Project description: This project is for sophomore aged students who are studying Algebra I. The students will be learning how to connect rules, tables and graphs through a handson experiment, technology, and assessment in both group and individual settings. The learning will take place in 2 or 3 one hour sessions.
Objectives:

Learners will be able to distinguish between linear, quadratic, exponential, and inverse graphs.

Learners will be able to distinguish between linear, quadratic, exponential, and inverse equations.

Learners will be able to distinguish between linear, quadratic, exponential, and inverse tables.

Learners will be able to find patterns within tables using addition and multiplication

Learners will be able to find relationships between linear graphs, tables, and equations.

Learners will be able to find relationships between exponential graphs, tables, and equations.

Learners will be able to find relationships between quadratic graphs, tables, and equations.

Learners will be able to find relationships between inverse graphs, tables, and equations.

Learners will be able to distinguish between positive and negative formats of linear, quadratic, exponential and inverse graphs.

Learners will be able to distinguish situations that can be modeled using linear, quadratic, exponential and inverse relationships.

Learner will be able to create data, make a table, and graph from an inclass experiment.
Learning Objective (a) 
Bloom’s Classification (b) 
Format for Assessment (c) 
Description of Test form (d) 
Sample Item (e) 
1.0 Learners will be able to distinguish between linear, quadratic, exponential, and inverse graphs. 
analysis 
paper/pencil 
graph 
On the provided grid, graph the equation: y=1/x. 
2.0 Learners will be able to distinguish between linear, quadratic, exponential, and inverse equations. 
comprehension 
paper/pencil 
short answer 
Name what kind of equation the following is: y=2(3x) 
3.0 Learners will be able to distinguish between linear, quadratic, exponential, and inverse tables. 
comprehension 
paper/pencil 
short answer 
Determine what kind of relationship is within the table. (table below) 
4.0 Learners will be able to find patterns within tables using addition and multiplication 
comprehension 
paper/pencil 
short answer 
In your own words, how can you determine the difference between a quadratic table and an inverse table? 
5.0 Learners will be able to find relationships between linear graphs, tables, and equations. 
comprehension 
paper/pencil 
short answer 
Explain how a linear equation, table and graph are the same, and how they are different. 
6.0 Learners will be able to find relationships between exponential graphs, tables, and equations. 
analysis/ synthesis 
paper/pencil 
graph and short answer 
Create an exponential equation. Then use the equation to make a table and graph. 
7.0 Learners will be able to find relationships between quadratic graphs, tables, and equations. 
analysis 
paper/pencil 
short answer 
Write the equation for the given graph. 
8.0 Learners will be able to find relationships between inverse graphs, tables, and equations. 
analysis 
paper/pencil 
create table and equation 
From the given graph, create the table and equation that goes with it. 
9.0 Learners will be able to distinguish between positive and negative formats of linear, quadratic, exponential and inverse graphs. 
synthesis 
paper/pencil 
graph 
From the graph provided, create the negative version of the same graph. 
10.0 Learners will be able to distinguish situations that can be modeled using linear, quadratic, exponential and inverse relationships. 
analysis/ comprehension 
paper/pencil 
short answer 
Fifty bacteria double every 10 minutes. What kind of relationship does this model? Explain. 
11.0 Learner will be able to create data, make a table, and graph from an inclass experiment. 
performance 
observation 
Put all data from experiment into a table, make a graph, and explain what kind of relationship the data follows. 
Table for 3.0 and 4.0:
x 
1 
2 
3 
4 
6 
y 
6 
3 
2 
1.5 
1 