and
vocabulary interact to one another.
words on a flash Ø To help the students with their vocabulary words, the teacher would provide
cards flashcards and a ring so the student can have it in the folders.
Ø Admit Slip
from the
previous
lecture.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Ø Be able to Ø Give the class a quiz on equations that they should graph.
1. Students will be respond the Ø Each student will be given a chrome book, so they can do their webercise
able to questions on the with a partner or by himself or herself. This assignment is to review have an
demonstrate an webercise. understanding on the topics discussed in class.
understanding Ø Quiz the Ø Each student would click on the provided links and find the answer to the
on the types of students on how following questions. It is like a scavenger hunt using the links given.
graphs we have to graph the Ø Teacher has the opportunity to walk around and observe the students and
learned. given equations. answer any question(s) the students provide.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Ø Graphic Ø Teacher will give the class an admit slip to do in the beginning of the class.
1. Students will be Organizer on Ø Students will have to do two types of graphic organizers.
able to the steps on a Ø Students may work individually or with their partners.
type of equation Ø Teacher will first show the class an example graphic organizer before they
with its graph. start doing their own. This is to help the EL students and the students with
disabilities a little bit more.
Unit Resources:
http://www.math-play.com/slope-intercept-game.html
https://www.brainpop.com/games/graphinglines/
https://www.mathgames.com/graphing
https://www.khanacademy.org/test-prep/sat/sat-math-practice/new-sat-passport-advanced-mathematics/v/sat-math-p8-easier
https://www.khanacademy.org/math/algebra/quadratics/factored-form-alg1/v/graphing-quadratics-in-factored-form
https://www.khanacademy.org/commoncore/grade-HSF-F-LE
https://www.onlinemathlearning.com/linear-function-games.html

Useful Websites:
https://www.khanacademy.org/math
http://www.learner.org/resources/discipline-math.html