S+Thiry,+Simone

** E-mail: simone.thiry@maine.edu **
 * Teacher: Simone Thiry**

=Summary of Unit= In this unit on algebraic equations, students will explore the foundations of algebraic equations. Students will learn how to solve linear equations, inequalities and quadratic equations in one variable. In addition to developing an understanding of the methods used to solve single-variable algebraic equations, students will learn how to apply methods for mathematical problem solving to other disciplines. We will examine the process of solving equations in the greater context of solving real life problems. As the unit progresses, we will solve more complex one, two and multi-step equations. We will discuss the relationships between complex single-variable equations and inequalities as well as the practical applications for quadratic equations in a variety of subjects. In our discovery of multiple methods for solving quadratic equations, we will develop an appreciation for the necessity of multiple approaches to problem solving. Through this unit, students will understand the connections between mathematical problem solving and problem solving in the world.

=Establish Goals= Common Core State Standards Content Area: Algebra Grade Level: High School Domain: Reasoning with Equations and Inequalities Standards: 1. Understand solving equations as a process of reasoning and explain the reasoning. 2. Solve equations and inequalities in one variable.

=Students will understand that= •the process of solving equations can be seen as a process of reasoning and can be explained verbally. •simple equations and inequalities in one variable can be solved using a series of steps. •different methods should be used to solve quadratic equations in one variable, depending on the initial form of the equation.

=Essential Questions= • How do I explain the process of solving equations? • How do I solve a linear equation or inequality with one variable? • How do I solve quadratic equations?

=Students will know= • Formulas: quadratic formula, completing the square • Vocabulary: isolate, quadratic equation, inequality, linear equation, variable, method, radical • Sequence: method for solving single and multiple-step equations, approaches to solving quadratic equations, method for solving inequalities

=Students will be able to= •express verbally the reasoning process behind solving equations. •represent the process of solving equations and inequalities in different ways. •solve quadratic equations using multiple methods. •contrast the processes of solving single-variable equations and inequalities. •relate the process of solving equations to another issue, subject, or discipline. •reflect on how to determine the best method for solving quadratic equations.

**Performance Task Overview** Recently, in a top secret meeting, officials from several professional sports leagues have decided that by 2014, sports arenas will undergo a dramatic transformation. Due to the increased ability and practice of today's star athletes, the officials have decided to change certain aspects of playing fields, courts, tracks and rinks in order to make the games more difficult for the players and more interesting for the fans to watch. You are a sports surfaces designer and engineer who has been selected as a member of a team to assist in this redesign. Your expert knowledge of quadratic equations will help you meet the requirements of the board and determine which adjustments need to be made. In two weeks, you will present your proposal to the board of officials and directors.

=Expectations= Attendance: I expect that you come to class on time every day, prepared to work. Being prepared to work means having all of your materials as well as being present. Participation is a part of your grade, so please come to class, and talk to me if you could not attend so we can arrange make-up work. Late work may be accepted if you come to talk to me and we work out a plan.

Participation: Participation is required for this unit. Students must participate in class activities, and come to class prepared to work each day. Homework is also graded on a participation basis. If there are specific reasons that you cannot participate in a certain activity, let me know and we will work together to find an appropriate alternative. Please try to participate in class and in the homework, it will help us all learn better and have more fun!

Class Expectations: Everyone in this class will respect each individual and that individual's work. It is not appropriate to put others down or to use disrespectful language in this class. Furthermore, you are almost adults, and I will treat you as such provided you respect others and this class. Disruption and misbehavior affect the entire class, and inhibit other students from learning and the teacher from teaching.

Plagiarism and Honesty: Plagiarism is illegal, so please make sure that all work turned in is rightfully your own, and if it isn't that it is properly cited. The work is designed to help you learn the standards, and it will not do that if you copy from other students. Academic Honesty is a pillar of the education system, and every school you will attend will have a strict policy, so it is imperative that you develop good practices now. If you have questions about citations or academic honesty, contact me so we can work it out together.

=Benchmarks= • podcast: Students will work in pairs to explain how to solve equations and how the process works in a podcast. The podcast must answer several questions including: What is the process for solving equations?, How does the process work? and Why does it work?. The podcast must combine the ideas of both students, both students must use the technology, and both students must speak in the podcast. (50 points) • glogster: Students will create a digital poster that interprets the process of solving equations and inequalities in at least 2 ways. The glogster must include algebraic steps for solving equalities and inequalities, and groups must choose at least one other way to represent these types of equations. Some options are visually, verbally, musically, and by using comparisons to other disciplines. Get creative! (75 points) • prezi: Students will create a digital presentation that shows how to solve a given quadratic equation in 2 ways. In addition to solving the equation, the presentation must explain why we have multiple ways of solving equations, and which one was best fitted to solving this equation. (75 points) • wiki: Students will post a post to the wiki discussion that compares and contrasts the processes of solving equations and inequalities and reply to at least 2 other posts. Posts must include the differences between equalities and inequalities, and why they are sometimes solved differently. (25 points) • blog: Students will write a blog post that relates the process of solving equations to another issue, subject, or discipline. The blog post must include a link to more information about the subject you have related equations to, so other students can explore it too. (25 points) • inspiration: Students will create an inspiration outline that shows how they determine how to solve a quadratic equation. Outlines should include how each method works and why they chose the order and visual representation they chose. Students will be able to bring this outline to the test. (50 points)

Homework: There will be homework assigned for most classes. Homework is 10 points per day unless otherwise specified.

Test: There will be a cumulative test at the end of the unit. The test will be worth 100 points.

Participation: The participation portion of your grade is composed of attendance, preparedness, and willingness to participate in the day's activities. Participation will be worth 75 points.

=Grading Scale=
 * A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62),**F** (0 - 59).