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Digital Unit Plan Template

Unit Title: Interpreting Functions

Name: Lawrence Lam

Content Area: Algebra II

Grade Level: 10-12

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

Algebra II
Analyze functions using different representations. [Focus on using key features to guide selection of
appropriate type of model function.]
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases.
b.Graph square root, cube root, and piecewise-defined functions, including step functions and absolute
value functions.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end
behavior.
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric
functions, showing period, midline, and amplitude.
8. Write a function defined by an expression in different but equivalent forms to reveal and explain
different properties of the function.
9. Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).

Big Ideas:

How many different ways can we represent a function?

How do functions with square roots, cube roots, piecewise, or absolute value functions look?
Can a function be rewritten to a different form and yet have the same value?
Why would we rewrite a function into another form if they will have the same values?

Unit Goals and Objectives:

1. Students will expand their ability in creating graphs representing more difficult functions, such as polynomial functions.
As well as being able to find the amplitude, endpoints and other aspects of the graph representation. Also allowing
students to become more skilled when identifying suitable factorizations in polynomial functions.
2. Students will be able to understand that a function can be rewritten in different forms of the original function and
understand that it will still have the same value. (ex factoring)
3. Students will become more familiar with the different representations of functions algebraically(whether the function is in
terms of any given variable) and geometrically(when functions are graphed how they look and how rewritten functions
algebraically will look the same on a graph).
Unit Summary:
After completion of this course, students will become more experienced with their knowledge of function representation.
Students will be able to graph more difficult graphs with tables. Students will locate and describe aspects of graphs such as
endpoints, amplitude, periods, and midpoints. As well as being able to rewrite functions to a different but equivalent form and
knowing the purpose of rewriting functions. They will be able to identify and visualize the geometric representations of functions
and vice versa.
Assessment Plan:
Entry-Level:

Students will be given an online

survey to demonstrate their
knowledge to the core concepts of
this unit.

Formative:

Students will form groups of 2 and

complete the assignment
containing 5 questions by means
of the easiest method possible.

Students will be asked to

complete a webercise using the

Summative:

Students will be given an exam to

truly test their knowledge of the
unit. Students are required to
obtain a score of no less then
70%.

Students will also partake in a

notes from the presentation as a

reference.
Students will be given a list of
functions and will be asked to
graph these functions. They will
also be asked to label key
components to these functions
such as intercepts.
Students will be given a online
quiz on Quizlet to demonstrate
their knowledge of the unit.

group project with the purpose of

creating a presentation about the
quadratic formula. Students will
be graded based on the accuracy,
the content and as well as their
creativity.

Lesson 1
Student Learning
Objective:
Students will become
more experienced in
their ability to graph
functions by moving
on to more difficult
functions; square
roots, cubed roots,
piecewise-defined
functions, and
polynomial functions.

Acceptable Evidence:

Graphs on
homework/quiz
/
exams are
precise and
accurate.

Being able to
explain how
they were able
to get such a
figure on their
graph(mostly
from tables)

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Before jumping into graphing square roots, cubed, etc, the
teacher will begin by reviewing graphing simple functions by
tables. When students have been warmed up with basic
graphs the teacher will then ask the class how would function
with a square root look, what restrictions would it have and
why would it have restrictions if it as any. The teacher will
then explain the relation between a algebraically expressed
function and a geometrically expressed function and how the
restrictions on one is also displayed on a graph.
Examples of common functions and their graphs will be
presented to give students a basic idea of what similar
function or more detailed function would look like. The
teacher will then provide real life example polynomial
functions in order to allow students to further understand
the purpose of graphing more difficult functions.

Lesson 2
Student Learning
Objective:
Students will be able
to locate and describe
aspects of graphs,

Acceptable Evidence:
Having students
explain how they were
able to identify
certain amplitudes

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation

Lesson Activities:
Students now will be introduced to more trigonometric
functions. They will be given examples of each trig function
and their geometrically representation. They will be given
the restrictions and how it affects their geometrically
representation. With these restrictions, students will then be
introduced to the properties of graphs, such as the functions

such as their periods,

amplitudes,
endpoints..etc mostly
from trigonometric
functions.

and periods of graphs.

Organization
Interaction

Pop-quizzes involving
students being asked
to describe the
graph's amplitudes,
period...etc

amplitude, period, midpoint,...etc and what this tells us

about the graph.
Pop-quizzes will be given out for students to keep their skills
in both graphing and knowledge of trig functions and
properties in check. These quizzes will ask students graph
and to identify amplitudes and periods of a function if there
is any. This will allow students to carefully think and
understand the function they are working with.
Worksheets will also be given in order for students to step
away from quizzes and work with other students to
collaborate on how they will find the aspects of graphs.

Lesson 3
Student Learning
Objective:
Students will now
learn about the
relations between
algebraic expressed
functions and their
geometrically
expressed forms.
They will understand
how a function can be
rewritten to a
different form and
both be graphed the
same. Students will
also understand why
function have to be
rewritten and the
purpose of rewriting
expressed functions.

Acceptable Evidence:
Students should be
able to rewrite a
function correctly and
explain how they got
the new expression.
Students will be able
to define a graph's
function and its
rewritten form.
Students will form
groups of 4 to rewrite
as many expressed
functions as they can
in 20min

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
The teacher will begin the class by asking students if there is
only one form for expressed functions. Following the
questions the teacher will then begin to ask what if we
wanted to find out the zeroes of functions, or the vertex of
the function. The teacher will then provide examples of
functions that can be rewritten by the method of factoring.
More difficult examples will be provided for students to
become more comfortable and more exposed to difficult
functions. Students will then be asked what if you can't
factor, how else can you possibly rewrite a function to
another form? Then the teacher will introduce students to
"completing the square". Students will also then be asked to
graph both the original and the rewritten function and only
to realize that they will come out the same. The teacher will
then explain why the graphs are the same and later will ask
the students to explain the algebraic and geometric
properties of rewriting functions.
Students will then form groups of 4 and will be given a total
of 10 functions. They will be asked for the next 20minutes to
rewrite as many expressions as they can. Some functions can
be rewritten in a few possible ways and the group that can
come up with the most rewrites in the given time win.

Unit Resources:

McDougal Littell Algebra II (1st Edition) By Ron Larson

Useful Websites:
Khan Acadamy:
https://www.khanacademy.org/
Graphing Calculator
https://www.desmos.com/calculator
Quizlet
http://quizlet.com/29532324/57-completing-the-square-flash-cards/