S+Douglass,Brianna+Elizabeth

**Office:** Scott South 323 **Office Phone:** 207-824-2559 **Office Hours:** Monday, Wednesday & Friday 2:30 - 4:00 ** E-mail: ** brianna.douglass@maine.edu
 * Teacher:** Ms. Douglass

=Summary of Unit= Throughout this unit students will complete an in depth analysis of equations and inequalities. They will create graphs from equations, form equations using graphs and recognize types of graphs (quadratic, linear, inequality, absolute value). Learning as they go specific terminology such as x, y axis, slope, quadratics and exponents that will help them complete group work, assignments and assessments. Students will make connections between quadratic graphs and answers from quadratic formula or factoring and differences between graphs. Real world applications will be involved in many aspects of the unit through word problems and projects, making students critically evaluate how equations and inequalities are needed and used in everyday life. Students will be able to work with quadratics by factoring them or using the quadratic formula and understand what these numbers mean in terms of the graph. Throughout the unit students will use many different types of problem solving and finally determine the most effective approach for certain problems. Students will create many projects including an imovie, podcast, glogster and blog involving graphing, equations and inequalities to show their understandings.

=Establish Goals= Maine Learning Results: Mathematics - D. Algebra Equations and Inequalities Grades 9 - Diploma 2 - Students solve families of equations and inequalities.

= = =Students will understand that= • solving equations can be related to real world situations. • through manipulation, equations can be solved. • problems can be solved and represented in different mediums (symbols, tables, graphs, verbal rules).

= = =Essential Questions= • Why is evaluating equations important in the real world? • How can equations be manipulated in order to be solved? • How can math equations be solved and represented through different mediums?

= = =Students will know= • Terminology: x, y axis, slope, quadratics, exponents, factor, GCF, inequality, absolute value, quadrants • Symbols: inequalities, absolute value, square root, parentheses • Connections: quadratic graphs and answers from quadratic formula/ factoring, and graph and the answers found algebraically, differences between graphs

= = =Students will be able to= • describe the most efficient way of solving a problem. • make sense of graphs in order to solve problems. • use factoring in quadratics, where factoring is appropriate. • analyze a graph and determine if it's linear, quadratic, inequality or absolute value. • consider how equations and inequalities are used in real world situations. • recognize what styles of problem solving they are strong and weak at.

**Performance Task Overview** The World Wildlife Fund is looking to plan an end of the year fundraiser to celebrate the recent Tiger Initiative plan in Thailand. The president of the company, Judy Jungle, wants to make this event the biggest of the year and reep the greatest profit. Your job, as a board member, is to plan this event on a limited budget and show the best ticket price to maximize your profits. You must survey your friends and family about what the most they would pay for a ticket is and using your knowledge about inequalities and quadratics choose the best ticket price. In order for you to get on the agenda for the next board meeting you need to persuade Judy Jungle with facts and figures that your ticket price is the most profitable. But wait! Judy Jungle is on vacation in the Amazon and doesn't have reliable cell phone service! It is your job to leave her a quick voice mail (using GarageBand) describing the big picture of your event (including numbers). After you persuade her, you will then present at the next board meeting. This presentation must include a detailed break down of how you would spend the budget using inequalities, graphs and other equations to prove that you have planned an event that will produce the maximum profit. If you persuade Judy Jungle that your fundraiser proposal is the best than not only do you receive recognition at your own event but also receive a 10-day trip to an exotic location of your choice.

=Expectations= 1. If you are absent please come see me the next day you are in school to pick up missed work. I know that things happen and so during special circumstances don't panic, just e-mail me and tell me what your plan of attack is to get caught up. 2. There is so much material I need to cover over the course of the year and so I need everyone to be in class on time (if you arrive late then put your pass on my desk and sit down quietly) and prepared. Bring your book, a notebook, calculator, pencil and homework or any other papers to every class. 3. If you are having trouble completing the homework or a project then come see me. I have office hours (see above) and if you come by and I'm not teaching in the front of the class than you are more than welcome to come in. This being said I do not approve of cheating, copied someone else's answers on homework or during a test is not allowed. If you are having trouble ask someone to help you are come see me. 4. Showing all your work is important to me. I need to be able to see your thought process when doing an assignment that way I can see what problems students are having with the material. I will then clarify by going over the problems. It is really in your best interest to show all your work.

=Benchmarks= =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)
 * (250 points)**
 * • imovie:** A group of students will work together to create a movie that describes the best way of solving certain problems. Each team will get a list of problems that involve a mixture of skills in order to be solved. They as a team need to pick 5 of these problems to solve and explain using imovie. The imovie should include how they solved the problem, why they think this is the best way to solve it and any other ways that the problem can be solved. Because the movie may not include all the work involved in solving the problems teams may pass in a paper with all their work that is organized and neat. Teams are encouraged to be creative and original in making their movie while still incorporating the needed components. **30 points**
 * • Wiki:** Students will have to create a wiki page that demonstrates their understanding of graphs. They can work in partners or alone to create this wiki that will include important information about a given graph. Each group or student will receive a graph that they will then have to explain and determine points of interest (ex: x/y intercepts), slope, max or min, domain, etc. Students will also have to create their own graph and answer the same questions. The equations of each graph should be included in the wiki along with neat and organized work. **20 points**
 * • Web:** Students will all individually create their own web using the online tool webspiration. The big idea for the web is factoring, students will then add bubbles that include a description of how to factor, examples of factoring in different situations and explanation of when to factor and when not to. Each student's web should be so descriptive that someone who doesn't know the first thing about factoring could learn from just reading the web. After students complete their own personal web we will create a class web where students will contribute their examples and explanations onto a new web that will include everyone's. **15 points**
 * • Poster:** Students will be separated in groups of five to create a poster online using Glogster. Each team will be given five different graphs that they must as a team determine whether each graph is linear, quadratic, inequality or absolute value. They must then explain how they determined each, write an equation and provide important information (slope, max/min, x/y intercepts, etc). The glogster must be neat, creative and organized and include the appropriate information.
 * • Interview:** Students will interview an adult that uses equations/ inequalities in their everyday life. The interview should be recorded on garage band and an approved script must be written before hand that lays out what questions will be asked during the interview. The interview must include at least 8 questions that have to do with the equations or inequalities and how they use them. It should also include a real example of how the adult uses a specific equation or inequality. The podcast should be detailed and understandable because it will be presented to the rest of the class. **25 points**
 * • Blog:** Throughout the unit involving families of equations, inequalities and graphing students will keep a blog. In this blog students must react to knew information and describe strengths and weaknesses. The blog should include a detailed account of what specifically it is that is hard or easy. The blog can include examples of problems that may be especially difficult or describe an idea that was learned last year. This blog is a communication tool between me and the student so that I know what topic many students are struggling understanding and can provide more time to that topic or move quickly over skills that all students have mastered. **30 points**
 * • Test:** Students will take a end of the unit test to show that they understand the big topics that were covered. The test will include many different types of questions (true/false, matching, multiple choice, short answer, etc) in order for all types of students to benefit. The test will cover solving inequalities, equations, graphing, factoring and quadratics. A large portion of the test will be word problems and applying problem solving techniques. **30 points**
 * • Podcast:** Students will create a fund-raising proposal for the WWF. They will have to stay within the budget using inequalities and survey their friends and family on what the most they would pay to get in the fund-raising event would be. Then determine the best ticket price to charge that will provide the greatest profit. Because the president of the WWF is on vacation the only way to get your fund-raising proposal on the next board meeting is to record a voicemail detailing your event and the numbers to prove you've calculated the most profitable ticket price. The voice mail should be recorded on GarageBand and include music or jingles to aid to your recording. This will be presented in class and be accompanied by a visual that lays out tables, graphs, equations and other numbers to show how you calculated the ticket price. **100 points**