II.

Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
This unit is all about functions. This includes evaluating functions, graphing functions, writing equations, and function operations. I chose this unit
because it is early in the year and these objectives are baselines for many other objectives throughout the rest of the year. It is important that
students understand these topics because they will be going more in depth later. However, if the students struggle with these topics, there are many
opportunities later in the year to review and reteach if necessary.

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)
1 Students will learn what an absolute value function is, what it looks like, and graph them given an equation Understand
2 Students will be able to write the equation for an absolute value function given a graph and a sentence Apply
Students will learn what a piecewise function is, how to graph them given an equation, and write an equation
3
given a graph Understand
4 Students will be able to apply what they know about piecewise functions to real world applications Apply
5 Students will be able to do operations (add, subtract, multiply, divide) with functions Apply
6 Students will be able to compose a function with another function and itself Apply
Students will learn what an inverse function is, how to find and graph a function’s inverse, and determine if two
7
functions are inverses Apply

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
Mathematics Content Kansas State Standards in Algebra 3
N.Q.1-3: Reason quantitatively and use units to solve problems
[Link].1-2: Understand the concept of a function and use function notation
[Link].4-5: Interpret functions that arise in applications in terms of the context
[Link].4c: Find inverse functions
Table 2.1 – Instructional Design – Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Pre-Assessment: The pre-test will be exactly the same test as the post-test

T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Classroom feedback
Pre-test, warm up, notes, time leftover for
1 9/9 R 1
homework
(informal) Check for understanding during lecture
Worksheet (formal)
Classroom feedback
Warm up, homework questions, notes,
2 9/10 R 2
homework
(informal) Check for understanding during lecture
Worksheet (formal)
Classroom feedback
3 9/11 R 3 Warm up, homework questions, notes (informal) Check for understanding during lecture
Worksheet (formal)
“quizizz” warm up, new notes over Quizizz (informal), Use formative assessment tool (quizziz) to track
4 9/13 T 1,2
objective 2, quiz over objectives 1&2 Quiz (formal) progress before the graded quiz
Classroom feedback
5 9/16 R, I 4 Warm up, notes, homework (informal) Check for understanding during lecture
Worksheet (formal)
Classroom feedback
Warm up, homework questions, notes,
6 9/17 R 5
homework
(informal) Check for understanding during lecture
Worksheet (formal)
Deltamath (informal),
“deltamath” warm up, homework questions, Use formative assessment tool (deltamath) to track
7 9/18 T, R 3,4,6
quiz over objectives 3&4
Quiz (formal),
progress before the graded quiz
Worksheet (formal)
Classroom feedback
8 9/20 R 7 Warm up, homework questions, notes (informal) Check for understanding during lecture
Worksheet (formal)
Mastery Connect
“Mastery Connect” warm up, quiz over Use formative assessment tool (Mastery Connect) to
9 9/23 T, R 5,6
objectives 5&6, test review
warm up (informal),
track progress before the graded quiz
Quiz (formal)
“deltamath”warm up, time to work on test Use formative assessment tool (deltamath) to track
10 9/24 T, R 1-7
review
Deltamath (informal)
progress before the graded (summative) test
11 9/25 1-7 Post-test Test (formal)

Summative Assessment: The post-test is the same test as the pre-test

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
 Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and L does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
The pre-test will tell me what the
The pre-test will be graded the same as
students already know in this unit.
D. Pre-Assessment The pre-test is the same exam as the post-test, but will not count for the
They should have already been 1-7
(Diagnostic) the post-test students’ actual grade, it will only be
taught much of this material, but
used as data collection for me.
some may be new to them.
Every day when the students walk in
the class there is a warm up on the
board for them to complete. It is
H. Formative usually material from the previous The warm ups are not for a grade. They
lesson, or an introduction to that are a way for me to see what needs to be
Assessment 1-7
Warm up day’s lesson, or both. It is a way to retaught, or how in-depth I need to go in
- Informal get them ready for math in a non- that day’s lesson.
pressure, informal scenario. I also
use warm ups as quiz reviews if we
have a quiz that day.
Online formative assessment tools
are used in place of a warm up when
Formative These assessments are not for a grade.
Online formative assessments there is a quiz that day. All of the
They are for me to see what topics I need
Assessment (quizizz, deltamath, Mastery online tools I use give me immediate 1-7
to go over before the students take a
- Informal Connect) feedback on how the students are
quiz.
doing on that objective, so that I can
reteach if I need to before a quiz.
During every lecture I have students
work some problems on their own so
I can walk around the room to see
Formative which students are doing it correctly,
My walks around the room are to check
Checks for understanding during or which students need help. I also
Assessment 1-7 if I need to explain a topic in a different
lecture call on students during the lecture to
- Informal way, or more in depth.
do a problem on the board through
me. That helps with student
engagement, because they could be
called on at any time.
Every objective has a homework Homework assignments are worth 5
Formative Assessment assignment. Homework is graded for points each. They are worth 10% if the
1-7
- Formal Homework completion at the beginning of each students’ final grade. This percentage is
day, while the students are working low because it is graded for completion.
 on the warm up. Afterwards, I Most of the students’ grade is from
project the key to the homework on quizzes and tests. It is the students’
the board so they can check their responsibility to ask or come in for help
answers and ask for clarification if if they are getting wrong answers on the
they got an answer wrong. homework assignments.
Quizzes are worth 20 points and are
graded how they would be on the unit
I try to quiz the students on every
test. They are worth 30% of the students’
objective. Sometimes there is no
final grade. This is much lower than the
time to quiz on the last objective on
Formative Assessment test because it is the first assessment that
Quizzes the unit. Quizzes are used as a way 1-6
- Formal is graded for accuracy, so it does not hurt
for students to get feedback on
their grade as much if they make
incorrect work, since homework is
mistakes. If a student gets lower than
graded for completion.
50% on a quiz, they have to come in
during my office hours to get help.
The post-test is their final assessment
and it covers all of the objectives in
M. Summative The post test is worth 54 points. Tests are
the unit. The purpose of the post-test 1-7
Assessment Post-test worth 60% of the students’ final grade.
is to show me what the students have
learned over the entire unit.

Narrative for Instructional Design

II. E.
This unit is all about functions, so it starts with a more basic topic, absolute value functions, which are
similar to lines, which is what was taught in the previous unit. Then it moves on to piecewise functions,
which are just lines broken up into different pieces, then there are some applications of those. The next type
Why are the lessons sequenced in this of function would be quadratics, but that kind of function will be a whole unit, so we will wait on those.
manner? Then we talk about operations on functions, including addition, subtraction, multiplication, division, and
composition. Finally, we move on to inverse functions. The first half is sequenced by difficulty, and the
second half is sequenced that way because they will use topics from one in another, so they need certain
information first.
II. F.
I mainly use lectures for this unit. Most of this material is new for these students, so it would be difficult to
What learning strategies were incorporated do quidded discovery or a flipped classroom. I incorporate technology where I can. The online formative
into this unit? assessment tools allow the students to go at their own pace, so students that struggle with something are not
left behind. I also allow the students to work together on their homework when we have time in class.
Since the objectives in this unit cover new material, the best way for students to learn it is through watching
How do the instructional strategies/activities
me do examples. I also have the students do examples on their own during the lecture while I walk around
address the learning objectives for this unit? the class checking their work and answering questions if they have any.
II. G.
Math in general is all about critical thinking and problem solving, so there are a lot of strategies in place in
How will critical thinking and problem this unit. For example, when graphing functions, I give the students the methods and tools they need to
solving strategies be implemented? Give graph them, but they need to look at what the problem is asking to know what to do to solve it, because
specific examples of use. every problem is different. Also, objective 4 is about applications of certain functions, so they have
problems they could see in the real world and they need critical thinking skills to solve them.
II. I.
How will technology be integrated within the Olathe South is one-to-one with Dell laptops. For this unit I will use online formative assessment tools like
unit? Explain both teacher use and student quizizz, deltamath, and Mastery Connect. For teacher use, I save the notes we take in class into my
use. cooperating teacher’s website, so that the students can access them when they are absent from class.
II. J.
Math is cumulative in nature, so the material in this unit uses knowledge the students have learned in every
math class before this. Algebra 3 is also more of a review class, so it builds off of everything they’ve
How does the unit demonstrate integration of
learned previously in order to go more in depth. This unit, however, is a lot of new material that they might
content across and within content fields? not have seen in Algebra 2, or any other class. It also has a lot of applications, so it definitely integrates
other content fields, especially English due to all the word problems that students need to interpret.
II. K.
Explain the literacy/reading strategies that For every objective in this unit the students must interpret the problem to determine: 1. What the problem is
will be used throughout the unit. Give specific asking 2. What is given in the problem 3. What they need to solve the problem and 4. What tools do they
examples. (Remember that using text is not a have to help them solve it. Some people think of math as a language in itself, so with every problem the
reading strategy) students have, they have to interpret that language in order to solve them.
II. L.
When I lecture, I give the students problems to do on their own and I walk around the class to check their
What specific adaptations or differentiated work. This allows me to see which students need extra help and gives me time to help them one-on-one
activities were used to accommodate while everyone else is working as well. For the higher-level students, I take time during the lecture to
individual learning needs for the whole class? explain different topics more in depth and make connections to topics we have discussed previously. This
allows them to think further about a topic, while giving the struggling students time to catch up.
What specific adaptations or differentiated
For the two students with IEPs, there is a paraeducator in the room during their class who can help them
activities were used to accommodate
during their resource hour. I also tell students that fail a quiz, or just need extra help to come in before
individual learning needs for the identified school, after school, or during my office hours to work on-on-one.
sub-groups / students?