The Mid-Test is created in a way that will display the level of the learner’s ability in three areas: Data and Scatterplots, Domain and Range, and Function Rules.

Online Practice – Short three minutes video explaining domain and range. Practice problems included afterwards (from Khan Academy)

Domain and Range Website – A list of links to different resources to help your students understand domain and range including a video, notes from Purple math and notes from cool math

In this lesson students will be introduced to parts of a quadratic function on a graph. The teacher will have a discussion with students about quadratic functions and the different methods that will be used in this unit to solve quadratic equations. The teacher will introduce a vocabulary foldable.

This is a way for students to review trinomial factoring. They will create a foldable to help organize their thinking and use it to recall process steps in factoring. This foldable can be used as a guide throughout the unit.

This lesson is a three step process. The student will compare factoring, graphing the function without a calculator and finally graphing the function with a graphing calculator to check their work. The teacher will guide the students through notes and then assign independent practice.

Day 1 without using a Calculator – Guided Practice & Independent Practice

Day 2 with a calculator – Same Guided Practice & Independent Practice w/cal.

Solving Quadratics by Completing the Square

In this lesson, the teacher will lead the student through a series of steps that explains the process for solving quadratics by completing the square. The teacher will guide the students through several examples and then the student will work on several problems independently.

This lesson will show the student how to use the quadratic formula to solve quadratic equations by using the standard form of a quadratic equation. The teacher will guide the students through notes and then assign independent practice.

This lesson is a lab activity that allows students to solve one quadratic equation with all methods. The students will be asked a series of questions concerning their methods of solutions.

This activity allows students to make connections through multiple representations, which is a key concept for Algebra students. In this activity, students are given a situation where they must find combinations of breakfast and lunch tacos that will use up all their money. In essence, these are Diophantine equations.

Instructional Focus: Multiple Representations from Problem Situations, Linear Equations in Standard Form (Algebra 1)

Hook:

Driving Question: How many ways can I combine two unknowns with a set total? How can I use this information to write an equation in Standard Form?

Challenge Brief: Jose and Saul have $$$10 to spend on lunch tacos that cost $$$2 and breakfast tacos that cost $$$1 dollar, how many ways can you spend all your money without receiving change? All tacos, no change. Can you think of an equation in standard form that fits this data? (AX + BY = C).

Problem Requirements:

Begin by asking students in groups to find possible solutions if Breakfast Tacos (B) cost $$$1 and Lunch Tacos (L) cost $$$2 with $$$10 to spend.

Ask students to make a table of values, keep a Total (T) on the table by the values.

Ask students to graph and guide them to find the pattern through both table and graph.

Students should come up with an equation.

Repeat with more difficult problems, ie change total or cost per tacos

(3) Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected to:

(A) compare and contrast proportional and non-proportional linear relationships

Algebra TEKS:

(1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:

(B) gather and record data and use data sets to determine functional relationships between quantities;

(C) describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations;

(D) represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and

(5) Linear functions. The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to:

(C) use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

(6) Linear functions. The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is expected to:

(A) develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;

(D) graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept;

This activity is from Springboard, I have taken the lesson and created a power-point and script to be used in collaborative groups of 4+. I have also created templates that students can use to help guide them in the process of discovery and investigating their multiple representations of linear and non-linear data.