PBI Unit Project

(A.7) Linear functions. The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to:

(A) analyze situations involving linear functions and formulate linear equations or inequalities to solve problems;

CONCEPT STATEMENT:

I want the students to understand Linear Functions. They need to understand the terms: Slope, y-intercept, and slope intercept form. These terms are important for not only solving the linear problems but for drawing and locating the lines on a graph. Linear functions will be used in all the students’ math classes that remain.

This lesson is important to the project because the students need to understand the angles and slope of the routes, steps, and plays that are critical for success in football. Each student will need to understand linear functions to correctly finish this project.

This lesson is similar to our previous lesson but for this particular class period I want the students to work on more difficult problems. I will give them a warm up of linear problems to get a reminder of how to work the problems. This lesson will take linear functions to the next level. I want to really challenge the students to see if the has a good understanding of what is going on.

PERFORMANCE OBJECTIVES:

SWBAT define Linear Functions terms, solve two and three step linear function questions/problems, and apply the solved linear functions to a graph.

RESOURCES:

SAFETY CONSIDERATIONS: None

SUPLEMENTARY MATERIALS, HANDOUTS: Worksheets (notes and assigned problems), text book, calculators, pencil, and paper.

Engagement		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Warm up activity: pass out worksheet that applies	What are two step linear equations and why they are important for this project?	Students can see how multiple step equations are solved.
Go over warm up and pick up ws for grade.	What are three step linear equations and why would they be important for this project?	Students will be able to solve multiple linear functions and apply them to the project.

Exploration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Give the hand out to the students and tell them the expectations of the lesson.	Do the equations change when there is more than one step?	Students will be able to not only solve multiple step equations but grasp the reasoning of how the equations are different from one step equations.
See if the students are grasping the reasoning behind multiple step Linear functions.	What do you think happens to the pass route line when there is more than one step?	Students can begin to see the affects of multiple step linear functions and what happens to the line of a route when applied to the project.

Explanation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Explain in detail the lesson of multiple step linear functions and how they affect football.	If the players are running a pass route at different depths will their paths intersect?	Students will be able to see that different depths of each route lines that are performed can or cannot intersect.
Make sure the students know understand the reasoning behind the two and three step equations. Why they relate to the project?	Can we expect any change in a line? Can we expect any change in a pass route when the linear functions are two or three steps questions?	Students will put the equations in slope int form, graph the lines and see if they are parallel or if they will intersect.

Elaboration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Pass out ws, Have the students work individually on the in class hand out worksheet. Give students a chance to apply the lesson.	How much more gain would the team get if they successfully performed a vertical pattern as opposed to a slanting line?	Students will see the differences of the outcome of each line/pass route if executed properly.
Walk around answering any questions students may have when they are working on the ws.	How many times would the team have to successfully execute a pass pattern with a slanting line to get a touchdown?	Students will see the outcome of one vertical play as opposed to running multiple slanting plays over and over again to get the try and get a touchdown.

Evaluation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Get the students attention to close the lesson. Have the students tell the teacher what they learned.	How do we solve and graph multiple step linear equations?	Students should be able to answer given problems related to football by applying what they learned when solving linear equations.
Pass out the homework assignment, and tell students the expectations that are required for the assignment. Restate the key points and terms.	What changes can we see, if any, to a route in a football play when the equation of a particular line is solved by using multiple steps?	Students will be able to see the changes and how plays are affected.