Math C&I for Majors Unit Plan Template

Relations and Functions 10C Honours

Title of Unit Grade Level

Math 7 days
Subject Time Frame

Reilly Matthews
Developed By

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s))

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

Specific Outcomes
 Interpret and explain the relationships among date, graphs and situations
 Demonstrate an understanding of relations and functions

Big Mathematical Ideas

Which big mathematical ideas (e.g. place value, algebraic reasoning, etc.) does this unit address? Consult Charles (2005) and Hurst and Hurrell (2014)

 A relation associates the elements of one set with the elements of another set
 A function is a special type of relation for which each element of the first set is associated with a unique element of the second set
 A linear function has a constant rate of change and its graph is a non-vertical straight line.

Cross curricular Competencies

How will this unit promote the CCC?

 Managing information: organizing sets of data and finding the correct properties of the data.
 Communication: being able to graph the data in the proper way and understand the given graphs. Also learning vocabulary is important in this
unit (ie. Domain and range).
Essential Questions
What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the
enduring understanding)
1. What are different ways that we can communicate sets of data?
2. Where can we find relations and functions in our daily lives?
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
 Why data points should or should not be connected on the graph for
a situation
 Why some relations are not functions, but all functions are relations
 Rules for determining whether graphs and sets of ordered pairs
represent functions
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to…
 Graph, with or without technology, a set of data, and determine
the restrictions on the domain
 Describe a possible situation for a given graph
 Sketch a possible graph for a given situation
 Determine, and express in a variety of ways, the domain, and
range of a graph, a set of ordered pairs or a table of values
 Determine if a set of ordered pairs represents a function
 Sort a set of graphs as functions or non-function

Monday
SLO: Demonstrate an
understanding of relations
and functions
Description: (5.1 5.2).
We will be going over two
topics. First, representing
relations. We will talk about
“sets”, “elements” and
“relations”. We will describe
different relations in graphs
and tables and represent
them using arrow diagrams,
ordered pairs and tables.
Second, we will talk about
properties of functions. We
will discuss what makes a
function, and what does not.
We will also look at domain,
range and variables. We will
also look at how to solve
functions.
Both topics will be looked at
through SMART board slides,
as well as class examples.
Assessment: Formative. I
will observe the students
while they do examples.
They will also complete an
assignment. Pg. 262 #3a, 4,
5, 6, 9, 12. And pg. 270 #4,
5, 6ac, 7bd, 9a, 14, 15a, 19
Essential question: What
are different ways that we
can communicate sets of
data?
CCC: Managing information
Stage 3 – Learning Plan
Tuesday
SLO: Interpret and explain
the relationships among
data, graphs, and situations
Description: (5.3 5.4 5.5)
First, we will look at
interpreting and sketching
graphs. We will look at what
lines of the graph means, as
well as what the different
segments represent. We will
also look at how to draw a
graph and label the axis.
Second, we will talk about
graphing data. I will give
data that the students will
graph properly. Third, we will
look at graphs of relations
and functions. This topic, we
will look at functions and
how to draw them on a
graph. We will also learn how
to tell if a relation is a
function by looking at the
graph.
All topics will be looked at
through slides and examples.
Assessment: Formative. I
will observe the students
while the do examples. They
will also complete an
assignment. Pg. 281 #3, 5,
8, 10, 13, 17. Pg. 286 #1.
And Pg. 294 #4, 5, 7, 9, 11.
Essential question: What
are different ways that we
can communicate sets of
data?
CCC: Communication
Wednesday
SLO’s: Demonstrate an
understanding of relations
and functions, and Interpret
and explain the relationships
among data, graphs, and
situations
Description: (Review).
Today will be a work day for
the students. They can work
on assignment 1 or 2, or they
can work on the “checkpoint”
on page 274-275 and page
298-299.
Assessment: Formative. I
will observe the students
while they work, and also
gauge what kind of questions
they ask me. If there are
multiple questions about the
same concept, I will go over
an example with the class.
Essential question: Where
can we find relations and
functions in our daily lives?
(There will be questions in
the textbook that make this
clear).
CCC: Managing information
and communication.
Thursday
SLO’s: Demonstrate an
understanding of relations and
functions, and Interpret and
explain the relationships
among data, graphs, and
situations
Description: (Quiz). Students
will have the whole class time
to write a quiz. This quiz will
cover topics 5.1-5.5
Assessment: Summative.
This quiz will be taken for
marks. I will mark it that night
and return it the next day for
formative assessment as well.
If there are concepts that
many struggled with, I will
take time to go over it again.
Friday
SLO: Interpret and explain
the relationships among
data, graphs, and situations
Description: (5.6 5.7).
First we will talk about
properties of linear
relations. We will look at
patterns in graphs, and
decide what makes a
function linear. Next, we
will look at interpreting
graphs of linear functions.
We will talk about what
different points on the
graph means and look at
horizontal and vertical
intercept points. We will
also look at solving these
functions.
Assessment: Formative. I
will observe the students
while they work on
examples in the notes.
They will also complete an
assignment. Page 308 #3,
4, 5, 6(i, iii, v), 8, 10, 14 18
and page 319 #4, 7, 10,
12, 18, 20
Essential question: What
are different ways that we
can communicate sets of
data?
CCC: Communication
SLO’s: Demonstrate an
understanding of relations
and functions, and Interpret
and explain the relationships
among data, graphs, and
situations
SLO’s: Demonstrate an
understanding of relations
and functions, and Interpret
and explain the relationships
among data, graphs, and
situations

Description: (Review). Description: (Unit final).

Today will be a work day for
the students. They can work
on assignment 3, or they can
work on the “review” on
page 326.
Assessment: Formative. I
will observe the students
while they work, and also
gauge what kind of questions
they ask me. If there are
multiple questions about the
same concept, I will go over
an example with the class.
Students will have the whole
class to work on the unit
test. This will cover 5.1-5.7.
Assessment: Summative.
This test will be marked.
Students can look over their
tests when they are marked,
however they can’t keep
them.

Essential question: Where

can we find relations and
functions in our daily lives?
(There will be questions in
the textbook that make this
clear).

CCC: Managing information

Assess and Reflect (Stage 4)

This unit went very well. The students had a hard time grasping the concept of domain and range. In the future I would add an
extra day and work more on domain and range as a class. I had lots of questions about it after and before class. The unit as a
whole felt a little bit crammed. There wasn’t much work time and to go over the quiz, which I think would have been beneficial.
Working in groups for this unit and collaborating also might have been better for the students. This unit the students had a new
seating plan and the stronger students really started helping the students who have been struggling. I made my own test this
unit, and it went very well. I looked at each lecture and made sure to include parts from each. This unit is a great introduction
into linear functions. I need to make sure they fully understand these concepts before we go into this unit.