Mathematics 10C Unit Plan

Strand: Relations and Functions

Unit: Linear Relations and Functions

Time: 14 Lessons

General Outcome: Develop algebraic and graphical reasoning through the study of
relations.

Specific Outcomes:
It is expected that students will:
1. Interpret and explain the relationships among data, graphs and situations.
2. Demonstrate an understanding of relations and functions.
3. Demonstrate an understanding of slope with respect to:
Rise and run
Line segments and lines
Rate of change
Parallel lines
Perpendicular lines
4. Describe and represent linear relations using:
Words
Ordered pairs
Tables of values
Graphs
Equations
5. Determine the characteristics of the graphs of linear relations, including the:
Intercepts
Slope
Domain
Range
8. Represent a linear function, using function notation.

Big Ideas:
Create and interpret graphs that represent different situations.
Apply the various characteristics of linear relations to graphing.
Determine an acceptable range of values for a situation.
Work with function notation in a variety of ways.
Work with slopes and solve problems involving rates of change.

Assessments FOR Learning:
In-class discussions
In-class brainstorming activities
In-class investigations
In-class assignments
Unit Review Questions
Practice Unit Exam

Assessments OF Learning:
Unit Exam
Strand Project: Forensic Discovery (This is to be introduced during the first
lesson of this unit and worked on throughout 3 units.)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will often have the opportunity to choose to work individually, with
partners or in groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Gifted students will be given an additional challenging question each lesson to
answer and justify.
Graphs, data and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)


Summary of Lessons:

Lesson 1: Introduction to Strand and Unit
Timing: 80 minutes

Specific Outcome:
It is expected that students will:
2. Interpret and explain the relationships among data, graphs and situations.

Learning Objectives:
Students will be able to:
o Describe a possible situation for a graph

Prerequisite Skills:
Students should be familiar with:
o Reading information from a graph
o The relationship between speed, distance and time
o Describing the relationship between the variables of a graph

Instructional Strategies:
Introduce strand and unit.
Have students brainstorm the following:
o The amount of data available to them.
o Different types of data that they use.
o Ways to effectively find, use, organize and represent data.
o Careers that involve the collection and interpretation of data.
Introduce strand project.
Review of prerequisite material and terms.

Student Activities:
Students brainstorm the following in groups:
o The amount of data available to them.
o Different types of data that they use.
o Ways to effectively find, use, organize and represent data.
o Careers that involve the collection and interpretation of data.
Students represent this information on a poster board, computer, video, etc. and
present to the class.
Students begin to fill out their vocabulary worksheets for the unit. (This will be
added to continuously.)

Assessment:
Students will be formatively assessed as they present their prior knowledge that
they recalled through their brainstorming. (Assessment FOR learning.)
Students will be formatively assessed through the review of the prerequisite
material and terms for the unit. (Assessment FOR learning.)


Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will have the opportunity to work individually, with partners or in
groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Students are given the opportunity to represent their brainstorming in various
ways including, but not limited to, poster boards, computers, videos, etc. (Multiple
means of expression.)

Materials/Resources:
Vocabulary worksheet
Strand Project Instructions
Computers
Poster Boards
Markers
Paper
Writing Utensils

Lesson 2: Graphs of Relations
Timing: 80 minutes

Specific Outcome:
It is expected that students will:
2. Interpret and explain the relationships among data, graphs and situations.
4. Describe and represent linear relations using:
a. Words
b. Ordered pairs
c. Tables of values
d. Graphs
e. Equations

Learning Objectives:
Students will be able to:
o Describe a possible situation for a graph
o Sketch a graph for a given situation

Prerequisite Skills:
Students should be familiar with:
o Reading information from a graph
o The relationship between speed, distance and time
o Describing the relationship between the variables of a graph

Instructional Strategies:
Display examples of graphs (based on students hobbies/interests if possible) on
SMART Board. Ask the class questions related to each graph. Ask which graphs
best represent several examples. Ask students for explanations/justification.
Have students complete an activity that investigates describing and sketching
graphs. (Textbook or worksheet)
Review class solutions for this activity. (Choose student work to display under
SMART Board document camera.) Have students justify their solutions.
Have students copy down notes on how to interpret graphs and data.
Have students analyze and answer questions based on several graphs. (Textbook
or worksheet)
Review solutions as a class.

Student Activities:
Students will actively participate in the class discussion on interpreting graphs
and graphing particular situations.
Investigation activity - describing and sketching graphs.
Students will analyze and answer questions based on several graphs. (Textbook
or worksheet)

Assessment:
Students will be formatively assessed as we discuss examples as a class.
(Assessment FOR learning.)
Students will be formatively assessed as we review the correct solutions to the
textbook/worksheet problems. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will have the opportunity to work individually, with partners or in
groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Gifted students will be given an additional challenging question to answer and
justify.
Graphs, data and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar
information and questions)
Vocabulary worksheet
SMART Board
Rulers
Grid paper
Paper
Writing utensils


Lesson 3: Linear Relations
Timing: 80 minutes

Specific Outcome:
It is expected that students will:
2. Demonstrate an understanding of relations and functions.
8. Represent a linear function, using function notation.

Learning Objectives:
Students will be able to:
o Determine if a relation is linear
o Represent linear relations in a variety of ways
o Explain why data points should or should not be connected
o Identify the dependent and independent variables in a relation

Prerequisite Skills:
Students should be familiar with:
o Creating a table of values
o Plotting points and ordered pairs
o Graphing linear relations
o Describing patterns in a graph
o Writing linear relations
o Interpolation and extrapolation
o Substituting values into an equation
o Determining the degree of a polynomial

Instructional Strategies:
Have students complete an activity that investigates the relationships in the
human body. (Textbook or worksheet)
Collect class data on the SMART Board.
Review class solutions for this activity. (Choose student work to display under
SMART Board document camera.)
Discuss real-world data versus mathematical models for making predictions.
Have students copy down notes and examples on discrete data, continuous data,
independent variables, dependent variables, linear relations and non-linear
relations.
Have students brainstorm all of the different ways that they can represent a
relation. Record on board.
Have students complete additional questions on linear relations. (Textbook or
worksheet)
Review solutions as a class.

Student Activities:
Investigating the relationship in the human body activity.
Students will actively participate in class discussions.
Students will brainstorm ways to represent relations.
Students will answer questions on linear relations.

Assessment:
Students will be formatively assessed during class discussion. (Assessment FOR
learning.)
Students will be formatively assessed during the brainstorming activity.
(Assessment FOR learning.)
Students will be formatively assessed as we review the correct solutions to the
textbook/worksheet problems. (Assessment FOR learning.)

Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will have the opportunity to work individually, with partners or in
groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Gifted students will be given an additional challenging question to answer and
justify.
Questions will be selected so that they represent a variety of hobbies/interests.
(Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar
information and questions)
Vocabulary worksheet
SMART Board
Rulers
Grid paper
Paper
Writing Utensils
Measuring tape


Lessons 4 & 5: Domain and Range
Timing: 160 minutes

Specific Outcome:
It is expected that students will:
1. Interpret and explain the relationships among data, graphs and situations.
5. Determine the characteristics of the graphs of linear relations, including the:
a. Intercepts
b. Slope
c. Domain
d. Range

Learning Objectives:
Students will be able to:
o Understand the meaning of domain and range
o Express domain and range in a variety of ways

Prerequisite Skills:
Students should be familiar with:
o Identifying independent and dependent variables
o Describing the relationship between variables
o Analyzing and interpreting information from a graph
o Describing a pattern
o Working with number lines
o Using technology to create a graph

Instructional Strategies:
Have students complete an activity that investigates appropriate values for the
dependent and independent variables of a graph. (Textbook or worksheet)
If necessary, ask the students guiding questions to activate their prior knowledge.
Review class solutions for this activity. (Choose student work to display under
SMART Board document camera.)
Have students brainstorm how domain and range could be relevant to them.
Have students copy down notes and examples on domain, range, set notation,
interval notation, list and number line.
Complete several examples of domain and range for different sets of data. As
students begin to gain an understanding, have students attempt to complete the
solution and explain their solutions to the class.
Have students complete additional questions on linear relations. (Textbook or
worksheet)
Review solutions as a class.

Student Activities:
Investigating appropriate values for the dependent and independent variables
activity.
Students will actively participate in class discussions.
Students will answer questions on domain and range.

Assessment:
Students will be formatively assessed during class discussion. (Assessment FOR
learning.)
Students will be formatively assessed as we review the correct solutions to the
textbook/worksheet problems. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will have the opportunity to work individually, with partners or in
groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Gifted students will be given an additional challenging question to answer and
justify.
Graphs, data and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar
information and questions)
Vocabulary worksheet
SMART Board
Rulers
Grid paper
Paper
Writing utensils


Lessons 6, 7 & 8: Functions
Timing: 240 minutes

Specific Outcome:
It is expected that students will:
3. Demonstrate an understanding of slope with respect to:
a. Rise and run
b. Line segments and lines
c. Rate of change
d. Parallel lines
e. Perpendicular lines

Learning Objectives:
Students will be able to:
o Sort relations into functions and non-functions
o Use notation specifically designed for functions
o Graph linear functions

Prerequisite Skills:
Students should be familiar with:
o Reading information from a graph
o Substituting values into an equation
o Solving linear equations
o Adding, subtracting and multiplying polynomials
o Interpolation and extrapolation

Instructional Strategies:
Begin with a class discussion on functions. Ask students for examples from their
daily lives where two quantities depend on each other (where an input is
required and an output is produced). Ask relevant guiding questions if necessary.
Have students complete an activity that investigates functions. (Textbook or
worksheet)
Discuss solutions for this activity.
Have students copy down notes and examples on functions, function notation,
vertical line test.
Complete several examples of questions on functions. As students begin to gain
an understanding, have students attempt to complete the solution and explain
their solutions to the class.
Have students complete additional questions on functions. (Textbook or
worksheet)
Review solutions as a class.
Hand out strand project and have students begin to answer questions relating to
the project.

Student Activities:
Investigating functions activity.
Students will actively participate in class discussions.
Students will answer questions on functions.
Students will begin to work on their strand project.

Assessment:
Students will be formatively assessed during class discussion. (Assessment FOR
learning.)
Students will be formatively assessed as we review the correct solutions to the
textbook/worksheet problems. (Assessment FOR learning.)
Students will be given a checklist with certain deadlines for the strand project.
Deadlines will be monitored. (Assessment OF learning.)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will have the opportunity to work individually, with partners or in
groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Gifted students will be given an additional challenging question to answer and
justify.
Graphs, data and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar
information and questions)
Vocabulary worksheet
Strand Project Instructions
SMART Board
Rulers
Grid paper
Paper
Writing utensils


Lessons 9 & 10: Slope
Timing: 160 minutes

Specific Outcome:
It is expected that students will:
3. Demonstrate an understanding of slope with respect to:
a. Rise and run
b. Line segments and lines
c. Rate of change
d. Parallel lines
e. Perpendicular lines
5. Determine the characteristics of the graphs of linear relations, including the:
a. Intercepts
b. Slope
c. Domain
d. Range

Learning Objectives:
Students will be able to:
o Determine the slope of a line
o Use slope to draw lines
o Understand slope as a rate of change
o Solve problems involving slope

Prerequisite Skills:
Students should be familiar with:
o Ratios
o Solving proportions
o Equivalent fractions
o Operations with integers
o Dividing zero by an integer and dividing an integer by zero
o Plotting points and ordered pairs
o The relationship between speed, distance and time

Instructional Strategies:
Review rates of change.
Have students complete an activity that investigates slope. (Textbook or
worksheet)
Discuss solutions for this activity.
Have students brainstorm where slope can be relevant in everyday life. Use
guiding questions to ensure that students think of both positive and negative
slope.
Have students copy down notes and examples on slope (including positive slope,
negative slope and zero slope).
Have students complete additional questions on slope. (Textbook or worksheet)
Review solutions as a class.


Student Activities:
Investigating slope activity.
Students will actively participate in class discussions.
Students will answer questions on slope.

Assessment:
Students will be formatively assessed during class discussion. (Assessment FOR
learning.)
Students will be formatively assessed as we review the correct solutions to the
textbook/worksheet problems. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will have the opportunity to work individually, with partners or in
groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Gifted students will be given an additional challenging question to answer and
justify.
Graphs and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar
information and questions)
Vocabulary worksheet
SMART Board
Rulers
Grid paper
Toothpicks
Tape
Paper
Writing utensils


Lesson 11: Unit Review
Timing: 80 minutes

Specific Outcome:
It is expected that students will:
1. Interpret and explain the relationships among data, graphs and situations.
2. Demonstrate an understanding of relations and functions.
3. Demonstrate an understanding of slope with respect to:
Rise and run
Line segments and lines
Rate of change
Parallel lines
Perpendicular lines
4. Describe and represent linear relations using:
Words
Ordered pairs
Tables of values
Graphs
Equations
5. Determine the characteristics of the graphs of linear relations, including the:
Intercepts
Slope
Domain
Range
8. Represent a linear function, using function notation.

Learning Objectives:
Students will be able to:
o Describe a possible situation for a graph
o Describe a possible situation for a graph
o Sketch a graph for a given situation
o Determine if a relation is linear
o Represent linear relations in a variety of ways
o Explain why data points should or should not be connected
o Identify the dependent and independent variables in a relation
o Identifying independent and dependent variables
o Describing the relationship between variables
o Analyzing and interpreting information from a graph
o Describing a pattern
o Working with number lines
o Using technology to create a graph
o Sort relations into functions and non-functions
o Use notation specifically designed for functions
o Graph linear functions
o Determine the slope of a line
o Use slope to draw lines
o Understand slope as a rate of change
o Solve problems involving slope

Student Activities:
Students will be given problems to solve that will give the students an
opportunity to review what they have learned in this unit.

Assessment:
Students will be formatively assessed as we review the solutions to these
problems. (Assessment FOR learning)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Students will have the opportunity to work individually, with partners or in
groups.
Students fluent in English can assist English language learners with vocabulary
difficulties if they arise.
Graphs, data and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar
information and questions)
Student notes
Vocabulary worksheet
Rulers
Grid paper
Paper
Writing utensils


Lesson 12: Time to work on Strand Project
Timing: 80 minutes

Specific Outcome:
It is expected that students will:
1. Interpret and explain the relationships among data, graphs and situations.
2. Demonstrate an understanding of relations and functions.
3. Demonstrate an understanding of slope with respect to:
Rise and run
Line segments and lines
Rate of change
Parallel lines
Perpendicular lines
4. Describe and represent linear relations using:
Words
Ordered pairs
Tables of values
Graphs
Equations
5. Determine the characteristics of the graphs of linear relations, including the:
Intercepts
Slope
Domain
Range
8. Represent a linear function, using function notation.

Student Activities:
Students will be given time to work on their project.

Assessment:
Students will be given a checklist with certain deadlines. Deadlines will be
monitored.
Students will hand this in at the end of the strand as a summative assessment.
(Assessment OF learning.)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
English language learners will have access to dictionaries and/or computers if
necessary.
Graphs and questions will be selected so that they represent a real-life situation.

Materials/Resources:
McGraw-Hill Ryerson Mathematics 10 Textbook (or worksheets with similar
information and questions)
Strand Project Instructions
Student notes and vocabulary
Computers
Rulers
Grid paper
Paper
Writing utensils


Lesson 13: Practice Unit Exam
Timing: 80 minutes

Specific Outcome:
It is expected that students will:
1. Interpret and explain the relationships among data, graphs and situations.
2. Demonstrate an understanding of relations and functions.
3. Demonstrate an understanding of slope with respect to:
Rise and run
Line segments and lines
Rate of change
Parallel lines
Perpendicular lines
4. Describe and represent linear relations using:
Words
Ordered pairs
Tables of values
Graphs
Equations
5. Determine the characteristics of the graphs of linear relations, including the:
Intercepts
Slope
Domain
Range
8. Represent a linear function, using function notation.

Assessment:
Students will be formatively assessed so that they can prepare themselves for the
summative assessment. (Assessment FOR learning.)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Graphs, data and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
Exam
Rulers
Writing utensils

Lesson 14: Unit Exam
Timing: 80 minutes

Specific Outcome:
It is expected that students will:
1. Interpret and explain the relationships among data, graphs and situations.
2. Demonstrate an understanding of relations and functions.
3. Demonstrate an understanding of slope with respect to:
Rise and run
Line segments and lines
Rate of change
Parallel lines
Perpendicular lines
4. Describe and represent linear relations using:
Words
Ordered pairs
Tables of values
Graphs
Equations
5. Determine the characteristics of the graphs of linear relations, including the:
Intercepts
Slope
Domain
Range
8. Represent a linear function, using function notation.

Assessment:
Students will be summatively assessed. (Assessment OF learning)

Universal Design for Learning/Differentiating Instruction:
All instructions will be given on paper, as well as verbally. (Multiple means of
representation.)
Graphs, data and questions will be selected so that they represent a variety of
hobbies/interests. (Differentiation by interest/ Multiple means of engagement.)

Materials/Resources:
Exam
Rulers
Writing utensils