Brenham ISD Unit Plan
Unit 3: Linear Relationships | 7th PreAlgebra | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
7.4A represent constant rates of change in mathematical and real‐world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt 7.7A represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b 8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship 8.4C use data from a table or graph to determine the rate of change or slope and y‐intercept in mathematical and real‐world problems 8.5B represent linear non‐proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0 8.5I write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations | 7.4B calculate unit rates from rates in mathematical and real‐world problems 7.4C determine the constant of proportionality (k = y/x) within mathematical and real‐world problems | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential standards | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 7.4A
7.7A
8.4B
8.4C
8.5B
8.5I
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Coefficient - the number multiplied by a variable Constant - a fixed value Constant of proportionality - the constant rate of change between x and y in a proportional relationship. Equation - mathematical statement with 2 equal expressions Graph - a line drawn on a coordinate plane to signify a relationship between two quantities Linear relationship - two quantities that change by a constant amount. Non-proportional Relationship - a linear relationship that has a constant rate of change, but does NOT pass through the origin. Proportional Relationship - goes through the origin. Rate - A ratio with two quantities measured in different units. Ex. miles per hour Rate of change - a ratio that describes how one quantity changes in relation to another. Ratio - a comparison of two quantities. Ex. Girls : Boys Slope-intercept form - y = mx + b; the format of a linear equation Slope - another word for rate of change (8th grade vocab); m is the variable we use to represent the slope. Table - input/output, x and y Unit Rate - A rate in which the second quantity is 1. (per one). Ex. 3 feet per minute. Variable - a letter representing an unknown value Y-intercept - the y-value of the ordered pair where the line crosses the y-axis (0,b). b is the variable we use to represent the y-intercept. | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
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(days 1-4) Day 5 (proportional) |
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(Days 6-7) Day 8 (non-proportional) |
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Day 10 (combo) |
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Sample Problems:
