Course:
Precalculus
Lesson:
Modeling
Linear
Functions
Designer:
Gary
Kearns
Stage
1
Desired
Results
Established
Goals:
Common
Core
Standards
HSF.IF.B.4,
HSF.IF.B.5,
HSF.IF.C.7,
HSF.IF.C.9,
HSF.BF.A.1,
HSF.LE.A.1,
HSF.LE.A.2
&
HSF.LE.A.5
HSF.IF.B.4:
For
a
function
that
models
a
relationship
between
two
quantities,
interpret
key
features
of
the
graphs
and
tables
in
terms
of
the
quantities,
and
sketch
graphs
showing
key
features
given
a
verbal
description
of
the
relationship.
Key
features
include:
intercepts;
intervals
where
the
function
is
increasing,
decreasing,
positive,
or
negative;
relative
maximums
and
minimums;
symmetries;
end
behavior;
and
periodicity.
HSF.IF.B.5:
Relate
the
domain
of
a
function
to
its
graphs,
and
where
applicable,
to
the
quantitative
relationship
it
describes.
HSF.IF.C.7:
Graph
functions
expressed
symbolically
and
show
key
features
of
the
graph,
by
hand
in
simple
cases
and
using
technology
for
more
complicated
cases.
HSF.IF.C.7.a:
Graph
linear
and
quadratic
functions
and
show
intercepts,
maxima,
and
minima.
HSF.IF.C.9:
Compare
properties
of
two
functions
each
represented
in
a
different
way
(algebraically,
graphically,
numerically
in
tables,
or
by
verbal
descriptions).
HSF.BF.A.1:
Write
a
function
that
describes
a
relationship
between
two
quantities.
HSF.LE.A.1:
Distinguish
between
situation
that
can
be
modeled
with
linear
functions
and
with
exponential
functions.
HSF.LE.A.1.a:
Prove
that
linear
functions
grow
by
equal
difference
over
equal
intervals,
and
that
exponential
functions
grow
by
equal
factors
over
equal
intervals.
HSF.LE.A.1.b:
Recognize
situations
in
which
a
quantity
changes
at
a
constant
rate
per
unit
interval
relative
to
another.
HSF.LE.A.2:
Construct
linear
and
exponential
functions,
including
arithmetic
and
geometric
sequences,
given
a
graph,
a
description
of
a
relationship,
or
two
input-output
pairs
(include
reading
these
from
a
table).
HSF.LE.B.5:
Interpret
the
parameters
in
a
linear
or
exponential
function
in
terms
of
context.
Understandings:
Essential
Questions:
There
is
often
a
correlation
within
data
and
it
can
be
modeled
both
visually
&
mathematically.
While
mathematical
models
can
fit
the
data
will
100%
accuracy,
often
times
they
are
estimations
that
fit
the
data
generally.
If
two
variables
change
at
a
constant
rate
relative
to
each
other,
they
can
be
modeled
with
a
linear
function.
Modeling
can
be
more
efficient
using
technology.
Students
will
know
x-values
are
positive
to
the
right
of
the
y-axis
and
negative
to
the
left.
y-values
are
positive
above
the
x-axis
and
negative
below.
Intercepts
are
places
where
the
graph
intersects
with
the
axes.
Linear
functions
grow
by
equal
distance
over
equal
intervals.
A
value
s
increasing
if
the
slope
is
positive;
it
is
decreasing
if
the
slope
is
negative.
The
end
behavior
of
linear
functions
is
either
infinity
or
negative
infinity.
Which
aspects
of
a
modeling
problem
are
relevant
to
the
research
and
which
are
irrelevant?
How
does
the
choice
which
quantity
correlates
to
which
axis
effect
the
final
conclusions?
How
precise
of
an
answer
is
needed?
Students
will
be
able
to
Interpret
data
to
determine
if
there
is
a
linear
correlation.
Develop
visual
and
mathematical
models
to
represent
the
linear
correlation
between
two
variables.
Analyze
models
to
derive
new
information.
Examine
multiple
data
sets
or
models
and
make
comparisons.
Apply
these
skills
to
new
situations
involving
two
variables
with
a
linear
correlation.
Stage
2
-
Evidence
Performance
Tasks:
1. Traffic
Modeling
Activity.
Students
will
use
battery-powered
cars
to
model
cars
moving
traffic.
They
will
collect
data
using
the
car,
model
it
with
a
graph,
and
use
their
work
to
suggest
ways
to
measure
the
speed
of
cars
in
traffic.
Other
Evidence:
1. There
will
be
a
practical
examination
later
in
this
unit.
(The
students
will
measure
the
circumference
vs.
the
diameter
for
several
circular
objects
and
extrapolate
that
the
slope
is
equal
to
pi.)
Stage
3
Learning
Plan
Learning
Activities:
1. SAT
Question
of
the
Day
(Slides
1
&
2)
The
SAT
Question
of
the
Day
is
a
short
activity
for
the
beginning
of
class.
It
usually
reviews
a
previous
lesson
or
introduces
a
concept
that
will
be
studied
in
class.
2. Introductory
Video
(Slide
3)
This
video
shows
clips
of
traffic
in
Vietnam.
The
goal
is
to
begin
a
conversation
about
students
experiences
with
traffic
including
both
positive
and
negative
aspects.
Possible
points
could
include
personal
stories,
accidents
(yikes!).
how
traffic
on
big
roads
compares
to
side
streets,
how
traffic
changes
over
the
course
of
a
day,
or
time
spent
in
gridlock.
3. Define
Task
(Slide
4)
This
slide
narrows
the
focus
of
the
previous
discussion
and
focuses
the
students
performance
task.
Students
are
told
that
they
have
been
hired
as
a
special
consultant
to
the
Vietnamese
Ministry
of
Transportation
to
help
research
and
address
some
of
the
issues
relating
to
traffic.
While
the
students
might
be
able
to
reach
some
conclusions
on
their
own,
the
teacher
should
use
questions
like
how
can
we
know
that
[your
statement
is
true]?
and
how
can
we
measure
[that
quantity]?
to
focus
the
conversation
towards
the
objective:
the
need
to
collect
data
and
model
it.
The
students
will
collect
distances
and
times
to
determine
the
speed
of
vehicles
in
traffic
they
will
begin
with
an
aerial
view
of
a
toy
car.
4. Modeling
&
Data
Collection
(Slide
5)
Slide
5
is
a
visual
for
teachers
who
are
planning.
This
portion
of
the
task
depends
on
the
available
resources
and
students
familiarity
with
technology.
Students
will
need
a
battery-powered
toy
car
that
runs
in
a
straight
line
at
a
constant
speed
(if
it
is
too
fast,
one-two
batteries
can
be
replaced
with
aluminum
foil),
a
meter
stick
or
measuring
tape,
and
a
timer.
The
high
technology
option
is
to
use
Vernier
hardware
(such
as
Photogates
or
Motion
Detectors)
interfaces
with
computers
running
LoggerPro,
iPads,
or
TI-84
graphing
calculators.
The
mid-tech
option
is
to
make
a
recording
of
the
car
moving
alongside
the
meter
stick
and
timer
and
using
either
a
computer
or
the
recorder
to
analyze
the
movement.
The
low
tech
option
is
to
have
the
students
run
the
vehicle
for
known
times
and
measure
the
distance
travelled;
this
option
is
prone
to
human
error
and
several
trials
should
be
performed
in
order
to
provide
an
average
to
use
for
the
analyzing.
5. Analyzing
&
Representing
Data
(Slide
5)
Slide
5
is
a
visual
for
teachers
who
are
planning.
Again,
this
portion
of
the
task
depends
on
the
available
resources
and
students
familiarity
with
technology.
Most
of
the
software
that
is
used
to
collect
data
from
Vernier
hardware
is
capable
of
analyzing
the
data.
Another
high
tech
option
is
for
students
to
enter
the
data
into
Microsoft
Excel
and
create
a
graph
and
regression
line
using
options
within
the
program.
A
mid
tech
option
is
for
students
to
use
TI-84
graphing
calculators
to
graph
the
data
and
create
a
regression
line.
Students
can
also
use
the
computer
version
of
the
TI-84
graphing
calculator,
TI-SmartView,
to
save
images
from
their
screen.
A
low
tech
option
is
to
use
a
pencil,
ruler,
and
paper
to
plot
the
points
and
estimate
a
line
of
best
fit.
Instructions
for
all
three
methods
can
be
found
here.
6. Aerial
Traffic
Video
(Slide
6)
For
addition
application,
students
can
observe
an
aerial
view
of
an
intersection
in
Ho
Chi
Minh
City,
Vietnam
and
determine
the
speed
of
vehicles
in
the
video.
Distances
can
be
found
using
proportions;
time
can
be
determined
using
frames
of
the
video.
