S+Sayward,Charli+Anne

**Office: Dakin 217** **Office Phone: 207-555-4170** **Office Hours: Monday/Wednesday 2PM to 4PM** ** E-mail: Charli.sayward@maine.edu **
 * Teacher: Ms. Sayward**

=Summary of Unit= //Welcome to Expressions and Symbols! During this unit students will be developing their problem solving skills using symbols and expressions. They will gain an understanding about the representation of variables within expressions and equations. Students will be able to recognize the relationships between equations and graphs and be able to interpret graphs through comparison and contrasting.They will be assessed on group projects, individual quizzes, and self reflection. Technology will be integrated into this unit through videos, audios, digital posters, blogs, and much more. With this integration, students will prove their understandings and skills of solving equations, interpreting graphs and equations, and relating math to real world situations. They will be able to derive equations from word problems and apply their knowledge towards solving these problems. At the end of the units, students will take on a real world role as financial advisers and perform certain tasks using the skills they have gained in order to meet the goals of the MLR Standards.//

=Establish Goals= Maine Learning Results: Mathematics-D. Algebra Symbols and Expressions Grades 9-Diploma 1. Students understand and use polynomials and expressions with rational exponents

= = =Students will understand that= •symbols represent quantities in expressions and equations. •there are relationships between equations and graphs. •the equations can be manipulated to represent real life situations.

= = =Essential Questions= •How do you solve for symbols that represent quantities in expressions and equations? •How can you interpret an equation on a graph? •Why are equations used in real life situations?

= = =Students will know= •__Terms__: What do expressions, equations, symbols, intercepts, and inequalities mean? •__Critical Details:__ the order of operations, to simplify equations, how to derive equations from word problems, and interpret graphs. •__Formulas__: Linear equations, point-slope form, quadratic equation, polynomials, and exponential equations.

= = =Students will be able to= •derive equations from word problems. •make meaning of equations with graphs. •solve for variables in expressions and equations. •compare and contrast behaviors of equations and graphs. •relate equations to real life situations. •recognize certain forms of equations and when they are in their simplest forms.

**Performance Task Overview** You and your partner are the financial advisers for a whitewater rafting company called Rapid Rivers. The owner is interested in purchasing a new fleet of rafts for next year's rafting season. You are given data from this year's profit and a certain past year's profit, along with the number of customers from each year. You are to project what next year's profits will be and inform the owner if he will be able to afford the boats or not. If the profits are not sufficient enough to purchase the fleet, what price should the customers be charged in order to afford the new boats? You will be presenting your financial advise through a digital poster using Glogster. If you find a way for the owner to afford the fleet, you will be offered a summer bonus and a free rafting trip down the Grand Canyon!

=Expectations=


 * Attendance:** Class time involves many notes and class discussions that are essential to understanding the material. Students are expected to attend class every day as well as on time. If a student knows they will be missing class or late late to class, I expect to be notified in order to make a plan as to how the student will make up the work. All students will have a "Skype Buddy" so students have the option to virtually attend class with a web cam and communicate with the buddy and teacher during the class. This will help keep the student caught up and be able to ask questions during class and listen to the other students' questions as well. I am a fairly understanding person when it comes to extenuating circumstances, so if for any reason a student is late or misses class without contacting me first, students should come speak with me outside of class to discuss what was missed. I will do what I can to make sure the student gets caught up.


 * Assignments:** All assignments are to be passed in at the beginning class after going over lingering questions on the board. Any late assignments will receive a loss of 5 points for each day late unless there is already an extension. I welcome students to work together and help each other with homework unless announced otherwise for specific assignments. This does not mean I encourage copying or plagiarism. Copying and plagiarism are not tolerated under school policy, nor will they be under class policy. Violations of this policy will be notified to the school. Group work is very different from individual work. Students are expected to write on their assignments the names of other classmates they worked with. This includes homework, class work, and projects. I will make sure the expectations of each assignment are very clear to the student. Tests and quizzes will always be individual.


 * Respect:** Disrespecting others within my classroom will not be tolerated. Everyone will treat each other with respect and compassion. My classroom is meant to be a safe and comfortable learning environment. I encourage all of the students to participate during class and ask as many questions they may have. I do not want any one to hesitate to ask for help.

=Benchmarks= Students will be showing there understandings through a variety of activities and projects. The total points they will need to earn will be out of 425 points.

Show the process of deriving equations from word problems by creating an informative digital magazine article. Students will be able to explain in their own words what works best for them when creating the correct equation to solve. This activity will show the students' understanding of how word problems can be represented and solved in equation formats, and what processes can be used to arrive at the correct equation. The digital magazine article will an individual assignment peer edited and evaluated by me using a rubric which specifies what is expected from the students. **50 points**

Create a story using comic life to interpret a graph that is presented to the student. Students will show their understanding of the behavior of graphs by creating their own story that represents the graph's behaviors. Comic Life is a great program that can be used to put the story in comic format. Pictures and narration will be used to express the story. This will be a partner project and shared with the rest of the class to show how graphs can be interpreted differently. The comics will graded using a rubric that clearly states the expectations. **50 points**

Create a skit or animation using iMovie to show observations of math in real life situations. Students will be asked to work in teams of 3 and find 3 examples of real life math. Equations, Graphs and narration will be used to describe each of the situations. Students will be sharing the final product with classmates to share more examples of how math is used in real life. Classmates will be asked to calculate equations presented during each team's movie. The movie will be assessed with a checklist and rubric provided with details about the project. **50 points**

Show similarities and differences of different equations and their graphs through a digital poster called Glogster. Students will be working individually to show their understanding of relationships between equations and graphs. Creating a digital poster will allow students to visualize these relationships and recognize which families of equations certain graphs belong to. The Glogster will be evaluated using a checklist given to the students at the start of the project. **25 points**

Create a rap or song to explain the process of solving equations. Students will be working in pairs to come up with lyrics they believe best explains how to solve for a variable within an equation. This will show the students' understanding for the process of solving equations in a fun and creative way. During class, the pairs will be given time to rehearse and record their audio using a music software called Garageband. Students are encouraged to get creative as they will be contributing to a class CD that will be shared with the other math classes and be available for parents to purchase to help fund-raise for the Mathematics Department. Students will be peer edit each others lyrics as well as receive oral feedback from me before recording. Students will be evaluated from a checklist providing the project requirements. **50 points**

Create a blog or podcast to reflect upon how math can be found in students' personal lives This blog will show students understanding of the importance of math and the relevance it has in each of our lives. These blogs or podcasts will be shared to the entire class as a way to reflect as a group on all we have learned. Each student will be asked to upload their reflections to the class wiki which is a resource available for all the students to view. The evaluations will be based on a detailed rubric. **25 points**

Set up a blog for the class to share ideas and ask questions to each other about homework assignments and class notes. This should help the students interact with each other and help each other with the challenges they are presented with. The blog will be a way for the class to work together and become comfortable with each other inside and outside of class. A comfortable environment is essential to the students' learning, and what better way to create this environment than to allow students to have open communication on a class blog? **25 points**

Students will be taking many quizzes to help them develop regular study skills and show their understandings on a regular basis. This is a great way to check students' understandings or misunderstandings before moving on to the next lesson. It allows for the students to make mistakes and learn from them. I will only be grading students on their best 5 quizzes so they are not penalized for the mistakes they are encouraged to learned from. **50 points**

For the final project, students will be asked to work with partners to complete the performance task. Students will be given a real life problem to solve and to present to the class. The purpose of this task is for the students to show their mastery in the content area as well as make meaning of what they've learned through real life situations. Students will be asked to create a digital poster using Glogster to present their solutions. They will be graded on two rubrics, one for the oral presentation, and one for the digital poster. **100 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)