Nathan Pushard

9/10

RSU9

Mathematics

Algebra

Mt. Blue Campus

Equations and Inequalities

The unit will prove understanding on how to solve equations and inequalities. The material will cover how to manipulate variables to solve for equations and inequalities. Applying the same operations that students have used on single terms in the past is a focus in this unit. Also included in the chapter will be other concepts related to the equations and inequalities. This includes learning how to graph equations with a variable. By the end of the unit vocabulary from the material should be familiar. This vocabulary includes words like equations, inequalities, greater than, less than, etc. Time will be spent looking at real world applications for this material. Students will look into the real world applications of equations and how they effect the world around us. Using the material in other settings will make connections to the information. Basic procedures such as combining like terms and balancing an equation are tools that math will build on in the future curriculum.

•using basic operations you can solve for a variable.•using the same operations as equations, you can solve for inequalities.•equations are very common in real life.

•How can we use equations in problem solving?•How can equations be used outside the classroom?•Why are inequalities useful in comparing items?

Common Core State StandardsContent Area: AlgebraGrade Level: High SchoolDomain: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variableStandard: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

• Formulas: y=mx+b, y-y1=m(x-x1), a^2+ b^2=c^2•Definitions: variable, equation, inequality, constant, combining-like-terms•Key factual information: Addition, subtraction, multiplication, division and PEMDAS

•how basic operations can be applied to equations.•evaluate the use of equations in real life.•use operations to solve for variables.•analyze the similarities between equations and inequalities.•imagine the power of equations in problem solving.•realize the problem- solving process is the same for equations and inequalities.

• Comic: Describing in pictures how equations work•Film: Students create iMovie as a how-to video on equations in real-life.•Word: Create a rubric of a science project that involves equations and inequalities.•Press: Venn diagram describing the similarities and differences.•Board game: Students create board game using equations and inequalities.•Powerpoint: Explaining similarities and differences.

Goal: To prove understanding of equations and inequalities.Role: You will be an accountant for a private company working with Coca-Cola.Audience: A Coca-Cola marketing team working looking at recent sales.Situation: Presenting to the marketing team about the trends of the recent sales.Product/Presentation: Create an iMovie about the trending beverage sales at Coca-Cola.Standards (six categories for each rubric)Presentation Rubric: Content 30%,Organization 20%, Mechanics 20%, Sources 10%, Attractiveness 10%, Originality 10%.Product Rubric: Stays on topic 10%, Time limit 10%, Listens to others 10%, Comprehension 20%, Content 40% , Volume 10%

• Pre-Assessment: Students survey with questions regarding pre-knowledge of equations and inequalities.• Checking for Understanding: Quiz, Talk-A-Mile a minute, 3-2-1, say something, exit card, observation.• Timely Feedback: Self, Peer, Teacher

By what criteria will student products/performances be evaluated?

•Using basic operations you can solve for a variable.•Using the same operations as equations, you can solve for inequalities.•Equations are very common in real life.

Common Core State StandardsContent Area: AlgebraGrade Level: High SchoolStandard: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Algebra Equations and Inequalities

Students have been given the challenge of creating a presentation that will show to a group of coca-cola representatives. This iMovie must argue that sales are either trending up or down for a specific beverage. Use graphs, numbers and most importantly equations to show this trend. The team of marketing reps want to know if they should increase or decrease advertising for that specific drink. Graphs and data must be included in the presentation. Students should be creative in the designing of the presentation. This project will be shown to professionals that have seen thousands of the same style presentations. What will make this presentation different? A job with coca- cola is on the line if the presentation is effective in persuading them. This might be the career advancement you have been waiting for.

iMovie Presentation

•Content 30%•Organization 20%•Mechanics 20%•Sources 10%•Attractiveness 10%•Originality 10%

• Stays on topic 10%•Time limit 10%•Listens to others 10%•Comprehension 20%•Content 40%•Volume 10%

(W) 1.1 Students understand that by using basic operations you can solve for a variable.(Where), Equations and inequalities are used in many jobs in the real world. (Why), Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.(What)(H) 1.2 Students will start the class by creating a human graph by standing on points on a plane taped on the floor. (Hook)(E) 1.3 Students will know y=mx+b, the definition of variable and the order of operations.(Equip), Building and revising schema chart to confirm what students have learned. (Explore), A comic describing in pictures and words how equations work. (Individual)(Experience)(R) 1.4 The students will take a quiz to check the understanding of solving for variables. (Rethink),Students will check a partners work with a rubric for the comic. (Rethink/Revise), As the teacher, I will use a checklist to ensure that all the major aspects of the project has been covered. (Revise/Refine).(E-2) 1.5 Formative Assessment: Pre-Assessment: Students survey with questions regarding pre-knowledge of equations and inequalities.Checking for Understanding: Quiz Timely Feedback: Teacher and Peer(T) 1.6 TailorsVerbal: Students meet with other students and verbally work through problems.Logic: Students use graphic organizers to organize thoughts.Visual: Students make graphs that look like familiar logos on the XY- plane.Musical: Show the video of the rap about graphing.Kinesthetic: Students make a human graph on the floor. They must walk to points on the floor and form a line.Intrapersonal: Students write a journal post covering material covered in class.Interpersonal: Students will work in pairs to reflect on how their comics expand upon basic operations in equations.Naturalist: Include questions with statistics for nature.(O) 1.7 Students will be able to show basic operations can be applied to equations. (Explanation) Product: Comic, Number of Days: 4-5 days (Organize)

(W) 2.1 Students understand that by using basic operations you can solve for a variable.(Where),Equations and inequalities are used in many jobs in the real world.(Why), Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.(What)(H) 2.2 Video of 3D graphs to show how complex equations can be. (Hook)(E) 2.3 Using basic operations you can solve for a variable and equations are very common in real life.(Equip), Creating a venn diagram to discuss how equations can be used in both the classroom and the real world.(Explore), Students create an iMovie as a how-to video on equations in real-life, and a powerpoint explaining similarities and differences. (Groups of 2) (Experience)(R) 2.4 Students will participate in both "say something" and "Talk-a-mile" to analyze the material.(Rethink), Students will use a checklist to see if the projects they made hit all the required concepts. (Rethink/Revise), and my teacher feedback will be a checklist to check for what I found for concepts. (Revise/Refine).(E-2) 2.5 Formative Assessment: Checking for Understanding: Say Something, Talk a mile Timely Feedback: Teacher and Self(T) 2.6 TailorsVerbal: Students participate in the say something activity.Logic: Creating the venn diagram and making connections between the two concepts.Visual: The video of the 3D graphs.Musical:Kinesthetic: Students have to partner with the student farthest away from them in the class.Intrapersonal: Students are given time at the end of class to reflect on what has been taught.Interpersonal: Students work together during say something.Naturalist:(O) 2.7 Interpret the use of equations in real life and reflect on the problem solving process. (Interpretation, Self-Knowledge) Product: Film, Powerpoint Number of Days: (3-4 Days)

(W) 3.1 Using basic operations you can solve for a variable and using the same operations as equations, you can solve for inequalities.(Where) Equations will be seen by students after school. (Why), Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.(What)(H) 3.2 Students will post sticky notes on the board to describe their understanding of the topic. (Hook)(E) 3.3 Students will know the order of operations. (Equip), Students will make an I wonder thinkmark to ask questions on what they do not understand. (Explore), Create a venn diagram describing the similarities and differences and a rubric of a science project that involves equations and inequalities. (Experience)(R) 3.4 Exit tickets will be filled out in order to make sure that students are voicing and frustrations they have, also 3-2-1 will give students time to ask questions.(Rethink),Students will check a partners work with a rubric for the comic. (Rethink/Revise), As the teacher, I will use a checklist to ensure that all the major aspects of the project has been covered. (Revise/Refine).(E-2) 3.5 Formative Assessment: Checking for Understanding: Exit ticket and 3-2-1 and Timely Feedback: Teacher and Peer(T) 3.6 TailorsVerbal: 3-2-1 will offer students a chance to write down their thoughts in a linguistic way.Logic:Visual: The venn diagram made in the project will offer visual confirmation that the two topics are different.Musical:Kinesthetic: Student walk around the room to post their stickies on the board.Intrapersonal: The exit ticket offers time for reflection.Interpersonal: The peer feedback will offer students a chance to collaborate.Naturalist:(O) 3.7 Use operations to solve for variables and analyze the similarities between equations and inequalities.(Perspective and Application) Product: Rubistar, Prezi Number of Days: (3-4 days)

(W) 4.1 Students understand that equations are very common in real life.(Where), Equations and inequalities are used in many jobs in the real world. (Why), Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.(What)(H) 4.2 Showing a pyramid and relating it to how we learn math. (Hook)(E) 4.3 Students will know that many professions use equations every day. (Equip), Word maps will be used to unpack definitions. (Explore), Students will build a boardgame much like monopoly in which equations are the focus of the game. (Partners) (Experience)(R) 4.4 I will observe students while they work on the games to make sure they are on track. (Rethink), Peers will work in groups to check to see if each partner has understanding. (Rethink/Revise), I will make sure students have understanding in the concept the project is focused on by using a rubric. (Revise/Refine).(E-2) 4.5 Formative Assessment - Checking for Understanding: Observation Timely Feedback: Teacher and Peer(T) 4.6 TailorsVerbal: Word maps will offer students a chance to use words to describe math.Logic:Visual:Musical: Play background music when student are working on products.Kinesthetic: Students write questions on a piece of paper and toss them into a basket in the front of the room. They will be read one by one.Intrapersonal: The checklist will offer students a chance to step back and assess there own work.Interpersonal: Meeting with the teacher during observation time will give students one on one time.Naturalist: Creating categories of levels of understanding related to animals around the world.(O) 4.7 Students will be able to show equations are very common in real life. (Empathy) Product: Boardgame , Number of Days: 3-4 days (Organize)