Home on the Range – Part 1 2 weeks Unit Title Length of Unit Focusing Lens(es) Representation Standards and Grade MA10-GR.HS-S.2-GLE.1 Level Expectations MA10-GR.HS-S.2-GLE.4 Addressed in this Unit Inquiry Questions Can all real-world situations be modeled with a function? (MA10-GR.HS-S.2-GLE.2-EO.b) (Engaging- Debatable): Unit Strands Number and Quantity: Quantities Algebra: Creating Equations Functions: Building Functions Functions: Interpreting Functions Concepts Function, contexts, quantity, input, output, domains, range, generate, equivalent, exponential, properties of exponents, relationships, tables, graphs, equations, model, representations Generalizations Guiding Questions Factual Conceptual Understand My students will that… Functions describe contexts where one quantity, an input, Given an input and output, how do you determine a Why is only one output permissible for every input in a determines another, the output. rule? function? What notation is used to write a function? Why is possible to have two inputs for one output? What does y=f(x) denote? Why are functions an important tool in mathematical modeling? Mathematicians limit domains of a function to ensure What is another name for the inputs of a function? How do you determine a reasonable domain and range both the domain and range make sense in a given Outputs? for a context? context. (MA10-GR.HS-S.2-GLE.2-EO.b) What is the relationship between domain and range of a Why is it necessary to constrain the domain and range of function? a function model? How do you express domain and range? Functions model relationships between quantities What are examples of linear, quadratic, and exponential Why are two variable equations helpful in modeling a through tables, graphs and equations. contexts? variety of contexts? d) Why do linear and exponential functions model so many situations?
Unit Title Home on the Range – Part 1 Length of Unit 2 weeks Focusing Lens(es) Representation Standards and Grade Level Expectations Addressed in this Unit MA10-GR.HS-S.2-GLE.1 MA10-GR.HS-S.2-GLE.4 Inquiry Questions (Engaging- Debatable): Can all real-world situations be modeled with a function? (MA10-GR.HS-S.2-GLE.2-EO.b) Unit Strands Number and Quantity: Quantities Algebra: Creating Equations Functions: Building Functions Functions: Interpreting Functions Concepts Function, contexts, quantity, input, output, domains, range, generate, equivalent, exponential, properties of exponents, relationships, tables, graphs, equations, model, representations Generalizations My students will Understand that… Guiding Questions Factual Conceptual Functions describe contexts where one quantity, an input, determines another, the output. Given an input and output, how do you determine a rule? What notation is used to write a function? What does y=f(x) denote? Why is only one output permissible for every input in a function? Why is possible to have two inputs for one output? Why are functions an important tool in mathematical modeling? Mathematicians limit domains of a function to ensure both the domain and range make sense in a given context. (MA10-GR.HS-S.2-GLE.2-EO.b) What is another name for the inputs of a function? Outputs? What is the relationship between domain and range of a function? How do you express domain and range? How do you determine a reasonable domain and range for a context? Why is it necessary to constrain the domain and range of a function model? Functions model relationships between quantities through tables, graphs and equations. d) What are examples of linear, quadratic, and exponential contexts? Why are two variable equations helpful in modeling a variety of contexts? Why do linear and exponential functions model so many situations?