Performance Task 2

EDG 554 Performance Task 2
Curriculum Writer’s Name: Katrina Bech
Grade Level: Algebra 1 Grade 9
Background on the Unit:

Students have examined and drawn graphs to represent familiar situations and
explained how the graphs communicate what is happening at specific points in time.
They have applied characteristics of graphs vocabulary in describing graphs and
compared the steepness of lines. Students have learned the definition of a function as a
relation where each input in the domain is mapped to exactly one output in the range and
used function notation to identify related inputs and outputs.
Rationale for the Unit:
This unit is essential for students to understand the relationship between
representations of functions (graph, equation, description) and the information they can
communicate with each form (intercepts, slope, location). It is important for students to
connect the structures in equations and their corresponding graphs and recognize how
changing a value will impact the outcomes.
Focus of the Unit:
The focus on this unit is for students to take the patterns they recognize in the
structures of the functions/graphs and use them to model real-world situations such as
location at a specific time, money in bank account, or how the value of a car is changing
over time. Students will learn how to effectively communicate their reasoning and use
their models (graphs, equations) to defend their decisions.
Learning Targets/CCSS:
CCSS.MATH.CONTENT.HSF.BF.A.1
Write a function that describes a relationship between two quantities.
CCSS.MATH.CONTENT.HSA.REI.D.10
Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line.)
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.*
CCSS.MATH.CONTENT.HSF.IF.C.7.A
Graph linear and quadratic functions and show intercepts, maxima, and minima.
CCSS.MATH.CONTENT.HSF.IF.B.4
For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features
given a verbal description of the relationship.
Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes.
Calculate and interpret the average rate of change of a function (presented symbolically
or as a table) over a specified interval. Estimate the rate of change from a graph.
CCSS.MATH.PRACTICE.MP4
Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this might
be as simple as writing an addition equation to describe a situation. In middle grades, a
student might apply proportional reasoning to plan a school event or analyze a problem in
the community. By high school, a student might use geometry to solve a design problem
or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable
making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a
practical situation and map their relationships using such tools as diagrams, two-way
tables, graphs, flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results
in the context of the situation and reflect on whether the results make sense, possibly
improving the model if it has not served its purpose.
Conceptual Lens
Macroconcept – Structure
Microconcept – Patterns in functions and graphs: A study in effective communication.
Understandings: Essential Questions:

Students will understand that… • What information can I get from a
• Mathematical models, including graph relating two variables?
graphs, functions, and equations can be • How can I effectively communicate
used to represent real-world situations. how a situation is changing?
• Functions are used to analyze change in • How can I see change represented in a
various contexts and model real-world mathematical model?
phenomena (Hess, n.d.). • What information do I need to know
and understand to make predictions and
informed decisions?
Students will know… Students will be able to…(Skills)
• Slope (average rage of change) is the • Calculate the slope and y-intercept of a
change in inputs compared to the line given a graph.
∆𝑥
change in outputs. ∆𝑦 • Identify the slope and y-intercept of a
function written in slope-intercept
• The x-intercept of a graph is where a form.
graph crosses the x-axis and the
• Write a function relating two quantities
coordinate point is of the form (𝑥, 0)
to represent a situation with constant
and the y-intercept of a graph is where change.
the graph crosses the y-axis and the
• Graph linear functions.
coordinate point is of the form (0, 𝑦).
• Interpret the meaning of slope,
• A line is increasing and has a positive
intercepts, and points of intersection in
slope if the output values increase as
terms of a context.
the input values increase and a line is
• Analyze how a change in one parameter
decreasing and has a negative slope if
will effect the shape of a graph.
the output values decrease as the input
values increase. • Model situations with a graph,
equation, or table of values and
• The domain of a function is the set of
determine the most effective
all possible input values. The range of
representation to communicate
a function is the set of all possible
important aspects of a situation.
output values.
• The slope-intercept form of a linear
function is 𝑓(𝑥) = 𝑎𝑥 + 𝑏, where 𝑎 is
the rate of change and 𝑏 is the y-
intercept.
References:
Common Core State Standards Initiative. (2020). Retrieved from
http://www.corestandards.org/Math/Content/HSG/CO/
Hess, K. (n.d.). Developing big ideas/enduring understandings. National Center for
Assessment.

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Performance Task 2

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EDG 554 Performance Task 2

Curriculum Writer’s Name: Katrina Bech

Grade Level: Algebra 1 Grade 9

Background on the Unit:

Understandings: Essential Questions:

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