S+Fletcher,+Caleb

**Teacher: Mr. Fletcher**  **Office: The Batcave**  **Office Phone: The Batphone**  **Office Hours: In the dead of the night** ** E-mail: caleb.fletcher@maine.edu **

=Summary of Unit = // Quadratics, a word that tends to put the fear into the hearts of millions. In this class I hope I can calm those raising fears that are suffocating the Students’ minds. This unit will begin by teaching the students the ways to solve a quadratic. This goes into the multiple solutions in order to do so. Thus, we will be learning about completing the squares, factoring, and the quadratic equations. From there, we will start looking at how quadratics applies to the real world. This will result in us taking a look at how quadratics create parabolas and why parabolas are important in our lives. We’ll look at parabolas in nature, man made parabolas, and the physics behind parabolas. As a class, we will tackle some real world problems by going more in-depth with learning how trajectories and ballistics relate to parabolas. At the end of this unit the students will be able to not only derive an equation of a quadratic from a single point, but also solve that quadratic to figure out the roots of that very formula they’ve just derived. If I were to give a student the vertex, and tell them what the a was they would be able to tell me not only the formula of their newly constructed equation but determine what this equation means, and how to go about solving it. //

=Establish Goals = **// Common Core State Standards //**

**// Content Area //**// : Algebra // **// Domain: //**// Reasoning with Equations and Inequalities // **// Standard: //**// Solve Equations and inequalities in one variable //

// Added with //

// **Content Area:** Functions // **// Domain: //**// Interpreting Functions // **// Standard: //**// Analyze functions using different representations //

=Students will understand that = <span style="font-family: 'Times New Roman',Times,serif;"> • // there are multiple ways to solve a quadratic’ //

<span style="font-family: 'Times New Roman',Times,serif;">// •that real world problems can be solved using quadratic. //

<span style="font-family: 'Times New Roman',Times,serif;">// •a quadratic will produce a parabola, which is generated by multiple equations //

=<span style="font-family: 'Times New Roman',Times,serif;">Essential Questions = <span style="font-family: 'Times New Roman',Times,serif;">// •Why can we solve quadratics in multiple ways? // <span style="font-family: 'Times New Roman',Times,serif;">// •How can real world problems be solved using quadratics? // <span style="font-family: 'Times New Roman',Times,serif;">// •Why does a quadratic produce a parabola? //

=<span style="font-family: 'Times New Roman',Times,serif;">Students will know = <span style="font-family: 'Times New Roman',Times,serif;">// •Terminology: Vertex Form, completing the square Standard form, factoring, derive an equation // <span style="font-family: 'Times New Roman',Times,serif;">// •Formulas: Quadratic Equation, General Form, factored form, Vertex, // <span style="font-family: 'Times New Roman',Times,serif;">// •Vocabulary: complex numbers, parabolas, roots, zeroes, vertex //

=<span style="font-family: 'Times New Roman',Times,serif;">Students will be able to = <span style="font-family: 'Times New Roman',Times,serif;">// •derive a parabola when given the vertex and the zeroes. // <span style="font-family: 'Times New Roman',Times,serif;">// • evaluate real world problems by using quadratics. // <span style="font-family: 'Times New Roman',Times,serif;">// •solve a quadratic. // <span style="font-family: 'Times New Roman',Times,serif;">// •compare a parabolic function to a linear function. // <span style="font-family: 'Times New Roman',Times,serif;">// •relate quadratics to real world problems. // <span style="font-family: 'Times New Roman',Times,serif;">// • recognize which procedures best solve a quadratic. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Performance Task Overview** The smell of cheap coffee fills your nose as you take your seat amongst your fellow rookie detectives. The chief addresses all of you as he begins to tell you what he is expecting from each single one of you. The chief proposes a project to assess if you rookies are ready to head out into the real world to fight crime. So, he splits you up into groups and tells all of you that in these groups you will be constructing a crime that the others have to solve. You eager to show what you can do, work with your group to come up with a crime. Once you are done you had your idea to the chief and the chief then takes all of these ideas and hands them back out and asks you to make a video solving each case to your fellow detectives. The chief wants you to prove that you are ready to tackle any case. Also, this a great opportunity to show your fellow officers about what you are capable of. So, how about it? Will you take on this case that has been designed by your peers? Or will you fade into nothing?

=<span style="font-family: 'Times New Roman',Times,serif;">Expectations =

It's important to get to class. If you tend not to be around then you get the chance to miss out on an important lesson. If you want to stay on top of what is going on just make sure you show up to class. There are many other factors that can determine you not showing up, and I understand that. Just make sure you plan accordingly by telling me what is going on and I will more then happily work with you to make sure those abscesses don't hinder you. The same expectation goes with tardiness as well, if you are tardy just tell me why and from there we will see what we can do about it.
 * __"Get here on time, you must":__**

In this classroom, Yoda's philosophy on teaching tends to reflect my own especially when it comes to assignments. I understand that life tends to get in the way and it can be tricky to focus on this class when there are five others you have to deal with. That is why I will understand when you pass in an assignment in late, but at the same time I want to know your plan ahead of time. I want you tell me how you are going to "do" the assignment. There is no "trying" to pass in something without a plan or past your planned deadline. All of your assignments come down to you, and your own plan to get them done.
 * __"Do or Do Not, There is No try" :__**

__**"Size matters not. Look at me. Judge me by my size do you?":**__ In this classroom of mine, there is one thing that I expect the most out of everything that you believe a student should be. That one aspect of the classroom is "Respect". If you are able to learn what this word means and understand how it applies to everything in the classroom. Allow me to explain myself, if you guys are respecting each other then there shouldn't be a need to address bullying, major disruptions, or any of sort of chaos that might ensue. There is a respect level amongst all of us, between the peers, and between the teacher and the student. If we remember to respect each other, and not come to quick judgements then we will have a working classroom.

Taking someone else's property falls under that whole respect issue I brought up. If you have respect then you'll understand that it's not the best thing to cheat by passing in someone's work or not giving them the credit they deserved. So, all I have to say after that is that if I see someone showing this level of disrespect then I will have to proceed to do what the school has placed down for it's own policy.
 * __"Your own work do.":__**

=<span style="font-family: 'Times New Roman',Times,serif;">Benchmarks = Points can be a wonderful! So let's so how you guys handle a 1000 points!

• (150)Web-quest- Students will create a web-quest that will show other students how to solve quadratics through a step by step process. These web-quests will become a tool belt for the students so they can reference them when a quadratic appears. It will give the students a chance to asses the problem and go back to a guide to help them through the procedure.

•(100)Comic Life- Students will use comic life to tell us how a parabola is created and why it looks the way it does

•(100)Digital Poster- Students will generate a digital poster that describes an everyday real-world problem

•(150)Radio Debate- Students will debate which equation is better in the world of quadratics the vertex form or the standard form

•(300)Imovie- Students will construct an imovie showing that they can solve a real world problem

•(200)Video Game- Students will make a video game to teach their fellow students about solving quadratics.

=<span style="font-family: 'Times New Roman',Times,serif;">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). A grade of a C- is required for each individual course in the Block. Your grade for the Block will be the average of the four grades you earn from each individual course of the Block.