UNPACKING STANDARDS ADVANCED ORGANIZER

STANDARD:
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.

POWER POWER BLOOMS COMMON ASSESSMENT LESSON ACTIVITIES/BEST

VERBS NOUNS LEVEL MISUNDERSTANDING (Brainstorm possible PRACTICES
(Identify what (Identify (Identify the (Identify concepts that venues to assess (Brainstorm possible activities using
students what level of students have that lead student understanding. Best Practices that would ensure a
must be able students learning for them to Be sure you can use deep level of understanding for ALL
to do from must each of the misunderstandings. some of them for of the Power Verbs and Nouns. Be
the above know from Power Verbs This will provide you formative assessment sure these align with your
standard) the above and Nouns) with valid distractors as well as summative Assessment.
standard) for your assessments) assessment. Be sure to
have enough to identify
the students level of
understanding)
1. 1. 1. Being 1. In order to 1. Explain why 1. Marshmallow parabolas!
Interpret Quantitie able to understand what a some graphs are Each group will get a large
graphs s, graphs, identify function is, different shapes. cut out blank graph, a
and tables tables, what a students need to What makes a equation (each group is
features, quantity is realize that it is a straight line? A different), marshmallows,
function. and how type of relation. parabola? Why are and string. Students will
2. Sketch to spot a some parabolas solve their equation, find the
their own quantity 2. Many students skinnier than points, mark the points with
graphs and the believe that a others? marshmallows, then put the
difference function must be string through the
3. s between defined by an 2. Scavenger hunt marshmallow points to make
Understan two equation. to find real life a parabola. Each group will
d quantities. functions, example have a different parabola and
relationshi 3. Students tend to could be a groups will be able to discuss
p between 2. Being memorize the f thermometer. different characteristics.
quantities able to and x notation,
properly instead of 3. Several different 2. Have students create a
read a understanding graphs and several real world problem and turn
graph and what they are different functions, it into a function. They will
table. X doing, so when students have to then graph their personal
and Y axis, other letters are match the function function.
starting used they get to the graph or the
point, confused. graph to the 3. Students can use traffic
lines. function. tickets to demonstrate their
4. Students often knowledge of writing
3. Know confuse when they 4. Each student functions.
that a are looking for the will have a 4. Have the students create a
function is input value and whiteboard and story using linear function
a relation. when they are marker and I will and vocabulary terms, like a
looking for the hold up a problem skiing experience. Going UP
4. Know output value. on my whiteboard the chair lift, I had a very
the input and they have to POSITIVE attitude skiing
and 5. Students think a graph it on theirs. was going to be great! I had
outputs of function is all a new outfit and felt like a
a function. about unknowns, snow bunny. Going DOWN
variables and the hill, I spent more time on
graphs. When it my behind than on my skis
comes to and my friends made fun of
operations of me. It was a very NEGATIVE
functions and they experience. By the time I got
learn about to the bottom of the hill, I
add/subtract/multi was having ZERO fun, was
plication/division exhausted, and closed my
of functions they eyes. I failed to see the very
get confused steep cliff and skied right off
because those the edge words could not
operations are describe that feeling it was
valid for numbers UNDEFINED.
only.