Author:
Shawn Dykstra
Subject:
Educational Technology, Mathematics, Algebra
Material Type:
Lesson Plan
Level:
Middle School, High School
Tags:
  • Equation
  • Graph
  • Iowa K-12 E-Curriculum
  • Linear Functions
  • Table
  • iowa-k-12-e-curriculum
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    Linear Functions

    Overview

    This activity is a culmnating assessment of students' abilities to describe a linear function in words, in an equation, in a table, in a graph, identify a solution, and explain the solution.

    Table Graph Equation Group Activity

    Standard:  CCSS.MATH.CONTENT.HSA.CED.A.2
    Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

     

    1.  Place students into groups of five.

    2.  Make a copy of the attached Table Graph Equation WS for each group and share one editable copy with each of the  five group members.  Make a new copy for each group and repeat.  (If Google Classroom is set up for this class, the WS could be shared through Clasroom, but not necessary.  Activity could also be done traditionally using paper and pencil by having students pass the paper around.  Comments would be made face to face verbally then.  I prefer to do it digitally.)

    3.  Student A comes up with a real life linear function and writes out a scenario (word problem) describing the linear function.

    4.  Student B defines the variables and writes out a linear equation, preferably in slope intercept form.

    5.  Student C creates a table of values using the variables and equation provided by Student B.

    6.  Student D completes the graph based on the equation and/or table labeling each axis and using appropriate scales/intervals.

    7.  Student E identifies one solution from the equation, table, and/or graph and expresses it first as an ordered pair, then in a written explanation.

    8.  Finally Student A assesses the groups' work in relation to his/her original scenario.

    Comments should be open and used by the group (but not Student A, he/she waits until the end to evaluate the whole body of work) to make suggestions for improvement as the entire scenario unfolds and is represented in each of the sections.

    Teacher can use comments to formatively asssess work as it is being done or summatively to assess groups overall work.

    Once the task has been completed and turned in.  Re-assign students to the 'next' position (A to B, B to C, etc), make another copy, share with the group, and repeat the process.  Do this five times so each student has the opportunity to do each of the tasks.

    1.  Student A comes up with a real life linear function and writes out a scenario (word problem) describing the linear function.

    2.  Student B defines the variables and writes out a linear equation, preferably in slope intercept form.

    3.  Student C creates a table of values using the variables and equation provided by Student B.

    4.  Student D completes the graph based on the equation and/or table labeling each axis and using appropriate scales/intervals.

    5.  Student E identifies one solution from the equation, table, and/or graph and expresses it first as an ordered pair, then in a written explanation.

    6.  Finally Student A assesses the groups' work in relation to his/her original scenario.

    Comments should be open and used by the group (but not Student A, he/she waits until the end to evaluate the whole body of work) to make suggestions for improvement as the entire scenario unfolds and is represented in each of the sections.

    Linear Functions Assessment

    In this activity students will create their own linear function scenario, equation, table of values, graph, solution, and explanation of that solution.

    Open the attached resource called Chapter 4 (A-CED.A.2) Standards Based Assessment and make a copy.  Then write out a scenario (real world story problem) that can be expressed with an equation, table, and graph.  Then pick a specific solution (coordinate pair) and explain what it means in relation to your scenario.  Share the document back with your instructor (instructor's choice here how that is to be done).