Unit Plan Grosse

Unit North Carolina

Unit 1: Building Functions Subject/Course:
Title: PreCalculus
Grade/s: High School (9-12) Name: Colleen E. Grosse

Stage 1: Desired Results

Standards/Goals: Students will learn how to algebraically, graphically, numerically, and
contextually apply concepts of PreCalculus to all basic parent functions. Students must be able to
analyze a function by explaining characteristics of domain, range, boundedness, continuity, and
extrema. The following standards align to the objectives and learning goals in Unit 1, which
focuses on Building Functions.

North Carolina Standards

Objective 1.01
Transform relations in two dimensions; describe the results algebraically and geometrically.

Objective 1.02
Use the quadratic relations (parabola, circle, ellipse, hyperbola) to model and solve problems;
justify results.
Solve using tables, graphs, and algebraic properties.
Interpret the constants and coefficients in the context of the problem.

Objective 2.01
Use functions (polynomial, power, rational, exponential, logarithmic, logistic, piecewise-
defined, and greatest integer) to model and solve problems; justify results.
Solve using graphs and algebraic properties
Interpret the constants, coefficients, and bases in the context of the problem.

Objective 2.04
Use the composition and inverse of functions to model and solve problems.

Supporting/Repeating Standards:
NCSCS Standards (Math 3)
NCSCS 2.04 Use the composition and inverse of functions to model and solve problems.

Pre-Requisite Skills/Knowledge
Ability to add, subtract, multiply and divide fractions
Ability to make sense of numbers in context
Use of a TI-83 or advanced calculator tool

Understandings: Essential Questions:

Students will understand that
How can I use vocabulary to
it is imperative to be able to apply algebraic describe functions?
knowledge and skills from previous math
courses to manipulate functions How do change and model real
world situation?
 Unit Plan Grosse

using inverse operations is a way to keep How can I evaluate any function in
expressions balanced the 4 types of ways?
functions may be described using certain
properties or characteristics
Students will know Students will be able to
Vocabulary Manipulate functions to represent
Domain real world situations
Range Analyze all functions using the
Symmetry Even, Odd, Neither properties of the unit
Boundedness Apply correct use of interval
Continuity notation throughout the course
Discontinuity Jump, Removable, and
Infinite I can statements:
Extrema I can apply the use of function
Absolute Minimum/Maximum notation
I can analyze domain restrictions
Relative Minimum/Maximum
of any given function
Reduce
I can define and apply all
Expression
properties of functions
Interval Notation I can transform and graph all
Piecewise Functions functions on the Cartesian
Justify coordinate plane
Transformation I can create continuous piecewise
functions
I can figure out the inverse of any
function
How do these desired results align with your class vision?
My Big Classroom Goal is that all of my students in PreCalculus will be mathematically
confident problem solvers and decision makers who are ready for success in college math or
Advanced Placement Calculus. Understanding the properties and vocabulary language used is
one of the first pieces to being successful in college mathematics.
 Unit Plan Grosse

Assessment/Evidence

Explain any performance tasks you will use (major projects and core task, i.e., common
assessments):

Analyzing Parent Functions Booklet: On day four, students will engage in a summative review
activity that requires them to engage with all of the parent functions they learned throughout the
unit. Students are required to graph and analyze each function using the properties studied.

Common Assessment #1: Students will be able to demonstrate their mastery of concepts on a
common assessment which pulls questions provided by the North Carolina Master Catalog.
Questions are similar to those they will see on their Final Exam.

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples &
observations):

Unit Journal Entries: Meaningful class routines are essential for student growth and success.
According to the City University of New York, writing is a way to engage students in open-
ended thinking about Mathematics (CUNY). On the days indicated, students are required to
complete a journal entry where they write about a problem, how they would solve it, and how
they would show an absent classmate or important person in their life how to figure it out in their
own words. Students have been given the following grading criteria in order to assess their
writing skills. A score of a 4 or 5 indicates mastery of the days writing goal. This scoring guide
is included in the other handouts section.

Individual Exit Ticket: Students will be required to complete an exit ticket on day two as a
checkpoint for their understanding of the reciprocal and quotient identities. Students will not be
required to justify answers, yet. The data from this exit ticket provides me with meaningful
feedback about the concepts students are struggling with. Based on my experience from previous
years, it might be necessary to provide learners with opportunities during Do Nows to simplify
scaffolded algebraic problems before using the trigonometric identities.
How do these assessments measure your students progress toward your classes big
goal(s)?

In order to measure progress toward our Big Goal, students should be performing on a level
where they can earn an A or a B on unit assessments. On this assessment, I have labeled each
section with the appropriate objective number from the unit as well as the amount of total
possible points earned. Questions are scaffolded and eventually incorporate multiple objectives
within the expressions. Released North Carolina Final Exam questions are included in this
assessment.
Unit Plan Grosse

Summative Assessment for this Unit

 Learning Plan
Unit Plan Grosse
Learning Plan (Activities and Resources):
Day 1: I can apply function notation algebraically, graphically, numerically, and in context.
(I) Do Now
(II) Lesson Notes & Examples 4 Ways
(III) Practice: P-I-G Classwork
(IV) Exit Journal students must answer questions from the assessment catalog

Day 2: I can analyze domain of any given function with interval notation
(I) Do Now
(II) Lesson Exploration Domain Rules
(III) Guided Practice Algebraically analyzing domain (2 rules)
(IV) Practice: Partner Activity Little Slips
(V) Exit Ticket Students must be able to independently solve a problem that includes both
domain restrictions at >80% mastery

Day 3: I can explain properties of functions

(I) Do Now
(II) Poster Project Vocabulary
(III) Student Presentations and Guided notes/Concept Map completion
(IV) Exit Journal Entry students will be given a series of pictures and asked to write about
them using vocabulary from the day

Day 4: I can graph and analyze all PreCalculus Parent Functions

(I) Do Now
(II) Exploration Graphing Functions
(III) Partner Practice Analyzing
(IV) Exit Ticket

Day 5: I can transform all parent functions and describe changes to graphs
(I) Do Now
(II) Transformations Foldable
(III) Practice: Matching Activity
(IV) Exit Journal: Students will be shown a sample student response. They will be required to
justify the steps that are shown and identify and fix any mistakes the peer made.

Day 6: I can transform all parent functions and describe changes to graphs
(I) Do Now
(II) Transformations Foldable
(III) Practice: Matching Activity
(IV) Exit Journal: Students will be shown a sample student response. They will be required to
justify the steps that are shown and identify and fix any mistakes the peer made.

Day 7: I can evaluate functions using combination and composition principles

(I) Do Now
(II) Jigsaw
(III) Team checkpoint
(IV) Individual Practice

Day 8: I can make piecewise functions continuous

 Unit Plan Grosse

(I) Do Now
(II) Guided Notes and Sample Questions
(III) Unit Project Work Time

Day 9: I can summarize and explain Unit 1 objectives

(I) Do Now
(II) Summary of Unit Objectives
(III) Unit Project Work Time
(IV) Exit Journal: Students will be required to reflect on each objective and how prepared they
feel for their assessment. Students will create a study plan of which objectives to review using
our Google Classroom Resources.
Other Notes/Handouts/Rubrics:
The following scoring guide will be used for the Journal Exit prompts during the unit. All

prompts are scored on a scale of 0 through 5.

5 Student response exemplifies a complete and accurate response. There are little to no

communication errors. All prompts are addressed correctly.

4 Student response shows intense effort. All prompts are addressed, but there is one error.

3 Student response indicates effort to address prompt. Two or more errors exist, but once

given feedback student will understand their mistake.

2 Student effort does not represent mastery of concept or skill. Communication is lacking.

1 Student lacks effort, but addresses at least one part of the prompt.

0 Student response does not address the prompt and deviates from the requirements given.
 Unit Plan Grosse

References

Teach For America. (2011). Instructional planning & delivery.

Retrieved from https://docs.google.com/file/d/0B9aKdxaTnscyZmZ4aVh5Wnd4aG8/vie

w?pli=1

The City University of New York. Powerful Routines for the Math Classroom. Retrieved from:

http://urauthoring01.cuny.edu/main/wp-content/uploads/sites/4/media-assets/CCF-Math-

Routines-for-Math-Class.pdf