Unit Outline

*note: this is the same unit outline used in both the summative assessment and
performance project and rubric assessment*

Grade level: ​10th grade

Unit Topic: ​Functions

Course/Discipline: ​Math II

Approximate Time Required: ​5-6 Weeks

Central Focus of the Unit: ​This unit focuses on different parent functions and different
transformations of those functions. These transformations include shifting the graph left, right,
up, and down, scaling the graph by both positive and negative factors, and/or any combination
of the above.

General Standards from NCSCOS:

NC.M2.F-IF.1
NC.M2.F-IF.4
NC.M2.F-BF.1
NC.M2.F-IF.8
NC.M2.F-IF.9

Measurable Student Learning Outcomes:

1. Students will be able to ​identify different parent functions.
2. Students will be able to ​graph different parent functions and functions reliant on the
parent functions.
3. Students will be able to ​create functions given a domain, range, maximum, minimum,
end behavior, rate of change, symmetries, intercepts or the portion of the graph that is
increasing/decreasing of a given function.
4. Students will be able to ​differentiate between even and odd functions.
5. Students will be able to ​identify the domain, range, maximum, minimum, end behavior,
rate of change, symmetries, intercepts and the portion of the graph that is
increasing/decreasing of a given function.

Lesson Outline:
[Provide a brief schedule (it can be daily, weekly, or just by topics) for the material
covered throughout the unit]
The High School I attended had class periods that met every day for 54 minutes. I am basing
my schedule off of that time frame, so my students would see me every day, but for a shorter
amount of time than they would on a block schedule. This schedule would be determined
depending on when the last unit ended, but would hopefully start on a Monday. Each day there
would be approximately 10-15 minutes of homework review.

Week Focusing on parent functions y = c , y = x , y = x2 , y = x3 . Addressing domain, range,

1 maximum, minimum, end behavior, rate of change, symmetries, intercepts, portion(s)
of the graph that is increasing/decreasing.

Week Focusing on parent functions y = |x| , y = √x , y = √3 x , y = 1x . Addressing domain,

2 range, maximum, minimum, end behavior, rate of change, symmetries, intercepts,
portion(s) of the graph that is increasing/decreasing.

Week Focusing on transformations of graphs: left and right, up and down, scaling by any
3 factor. Talk about how they would work with each parent function from previous week.

Week Continue with transformations and how they would work for each parent function.
4 Work on increasing difficulty and having students find functions from graphs. Have
them create functions and graph them, and/or create graphs and find the functions for
them.

Week Focusing on symmetry and even/odd functions. What makes different functions even
5 or odd?

Week Review and Summative Assessment.

6

Formative Assessments:
[Describe at least three formative assessments you would use to prepare students for
their summative assessment(s) and justify each formative assessment by describing how
it prepares the students for the summative assessment(s)]

1. ‘My Favorite No’ - This formative assessment allows students to answer a question and
drop it into Yes and No bins, the Yes bin for if they are 100% confident in their answer
and the No bin for if they aren’t as confident. Then the teacher goes through the No bin
and puts a wrong answer on the board, without identifying the student who gave it,
particularly one that contains a common mistake/misconception. The students then
identify what is wrong with the answer and how to fix it. I think it is very useful in this unit
because with graph transformations, the signs and directions that the graph moves can
get confusing. This would be a good one for me to do in week 3 when students are just
getting used to transformations so I can catch any misconceptions or mistakes early on.
Giving the students a chance to learn from their mistakes is crucial to the learning
process, and this assignment allows for students to come together and do that as a
class. It would prepare students for the summative assessment by making them more
aware of the signs in a problem and how it shifts a graph, which is an important part in
many of the questions on the summative exam.
2. ‘Plickers’ - This is a technological formative assessment that allows students to show a
side of a card to answer a multiple choice question. I would pose a question to the class,
and they would hold the corresponding side of their paper up with the answer they would
like to choose. I would then scan all the answers with my phone/tablet, and it would
record the student’s answers. I would be able to tell which student answers what, as
each of them would be assigned a plicker number. This would allow me to analyze each
student’s answers and determine what else I would need to do to facilitate their learning
in the unit. Plickers would help the students prepare for the summative assessment by
introducing them to multiple choice questions that I may ask on it. To me, this unit lends
itself to free response questions easier than it does multiple choice questions. By
introducing students to multiple choice questions, they can see the types of questions I
may ask on their summative assessment and not be as surprised at what is being asked.

3. Group Presentations - This is a technique that I would use to pair students up in a group
(2-4 students per group) and have them present their answer to the class. This allows for
critical thinking and allows for students to learn how to work on challenging problems
with other people. They can learn from each other in their groups, and learn from their
other peers who are presenting different problems. I would have a checklist to make sure
they are addressing certain parts of each question and are working out each problem
and justifying their answers completely. This will prepare students for the summative
assessment by working out challenging problems that will be related to the free response
portion of the summative assessment, as well as open ended versions of multiple choice
questions, and would also serve as a good review for the exam.