Pre-Algebra
Unit 6: Functions
Dates: December 9th –
th
EMS 8 Grade Math Department
January 8th
Math Florida Standard(s) MAFS.8.F.1.1 (DOK2): Understand that a function is a rule that
Benchmarks, Descriptions assigns to each input exactly one output. The graph of a function is
and DOK levels the set of ordered pairs consisting of an input and the corresponding
output. MAFS.8.F.1.2 (DOK2): Compare properties of two functions
each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions). For example, given a
linear function represented by a table of values and a linear function
represented by an algebraic expression, determine which function has
the greater rate of change. MAFS.8.F.1.3 (DOK 2): Interpret the
equation y=mx+b as defining a linear function, whose graph is a
straight line; give examples of functions that are not linear. For
example, the function A = s2 giving the area of a square as a function
of its side length is not linear because its graph contains the points
(1,1), (2,4) and 3, 9), which are not on a straight line. MAFS.8.F.2.5
(DOK 3): Describe qualitatively the functional relationship between
two quantities by analyzing a graph (e.g. where the function is
increasing or decreasing, linear or nonlinear). Sketch a graph that
exhibits the qualitative features of a functions that has been described
verbally.
Learning Goal Students will be able to identify whether or not a function is liner or non
linear, model functions in different ways (algebraically, graphically,
numerically in tables, and by verbal description) and interpret those
representation qualitatively and quantitatively.
Essential Question(s) How do we recognize linear functions? When graphing real
world data, what do the slope and intercepts tell us?
Assessments PreCircle Map What is a function, graph, relationship
Assessments between the two lines of a graph?
Formative
Algebra Nation Workbook Notes, Springboard Activity
Assessments 5-1, 5-2, 5-3, Practice Worksheet 5.1A and 4.1K
Summative
Algebra Nation (Beat the Test); Springboard Activity 5
Assessments Test; Unit Test (on Red 5.1 and Black 4.1)
Progress Monitoring/ Feedback Students with 70% or less on quizzes will receive remediation and
Loop have the opportunity to re-take the quizzes for a better grade. Possible
remediation includes Khan academy, re-teaching worksheets, small
group instruction.
Higher Order Question(s) How did you identify the function? What are the characteristics of a
____? What are some different ways you can recognize a non-linear
function?
Key Vocabulary Slope-intercept form, y-intercept, slope, linear function, non-linear
function, vertical line test, input, output, function rule, ordered pair, rate
of change, qualitative, quantitative, relationship.
Wednesday, December 9th, 2015
Intro to Functions Unit
Pre-Algebra Daily Agenda
Rigor Level: DOK 2
Daily 
Objective
BELL RINGER 
( 5 minutes) 
I DO: 

WE DO: 
YOU DO 
Homework 
EXIT TICKET: 
(5 minutes) 
Students will understand the standards and expectations of the functions unit by
unpacking the standards and familiarizing themselves with the learning goal for the unit
on functions.
Evaluate a Linear Function by making a table of values.
Plot the points and draw the line.
Go over bell work.
Discuss function unit expectations and learning goal scale.
Circle map on functions and graphing table of values.
Circle verbs and underline nouns and make web map to unpack standards and then
write summary of the standards.
None
Share summary and get it checked off with Miss Whitehead.
Show student how to log-in to Algebra Nation for tomorrow.
Thursday, December 10th, 2015
Substitute
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO:
WE DO:
YOU DO
Homework
EXIT TICKET:
(5 minutes)
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Lines and Slope
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will Create tables of linear functions, familiarize themselves with forms of
linear equations, and find the slope of a line from a graph, points or equations using
Algebra Nation work pages and tutorial.
Look through packet to familiarize yourself with functions and what you will be learning.
Have one student log into the computer and my portal to get to the algebra nation
video NGSSS section 5 videos 1 and 2 and turn on projector.
Take Attendance.
Take guided notes as we go through Algebra Nation videos and tutorials.
Beat the Test problems on your own.
None.
Turn in Algebra Nation Work pages.
Friday, December 11th, 2015
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 

WE DO: 

YOU DO 
Homework 
EXIT TICKET: 
(5 minutes)
Represent Relations and Functions
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will represent relations and functions using tables, diagrams, and graphs and
identify relations that are and are not functions Using Springboard Activity Packet.
Students will discuss slope.
Take Attendance
Review Slope Entry Task
Review Algebra Nation 5-1 and 5-2
Springboard Activity 5.1
Springboard Activity 5.1 Practice Problems
None.
What is slope?
Monday, December 14th, 2015
Daily 
Objective
BELL RINGER 
Relations and Functions
Rigor Level: 2
Pre-Algebra Daily Agenda
Students will represent relations and functions using tables, diagrams, and graphs and
identify relations that are and are not functions using Algebra Nation Packet.
Circle Map on Graphing
( 5 minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Take Attendance
Monitor Class
Algebra Nation 5-1 and 5-2
Beat the Test Questions
None
Turn in Algebra Nation Packet Completed
Tuesday, December 15th, 2015
Daily
Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)

Domain and Range
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will describe the domain and range of a function and find input-output pairs
for a function using Springboard Activity Packet.
What is a function? Create a circle map.
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Review Definition of Function
Springboard Activity 5-1
Activity 5-1 Practice Problems
Study Notes
What makes a set of data or graph a function?
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Wednesday, December 16th, 2015
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Domain and Range
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will find input-output pairs for a function and use and interpret function
notation using Springboard Activity Packet.
What is domain and range?
Take attendance.
Monitor Class.
Springboard Activity 5-2
Activity 5-2 Practice Problems
Study Notes
How does the domain and range relate to functions?
Thursday, December 17th, 2015
Daily
Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO
Homework
EXIT TICKET:
(5 minutes)

Function Notation
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will evaluate a function for specific values of the domain using Springboard
Activity Packet.
The f(x)=2x+3. Evaluate the f(x) if x = 2, evaluate x if the f(x)= 9.
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Take attendance. Monitor Class.
Springboard Activity 5-3
Activity 5-3 Practice Problems
Study Notes for Test Tomorrow.
What is the difference between the two problems in the bellringer?

Friday, December 18th, 2015
Daily
Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO
Homework
EXIT TICKET:
(5 minutes)

Functions
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will demonstrate knowledge of functions and function notation through a
paper and pencil quiz using Springboard Activity 5 Practice as an Assessment tool.
Study notes for test.
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Take attendance. Monitor Class.
Discuss Functions, Range, and Domain.
Test Pg. 79 and 80 in Springboard Activity 5 Packet #1-21
Have a great holiday.
How do you think you did on the test?

Winter Break
Monday, January 4th, 2015
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 


WE DO: 

YOU DO: 


Homework 
EXIT TICKET: 
(5 minutes)
Review and Assess Two Step
Rigor Level: 2
Equations
Pre-Algebra Daily Agenda
Students will determine if a relation is a function and find the function rule of a given
set of data using a PowerPoint and Practice Problems.
What is a function?
Take attendance.
Monitor Class.
Run PowerPoint.
PowerPoint: Is it a function?
PowerPoint: What’s the Rule?
Create Cornell Notes from PowerPoint
Participate in Class Discussion
PowerPoint: Extra Practice Problems
Is it a function worksheet?
What makes a graph, set of data, or equation a function?
Tuesday, January 5th, 2015
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 


WE DO: 
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
YOU DO: 
Distributive Property
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will learn to find the constant of proportionality, unit rate, and slope of a linear
function using a graph, table, and real-world scenario.
I-10 Problem Using any Strategy.
Take attendance.
Monitor Class.
Run PowerPoint.
Review Function Homework.
Create Cornell Notes from PowerPoint.
Participate in Class Discussion.
Create Graph of a Relation.
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
Homework 
EXIT TICKET: 
(5 minutes)
Create Graph of a Function.
Find Rate of Change.
Study Notes
What is the constant of Proportionality?
Wednesday, January 6th, 2015
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 


WE DO: 

YOU DO: 

Homework 
EXIT TICKET: 
(5 minutes)
Intro to Multi-Step Equations
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will find the rate of change or slope of a linear function and interpret the graph
of a real-world linear function using Cornell Notes and PowerPoint presentation.
John’s Business Problem using any strategy.
Take attendance.
Monitor Class.
Run PowerPoint.
Create Cornell Notes from PowerPoint.
Participate in Class Discussion.
Create Graph of a Relation.
Find Rate of Change.
Study Notes
How is rate of change connected to the slope of a line?
Thursday, January 7th, 2015
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 


WE DO: 

YOU DO 



Homework 
EXIT TICKET: 
(5 minutes)
Lines Part 1
Rigor Level: DOK 2
Pre-Algebra Daily Agenda
Students will determine the slope and y-intercept when given an equation in slopeintercept form, write an equation in slope-intercept form given a graph of a line and
real-world scenario and graph these equations.
How do I graph a line?
Take Attendance.
Monitor Class.
Run PowerPoint.
Create Cornell Notes from PowerPoint.
Participate in Class Discussion.
Find Slope and Intercept from Equation.
Graph a Line from Equation.
Find Equation from Graph.
Find Equation and Graph from Real-World Scenario.
Slope Worksheet
Create a real-world scenario and explain how to graph it.
Friday, January 8th, 2015
Lines Part 2
Pre-Algebra Daily Agenda
Rigor Level: DOK 2
Daily 
Objective
BELL RINGER 
( 5 minutes)
I DO: 

WE DO: 
YOU DO 
Homework 
EXIT TICKET: 
(5 minutes)
Students will demonstrate knowledge of writing linear equations in y=mx+b form,
identifying slope and y-intercepts, and determining real-world context and features of a
linear graph (including identifying linear functions, range, and domain) through a pencil
and paper test.
Check homework with your study buddy.
Take attendance.
Monitor Class.
Class discussion on functions and slope-intercept form.
Take Test/Assessment
Have a great weekend.
Rank Yourself on How You Did on the Assessment.
Note: Learning Scales, Accommodations, and Math Practice Standards are below.
Functions Learning Goal Scale
Level
4
3
Date
Skill
I can create a real world scenario of multiple events
and graph it on a graph.
When given a graphed line I can create a real world
scenario to model it.
When given a real world scenario I can determine if
it is a function.
When given a real world scenario I can create a graph
to match it.
When given two functions I can draw conclusions
based on the graphed lines of those functions.
When given a real world scenario I can develop an
equation in slope intercept form and graph it.
When given a mapping, a set of data, or a graph I can
determine if it is a function.
2
1
I can describe what is happening, in terms of
increasing or decreasing, when shown a graph.
I can identify a function using tables, graphs, and
verbal descriptions.
I can determine the domain and range from a set of
data and a graph.
I can determine if a graphed line is linear or nonlinear.
I can determine the slope and the y-intercept when
given an equation in slope intercept form.
I can explain the terms domain, range and function.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process Writing
• using a rubric as
evaluation
On-Demand/Timed-Writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective Writing
• students write about what
they have learned and what
they still need
Higher-Level Questioning in
Classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing Ideas With a
Partner or in a Group
Reading
Any strategies in reading
that help students
understand
Before Reading Activities
• vocabulary activities
• accessing prior
knowledge
• making predictions
Carousel or Gallery Walk
Problem Solving in Groups
Projects in Groups
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
During Reading Activities
• marking the text
• Cornell notes
• graphic organizers
After Reading Strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL
Students
 Read directions for the
student
 Check for
understanding
 Allow to leave class for
assistance
 Extra time for exams
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to
Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary,
Description,
Introduction,
 Daily agenda
 English Language
Dictionary
.
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make Sense of Problems and Persevere in Solving Them
• Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way. • Check whether
your solution makes sense.
MAFS.K12.MP.2.1 Reason Abstractly and Quantitatively
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use.
MAFS.K12.MP.3.1 Construct Viable Arguments and Critique the Reasoning of Others.
• Explain both what to do and why it works. • Work to make sense of others’ mathematical thinking.
MAFS.K12.MP.4.1 Model with Mathematics
• Apply math to real-world situations. • Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve
problems.
MAFS.K12.MP.5.1 Use appropriate Tools Strategically
• Choose appropriate tools for your problem. • Use mathematical tools correctly and efficiently. • Estimate and use what you know
to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to Precision
• Communicate your mathematical thinking clearly and precisely. • Use the level of precision you need for your problem. • Be
accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and Make Use of Structure
• Find, extend, analyze, and create patterns. • Use patterns and structures to solve problems.
MAFS.K23.MP.8.1 Look for and Express Regularity in Repeated Reasoning
• Use patterns and structures to create and explain rules and shortcuts. • Use properties, rules, and shortcuts to solve problems. •
Reflect on your thinking before, during, and after you solve a problem.