Dawn+Thompson

1:1 in 21 Unit Plan Algebra I   Linear Functions Unit Plan GO: Students will be able to give real world application for a mathematical principle. APK: Prior to the research and application phase of the project, students will be instructed on the basic principles of Linear Functions and how y=mx+b can be used in different subjects. What can we envision just by looking at the formula and how can the data be used in our field of study? NI: The research phase will take the principles taught in the classroom and enhance the skills and the processes by showing the application and importance of the formula in architecture, engineering, physics, mathematics, statistics, etc. APP: Continue on with the project, and enhance application knowledge through cross curriculum lessons. Citation exercises with English courses, Physics and Engineering application with Science and Physics courses, architecture and engineering application with shop classes, positive and negative returns with accounting and business classes. GEN: Reflection of the lesson occurs as each student presents research and new ideas. Students will learn from each other, reinforce what they have learned and discuss in open forum how they could see they might use the lesson in the future. HW: Homework will be an ongoing activity to master the skills and build upon the prior knowledge while opening their minds to the potential of greater cognition and possibilities. When working with linear functions, how can we use this formula outside of the classroom? When would we use this function in real life, and what kind of examples can we come up with that the book hasn’t given? We came up with examples that used Value as a function of time. And then expanding that to our rural community environment, for example the value of farm equipment after a given amount of time, or how long will it take for a piece of equipment to depreciate to a certain value. This brought up students in accounting class and how they could use this formula to figure out the value of money and equipment in an office over time, and how to figure out the appropriate time to update/upgrade resources. Students had to research the cost of new equipment, the resale value of similar equipment after certain time periods: 6 months, 1 year, 5 years; write an equation to represent the relationship and then think about what factors would be used to determine the right time to trade or replace the equipment. We are building on linear equation knowledge, writing linear functions, and building our way into statistical analysis. Tools used during this activity are internet research, graphing calculators, and basic spreadsheet tools. We will be building on these tools and increasing the functionality as we build on problem difficulty. The students seemed to enjoy the challenge and I believe the 21st century skill for thinking and problem solving was addressed in this activity.

Powerpoint Active Algebra Section II [] GO: Students will be able solve equations with two variables as well as graph ordered pairs and linear equations. APK: Prior to the research and application phase of the project, students will be instructed on the basic principles solving equations in two variables and then graphing both ordered pairs and linear equations. Students will use prior knowledge of number lines and grow them into coordinate planes. NI: The research phase will take the principles taught in the classroom and enhance the skills and the processes by showing how to draw coordinate planes and graph ordered pairs. Students will also learn and show how to draw t-charts. APP: Continue on with the project, and enhance application knowledge through cross curriculum lessons. Definitions of new terms, start showing relation to architecture and shop classes, and slope in terms of positive and negative returns with accounting and business classes. GEN: Reflection and reinforcement of the lesson occurs as we visit additional web sources showing solving techniques and tools. Students will discuss in open forum how they could see they might use the lesson in the future. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">HW: Homework will consist of 15-20 problems that follow the steps modeled in class. Powerpoint WebLessons: Slippery Slope [][] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">GO: Students will be able to find the slope of an equation and a line. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">APK: Prior to the research and application phase of the project, students will be instructed on the basic principles of finding the slope of a line. We will be accessing where they may have seen the term slope before, and what images were brought to mind. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">NI: The research phase will take the principles taught in the classroom and enhance the skills and the processes by showing how to find the slope using the information given and the tools available (formulas). We can show the application and importance of the formula in architecture, engineering, physics, mathematics, statistics, etc. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">APP: Continue on with the project, and enhance application knowledge through cross curriculum lessons. Definitions of new terms and continue showing relationships to physics, engineering, architecture and shop, accounting and business classes. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">GEN: Reflection and reinforcement of the lesson occurs as we visit additional web sources showing solving techniques and tools. Students will discuss in open forum how they could see they might use the lesson in the future. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">HW: Homework will consist of 15-20 problems that follow the steps modeled in class. Powerpoint [] [] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">GO: Students will be able to use the slope-intercept form of a linear equation. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">APK: Prior to the research and application phase of the project, students will be instructed on the basic principles of the slope-intercept formula. What do the variables mean and what do they tell us? We know what slope means now, we will access what intercept might mean and how we can translate that knowledge to graphing a line on a coordinate plane. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">NI: The research phase will take the principles taught in the classroom and enhance the skills and the processes by showing how to write an equation in slope-intercept form using the information given. We can show the application and importance of the formula in architecture, engineering, physics, mathematics, statistics, etc. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">APP: Continue on with the project, and enhance application knowledge through cross curriculum lessons. Definitions of new terms and continue showing relationships to physics, engineering, architecture and shop, accounting and business classes. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">GEN: Reflection and reinforcement of the lesson occurs as we visit additional web sources showing solving techniques and tools. Students will discuss in open forum how they could see they might use the lesson in the future. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">HW: Homework will consist of 15-20 problems that follow the steps modeled in class. Powerpoint [] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">GO: Students will be able to find an equation of a line given the slope and one point on the line, or given two points on the line. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">APK: Prior to the research and application phase of the project, students will be instructed on the basic principles of finding an equation. We will recall the meaning of the variables and what the information describes. Can we get a general idea of what the line will look like without making tables or graphs? We know what positive and negative slopes mean now. How can we translate the knowledge of different types of information into different types of linear equations that can be graphed on a coordinate plane? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">NI: The research phase will take the principles taught in the classroom and enhance the skills and the processes by showing how to write a linear equation using the information given and the tools available (formulas). We can show the application and importance of the formula in architecture, engineering, physics, mathematics, statistics, etc. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">APP: Continue on with the project, and enhance application knowledge through cross curriculum lessons. Definitions of new terms and continue showing relationships to physics, engineering, architecture and shop, accounting and business classes. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">GEN: Reflection and reinforcement of the lesson occurs as we visit additional web sources showing solving techniques and tools. Students will discuss in open forum how they could see they might use the lesson in the future. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">HW: Homework will consist of 15-20 problems that follow the steps modeled in class.
 * Lesson I: Equations in Two Variables**
 * Lesson 2: Slope of a Line**
 * Lesson 3: Slope-Intercept Formula**
 * Lesson 4: Finding the Equation of a Line**