What others say
"This was a great way to introduce functions to my students. They all enjoyed trying to crack the code and creating their own."
Justyn K.
Description
Explore functions through the lens of cryptography with this engaging unit plan! Not only will students be cracking codes and creating their own, but they will also be exploring the history behind cryptography during WWII and examining primary sources!
This unit includes 7 DETAILED lessons with needed resources including a project rubric, keys for each code, graphic organizers, and room for you to add your own teaching resources and personality.
This unit includes 7 DETAILED lessons with needed resources including a project rubric, keys for each code, graphic organizers, and room for you to add your own teaching resources and personality.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Intro to Functions Unit Plan--Project Based Learning 8th Grade Math and Algebra
Stemazing PBL
32 Followers
$10.00
Highlights
Digital downloads
Grades
7th - 9th
Subjects
Standards
CCSS8.F.A.1
CCSS8.F.A.2
CCSS8.F.A.3
Pages
23
Answer Key
Included
Teaching Duration
2 Weeks
What others say
"This was a great way to introduce functions to my students. They all enjoyed trying to crack the code and creating their own."
Justyn K.
Description
Explore functions through the lens of cryptography with this engaging unit plan! Not only will students be cracking codes and creating their own, but they will also be exploring the history behind cryptography during WWII and examining primary sources!
This unit includes 7 DETAILED lessons with needed resources including a project rubric, keys for each code, graphic organizers, and room for you to add your own teaching resources and personality.
This unit includes 7 DETAILED lessons with needed resources including a project rubric, keys for each code, graphic organizers, and room for you to add your own teaching resources and personality.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
Mostly used with 7th and 8th grades
Reviews
6th
7th
8th
9th
All verified TPT purchases
Great introduction!
This was a great way to introduce functions to my students. They all enjoyed trying to crack the code and creating their own.
Engaging way to introduce concept of functions to students. Thank you!!
This was a wonderful resource for our summer school program.
I absolutely loved this resource! I used it as a part of a cryptography unit with my 7th grade GT group and it was such a blast. They learned a ton from it and I am going to make it a regular unit each year for that age group because of how much I enjoyed it. Thank you!
This was a great way to introduce functions. The students enjoyed cracking the code and making their own.
Due to cost, I would expect a better resource, with several activities all based on Enigma.
There is only one activity based on Enigma and, I expected more.
This resource has not been useful for me. My apologies for the rating.
(Sorry for my English)
Great
A little confusing but overall good!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
CCSS8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
CCSS8.F.A.3
Interpret the equation 𝘺 = 𝘮𝘹 + 𝘣 as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function 𝘈 = 𝑠² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
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