Focus Plan

Texarkana Independent School District

GRADING PERIOD: / PLAN CODE:
writer: / R. Jameson / Course/subject: / Algebra II
Grade(s): / 11th / Time allotted for instruction: / 2 class periods on block schedule

Title: / Equations & Inequalities
Lesson TOPIC: / Functional Relationships – Equations and Inequalities
TAKS Objective: / Objective 1: The student will describe functional relationships in a variety of ways.
FoCUS TEKS and Student Expectation: / A 1(C) The student describes functional relationships for given problem situations and writes equations or inequalities to answer questions arising from the situations.
Supporting TEKS and Student Expectations: / A. 4(C) Connect equation notation with function notation, such as
y = x + 1 and f(x) = x + 1

Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Function / A set of ordered pairs (x, y) in which each x-coordinate is paired with only one y-coordinate.
Functional notation / Functional notation is a special type of equation that uses f(x) to represent y.
Equation / A mathematical statement that two expressions, usually divided by an equal sign, are of the same value
Inequality / A mathematical statement indicating that two quantities are not equal, represented by the symbol <, >, or ≠, meaning less than, greater than, and not equal to.An unconditional inequality is one that is true for all values of a variable, while a conditional inequality is false for some values of a variable.


I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set:

Introductory Activity with Overheads A & B

The teacher will introduce this lesson using “Introductory Activity – Overhead A”.

This is a real-life situation which students can relate to.

“Sally’s aunt gave her $25 for her birthday. Instead of spending the money, she

decided to start a savings program by depositing the $25 in the bank. Each week

Sally plans to save an additional $2.50.”

Overhead A: Class will discuss the given problem and write an equation to represent this situation

Overhead B: Class will generate a table of values, based upon the number of

weeks that Sally follows her savings program.

Guiding Questions: How many variables will we have in our equation?

What are our variables and what do they represent?

What is the constant in your equation?

How could I write the equation in functional notation?

How much will Sally have saved after two years?

Why would we say that “the amount saved is a function of

time”?

How would a change in the amount of money Sally’s aunt

gave her initially affect the function?

B. Instructional activities

Overhead Sheets: Writing Equation and Inequalities

Teacher will use Overhead Sheets to guide the students through a review of previous equation and inequality skills learned in grades 9 and 10. The overhead sheets include TAKS questions from grades 9-11 which assess this student expectation:

TEK A 1(C) The student describes functional relationships for given problem situations and writes equations or inequalities to answer questions arising from the situations.

The Overhead Sheets transition the students into TAKS questions appropriate for grade 11 math students.

C. Guided activity or strategy

Classroom Activity: Writing Equations

Students work in groups of two, discussing and completing this activity. They will

discuss the following scenario and complete the activity sheet to document their

findings.

Scott has a friend in another town. A phone call to this town is long distance. The charge is $0.75 cents for access to long distance plus $0.10 for each minute.

Students will share their findings with another group.

Teacher will invite 2-3 groups to present their results to the class (using the

overhead projector).

Classroom Activity: Matching Functions

Divide students into pairs and distribute Matching Functions cards. One student in each

pair shuffles the numbered cards and places the stack face-down on the desk. The other

student shuffles the letter cards and places them “face up” on the desk. Students take

turns drawing a number card and finding the correct “match” from the letter cards. Both

students must agree on the “match”. The process continues until all number cards have

a match. Students use the Matching Functions Answer Key to check their

matches.

D. Accommodations/modifications

Students in need of modifications may be grouped with 2 students who will be

supportive and articulate the process well.

E. Enrichment

Extension Activity: Think of a “real-life” scenario involving money which you will

encounter when you go to college or leave your parents home. Write the scenario,

create a function rule for the scenario, create a table of values, and summarize

your results.

II. STUDENT PERFORMANCE

A. Description

Homework: Writing Equations & Inequalities

Students will demonstrate mastery of this TEKS by completing the

the homework and scoring 75% or above.

# missed / score
1 / 85%
2 / 75%
3 / 65%
4 or more / 50%

B. Accommodations/modifications

Teacher may modify this assignment by identifying the variables for students in

need of assistance.

C. Enrichment

Teacher may enrich this assignment by the following addendum to the

instructions:

Write 4 additional problems which would be appropriate TAKS questions to assess the

skill: TEK A 1(C) The student describes functional relationships for given problem

situations and writes equations or inequalities to answer questions arising from the

situations

iii. Assessment of Activities

A. Description

Quiz Writing Equations & Inequalities will assess student mastery of this TEKS

B. Rubrics/grading criteria

# missed / score
1 / 90
2 / 80
3 / 70
4 / 60
5 or more / 50

C. Accommodations/modifications

None

D. Enrichment

None

E. Sample discussion questions

§  What is the difference between a function rule with 2 variables and a function rule with 3 variables?

§  What is an example of a “real-life” situation which could result in a function rule involving 3 variables?

IV. TAKS Preparation

A. Transition to TAKS context

Teacher will use Overhead Sheets to demonstrate TAKS questions which build in

complexity from grade 9 to grade 11. Classroom activities and quiz contain TAKS

context examples.

B. Sample TAKS question

Eddie’s Towing Company charges $40 to hook a vehicle to the tow truck and $1.70 for each mile the vehicle is towed. Which equation best represents the relationship between the number of miles towed, m, and the total charges, c?

A c = 40 + 1.70

B c = 40 + 1.70m

C c = 40m + 170m

D c = 40m + 1.70 Answer: B

V. Key Vocabulary

Function rule

Equation

Inequality

Functional Notation

Relationship

VI. Resources

A. Textbook

B. Supplementary materials TAKS Study Guide, Exit Level, PP 17-32.

C. Technology TI 83 or 84 Graphing Calculator

VII. follow up activities/TEKS:

TEKS A. 1D Represent relationships among quantities using concrete models, tables,

graphs, diagrams, verbal descriptions, equations, and inequalities.

TEKS A.1E Interpret and make decisions, predictions, and critical judgments from

functional relationships.

VIII. Teacher Notes

¨ Division of Curriculum and Instruction ¨ School Improvement Department ¨ Texarkana Independent School District