S+Hale,+Jordan

**Office:** Classroom **Office Phone:** 555-0000 **Office Hours:** T, TH 2:00-3:00pm ** E-mail: ** Jordan.Hale@Maine.edu
 * Teacher:** Mr. Hale

=Summary of Unit= This unit covers linear and quadratic equations and how to solve them. We will look at how it is applied in the real world by architects and builders every day. Through type II technologies such as a blog, Google Sketch Up, Microsoft Excel and the Internet, students will explore various real world applications of solving equations. Students will work alone as well as in groups to produce presentations and projects that are designed to make the students think about how solving equations is relevant to the real world. Placing the student in the shoes of a builder will demonstrate their knowledge of solving equations, as they need to use them for area and intersections. They will be asked to help build a city block. Using Google Sketch Up and Microsoft Excel, students will organize and submit their work showing whom to hire for certain jobs in building the block. There will be two quizzes and a test, as well as project to show the students progress and learning. Also, many class activities are designed to help check for students understanding, and give them many opportunities to ask questions and learn from their peers. Recognizing patterns and understanding how to solve linear and quadratic equations is what students will show to understand their learning.

=Establish Goals= Common Core State Standards Content Area: Algebra Grade: Level: High School Domain: Reasoning with Equations and Inequalities Standard: Solve equations and inequalities in one variable. Cluster: 3,4

=Students will understand that= • linear equations and inequalities with one variable and a coefficient represented by letters can be solved for one variable. • the method of completing the square will transform any quadratic equation in the form (x-p)^2=q. • taking a square roots inspecting, completing the square, the quadratic formula and factoring are all appropriate methods for solving quadratic equations

=Essential Questions= • How do you solve one-variable quadratic equations and linear inequalities by taking square-roots, completing the square, the quadratic formula and factoring? • What is the quadratic formula and why is it relevant? • How do you solve linear equations and inequalities with one variablerepresented by a letter?

=Students will know= •Vocabulary: integer, variable, parabola, exponents, coefficient, factoring, maximum, minimum, constants, degree, imaginary numbers • Formulas: quadratic, point-slope, slope-intercept, FOIL, completing the square, graph, irrational numbers • Terminology: Completing the square, quadratic equation/formula, solve, graph, compare, factor, a perfect square.

=Students will be able to= • Explain: Demonstrate how linear and quadratic inequalities/equations with one variable can be solved. • Interpret: Illustrate how to complete the square. • Apply: Produce quadratic/linear inequalities/equations from word problems and know how to solve. • Perspective: Analyze quadratic equations in multiple forms and be able to solve. • Empathy: Consider all methods that can be use to solve quadratic/linear equations. • Self-Knowledge: Recognize which solving method would be best for a given quadratic/linear equation.

**Performance Task Overview**

The city of Portland has a whole city block they want to rebuild. Whipple-Callender Architects have asked their architects (you!) to submit a design for the new city block. You will present your ideas to the CEO, Mr. Whipple and Mr. Callender. Students will use Google Sketch to design their blocks and then prepare a persuasive presentation to Mr. Whipple and Mr. Callender. The CEO’s will choose the best city block to present to the city council to start building next year. Whipple-Callender is looking to maximum area and minimizes the budget. The winning architect gets to break ground at the construction site and will receive a key to the city.

=Expectations= If students are absent, it is their responsibility to come talk to me and arrange the make-up work. The assignments are on the class wiki as well as recorded lessons showing what was taught on the board as well as an audio recording of me doing the teaching. Students will go on the wiki and try to do the homework with the corresponding video lessons. The student will then come in the next day to show me the work and we will have a discussion to make sure the student has grasped the right material. Each student will have a Skype buddy. When their Skype buddy is absent, it is your responsibility to make contact with your partner and Skype them in if the circumstances work. For the peer review, if the absent student was the only one then I will help find the student a partner. Plagiarism will not be tolerated in this classroom. In accordance with the school policy, if you are caught plagiarizing you will receive a zero for the assignment and meet with the principle, the classroom teacher and the student to discuss the act. You can't learn if you don't participate! A classroom is a learning environment that only works if everyone is involved. It takes everyone working together using different ideas and collaborating to solve a problem and learn along the way. Attendance is required to participate, so you must attend every class!
 * Absences**
 * Plagiarism**
 * Assignments**
 * All** assignments are to be complete and turned in on time. Late homework will not be accepted after a day unless their is an unexcused absence. If you are excused-absent the day an assignment is due, than it will be due the next time you have class unless otherwise noted.
 * Participation**

=Benchmarks= • Google Sketch Up (25 points)- Students will become builders working for the Whipple-Callander Building company out of our own Portland, Maine. The newly hired builders will design a city building using a computer program called Google Sketch Up and Microsoft Excel. Using their knowledge of linear and quadratic functions, the architects will have to persuade the CEO's that their design is financially the best option. • SmartBoard (25 points)- Students will be put in groups that will pick a certain solving method. Using the SmartBoard in the class, students will present to the class what solving method is best and why. Students must use their math skills to present the method, get the classroom students involved in their method and finally must tell the audience what their method is the best for. • Prezi (20 points)- Monopoly, Clue, Stratego...what's next? You decide! Students will be asked to create a game that involves math vocabulary, methods, problems and anything classroom math-related that the students can create. Using a presenting tool called Prezi, students can create a game board. Students can use additives from other board games like chance, community chess, chutes and/or ladders etc. • Glogster (25 points)- In order to decorate my room, students will design a visual poster outlining certain steps to solving certain equations. The students can make creative colorful visuals to help make the room look good and help solidify their math skills. Glogster is an application that students will use to help create the classroom poster. • Comic Life (20 points) - Congratulations- You have just been hired by Marvel Comics to design a new comic for younger children. Your comic book must help show math at work in the real world. Solving equations and showing slopes to seeing parallel lines. All math is fair game with focus on quadratic and linear equations and inequalities. • Google Earth (25 points) - Students will now be working for a town of their choosing to develop new roads.Using Google Earth, students will be able to pick an area of maine and help design new roads. Based on certain parameters, students will create roads with parallel slopes, perpendicular lines, all while graphing the equations for the roads. Final benchmark (50 points): There will be a cumulative test over the material covered in this unit. =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).