Name: Brittini Wade

Date: November 17, 2018

Depth of Knowledge alignment

Levels Teaching Questions you create Rationales Your expectations from the Ideas of STEM
Content students (student’s connection
products)
Level 1 y=ax + b Identify slope and y-intercept of the The student has to recall To be able to identify the Use of technology to
equation y = 2x - 3 and graph it on a the different parts of a components of a linear support concepts
coordinate plane linear equation when it is equation and how to apply being taught
written in slope-intercept that knowledge by graphing
Use a graphing calculator to compare form and be able to it on a coordinate plane.
your results graph it on a coordinate
plane
Level 2 y=ax + b Desiree starts a savings account with The student has to recall To be able to construct a table Real world
$125.00. Every month, she deposits the difference between to model a linear relationship. application
$53.50. the initial value and rate Determine the rate of change
A. Construct a table to model the of change. They have to and initial value from the
situation be able to understand description. Apply that
B. Write an equation in slope-intercept how to use a linear information to solve for a
form that shows how much Desiree function in a real world given amount and interpret its
has in her savings account after x situation. Then they have meaning in the context of this
months to remember how to put problem.
C. Use the equation to predict how that information into the
much money Desiree will have in equation and apply it
savings after 11 months.
Level 3 y=ax + b Compare and draw conclusions
regarding the two cell phone plans that
Charlotte can choose from.
Plan 1: This plan requires a $20
enrollment fee. Then Charlotte will
have to pay $65 each month she
continues the plan.
Plan 2: The total cost y Charlotte will
after x months is given by the equation
y = 45x + 80
The student must To be able to compare and Develop
compare two different constrast two different communication
linear functions that are representations of a linear skills and to think
represented in different relationship. To provide critically
ways. mathematical evidence to
support their answers.

Create a table for each plan.

Graph the two plans on the same
coordinate grid.
Which plan should Charlotte choose?
Justify you answer using evidence from
the tables and graphs.
Level 4 y=ax + b Apply concepts to complete “Who The student has to recall To be able to identify a linear Working
shares my function?” activity. Students how to find the relationship with multiple collaboratively and
are provided with a handout that has a similarities in the representations. Students are developing student’s
graph, table or equation on it. They are different representations. to connect the similarities to critical thinking
asked to walk around the room to find They need to connect their verbal description. skills.
two other people that have the each of these similarities
corresponding graph, table or equation. to create a verbal
Once they find their group of three, description.
they are to record the missing
representations on their handout and to
write three justifications for why the
table, graph, and equation represent the
same function. Then create a verbal
description to represent the function.