This learning progression is for an Algebra I class; the vast majority of the class contains freshman but there are representations of all grade levels The class uses the Holt McDougal, Common Core Edition from 2012 every now and then throughout their lessons but usually create their lesson plans with math tasks and activities to help engage the students. For this learning progression the class will be learning how to graph relationships and how to evaluate values using x-y tables and graphs. The standards that are applied to this lesson are the following:

CCSS.MATH.CONTENT.HSF.IF.A.1

Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of corresponding to the input x. The graph of f is the graph of the equation y = f(x).

CCSS.MATH.CONTENT.HSF.IF.A.2

Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

CCSS.MATH.CONTENT.HSF.IF.B.5

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

CCSS.MATH.CONTENT.HSF.BF.A.1.A

Determine an explicit expression, a recursive process, or steps for calculation from a context.

CCSS.MATH.CONTENT.HSF.LE.B.5

Interpret the parameters in a linear or exponential function in terms of a context.

 

The CCSS Mathematical Practices that are applied to this lesson are the following:

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

A teaching strategy that will be used during this learning progression is group work and collaboration. Students will be able to work in groups in order to work in groups of no more than four. In a classroom set up such as this, the teacher will be able to facilitate to more students throughout the class period and guide the lesson rather than direct instruction. Every 5-10 minutes the teacher will bring the class together for a brief fist-to-five on the students understanding and go over any misconceptions that the teacher had noticed or seen while monitoring the students. The only things that the students will be doing separately on a standard day-to-day basis will be the formative assessments during class: the warm-up problems in the beginning of class, hinge questions in the middle of class, and the exit slips at the end of class.

View the full Learning Progression here.