Unit Design
for
Linear Functions
Developed by
Canise StewartSingleton
Detroit Community Schools
Unit Design Worksheet
Unit Title: Functions 

Subject/Course: Algebra 1 
Topic: Linear Functions 
Grade(s): 9 
Staff Name: Canise Singleton 
Stage 1  Desired Results 

Established Goals (HSCE’s, etc.): A3.1.1 Write the symbolic forms of linear functions (standard, point slope, and slope intercept) and convert between forms. A3.1.2 Graph lines such as x = h and y = k given appropriate information. A3.1.4 Find an equation of a line parallel and perpendicular to a given line.


Understandings: Students will understand that...

Essential Questions:

Students will know…

Students will be able to...
Explain different methods that are useful when graphing and writing linear functions. 
Unit Enduring Understanding:
Linear functions can be graphed or used to graph and interpret real life situations. 
Unit Question:
How are linear functions graphed to interpret real life situations?

Stage 2  Assessment Evidence 

Performance Tasks: (Summary in GRASPS form, end of the unit)(Summative)(After) Goal: Your task is to show mastery of linear functions by creating an illustrated magazine article about functions. Role: You have been hired as a writer for Ebony, Jet, Sports Illustrated or a magazine name that you choose. You have been asked to create school piece this month. You must come up with a four page spread about linear functions. Your spread must include illustrations, and appeal to readers who don’t know much about linear functions. Audience: Your target is high school students, and families who do not have math backgrounds. Situation: The challenge involves creating a 4 page illustrated spread that is eye appealing and interesting to the reader. Product: Four page article explaining linear functions. Standards: Your work will be judged using a rubric.


Key Criteria: (Rubrics, etc.)
Rubric for GRASPS


Other Evidence: (Quizzes, Tests, Prompts, Observations, Dialogs, Work samples, etc.)(Before, During)(For learning)
Journals, vocabulary activity, tiered assignment(differentiation), worksheet, textbook, concept map, bingo, classroom jeopardy set, TI83


Before During After Pretest jeopardy, double bubble maps, quizzes Posttest grasps Create crossword puzzles, journal prompts, Vocabulary quiz 

Describe the assessment/s and state the prompt if applicable. □ F X S








What type of scoring tools will be used for evaluation?




□ Analytic rubric □ Checklist X Holistic rubric □ Answer Key X Criterion rubric □ Other 







Student SelfAssessment and Reflection: Students can write journals explaining what they understood specifically about that day’s concept or what they are having trouble with. They may be asked to describe what they found to be the best part of the unit. Students may also be given a questionnaire at the end of the unit. 
Unit Design Worksheet
Stage 3  Learning Plan 
Differentiated Instruction (Layers, Tiered, etc.):
Level C 45 pts. (Choose 3 of the following)
Level B 30 pts. (Both activities are required)
Level A 25 pts. (Choose 1 of the following).

Learning Activities: (consider the WHERE TO elements)
Students will be (E) equipped with materials and supplies to complete each learning activity.

Unit Design Worksheet
Essential Vocabulary 

(Identify and define) Standard form: a linear equation of the form Ax + By = C where A, B, and C are real numbers and A and B are not both zero. Slope intercept form: A linear equation of the form y = mx + b where m is the slope and b is the yintercept. Pointslope form: A linear equation of the form y –y = m(x –x) Xintercept: The xcoordinate of a point where the graph crosses the xaxis. Yintercept: The ycoordinate of a point where the graph crosses the yaxis. Slope: The ratio of the vertical change to the horizontal change between any two points on the line. (m = rise/run) Parallel lines: Two nonvertical lines in the same plane with the same slope. Perpendicular lines: Two nonvertical lines in the same plane whose slopes are negative reciprocals of each other.


Sequencing the Learning 

Monday
(pretest) Identify different forms or linear equations in their various forms.
Write equations in their different forms such as slope intercept form, pointslope form.

Tuesday
Graph lines using input/output tables.
(group activity) 
Wednesday
Graph lines using x and yintercepts.
Group C work day 
Thursday
Slope formula song and activity (kuta worksheet) 
Friday
Ring toss activity (slope activity)
Slope quiz 
Monday
Layer B work day
Graph lines using y = mx + b
(TI calculator activity slopeintercept form).

Tuesday
Layer B work day 
Wednesday
Parallel lines (textbook) 
Thursday
Perpendicular lines

Friday
Vocabulary activity workday 
Monday
Jeopardy game

Tuesday
Layer A workday 
Wednesday
GRASPS
(double bubble map) 
Thursday
GRASPS 
Friday
Linear functions test (post test) 
Linear Functions Test
Name Date Section
(Show all work)
Draw and label the coordinate plane including the quadrants.
Convert the following linear equations into slope intercept form.
2. 3x + 4y = 12 3. –9x + y = 5
4. x – 6y = 10 5. 5x + 3y = –15
Graph the following linear equations by creating an input/output table.
6. y = 7x – 3 7. y = 3/4x
y = –x + 4 9. y = x
Write an equation parallel to y = 4x + 7 passing through the point (–1, 5)
Write an equation perpendicular to y = –2x passing through the point (4, –3).
12. Write an equation of the line passing through the given points. (1, 4), (6, –1)
Find the x and yintercepts.
13. –5x + y = 20 14. –4x + 5y = 30
UBD Unit Design Worksheet /
Saginaw Valley State University
DESIGN OF PREPHD COURSE THE 8 CREDITHOUR COURSE
DESIGNING WEB SITES WITH CONVIO® TO DESIGN
NUTS ARE DESIGNED TO DEVELOP THE FULL STRENGTH
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