S+Robbins,+Brittany

**Office: Room 87** **Office Hours: MWF 2-3 T/TH 2-5** ** E-mail: brittany.robbins@maine.edu **
 * Teacher: Ms. Robbins**


 * Teacher: Ms. Robbins **

**Office: Room 87**

**Office Hours: MWF 2-3 T/TH 2-5**

**E-mail: brittany.robbins@maine.edu** The main focus of the unit is to explain the significance of zeros and factoring quadratic equations. Graphing these said equations will reinforce connections to the real world and relate to future lessons that the learner will encounter in the future. The unit approaches quadratic equations in multiple lights creating a different approach for all learning styles. With this knowledge, applications to construction of parabolas will be achievable for learners. Numerous examples and practice will be available to learners prior to testing, followed by a final project that will encompass all the knowledge that has been consumed during the unit. This is be demonstrated in a blue print construction followed by an oral presentation of the final product.
 * Summary of Unit **
 * Establish Goals **
 * Common Core State Standards **

**Content Area** - Algebra

**Grade Level** - High School

**Domain** - Seeing Structure in Expressions

**Cluster** - Write expressions in equivalent forms to solve problems

**Standard** - 3.) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represent by the expression.

(a) Factor a quadratic expression to reveal the zeros of the function it defines •quadratic equations can be represented visually.
 * Students will understand that **

•different functions are manipulated in unique ways.

•factoring polynomials can be useful in the real world. •How do you represent a function visually?
 * Essential Questions **

•How do you identify different equations?

•Why is factoring polynomials used in the real world? •Vocab - zeros, graph, parabola, line, function, equations, exponents, variables, linear, maximum and minimum
 * Students will know **

•Formulas/Skills - Factoring, quadratic formula, square roots, completing the square, find max and min

•Critical Ideas - Area/volume of fields or buildings, application, identify differences in equations •model a function visually.
 * Students will be able to **

•evaluate the importance of the "zeroes of a function.

•adapt to the functions and determine what skills are needed to evaluate.

•analyze the significance of a graph/function in everyday life.

•relate functions to events one may encounter in the future.

•recognize differences in functions.


 * Performance Task Overview **

You and your peers are a group of brilliant engineers who specialize in equations of curves. You each have been contacted by the Sochi Organizing Committee to construct three rinks for the 2014 Winter Olympics that will be held in Sochi, Russia. You and an assigned colleague will present your findings to the SOC in a few weeks and explain to them why the two of you have made the best rink! Unfortunately they haven't given you specifics of the area you are building on so they have asked for you to create a generic equation for the curves on the end of the rinks. Keep in mind you want to create an ice rink that is large but at the same time safe for all athletes in the Winter Olympics to utilize. The team who is chosen will receive 4.2 million dollars and an all expenses paid vacation to Sochi to watch the games. Happy constructing!
 * Expectations **
 * Absences: ** Students are expected to attend all classes. In the event that an unexpected emergency/ or illness were to occur, provided documentation is to provided upon returning to class. If an expected event conflicts with class, it is expected that you inform me of the upcoming absence to prepare you for the work that will be missed. With proper documentation and preparation, you will be able to make up tests, hand in missed work etc. Quizzes will not be graded so an overview of the quiz will be given to ensure the subject is mastered.

**Plaigerism:** All work that is not of your own creation should be cited in your work. Everyone thinks differently and has different ideas and there's nothing wrong with using such ideas. However, taking credit for those others' thoughts and ideas will not be accepted.

**Assignments:** (Late work) All work is expected to be handed in prior to class. No late work will be accepted unless absence is excused (please see above policy on absences)

**Classroom Expectations:** Respect and open-mindedness are expected of all students. Not everyone understand information at the same rate so respecting the fact that students may struggle will be anticipated. It is intended to create a comfortable learning environment for all so keeping in mind that everyone has had difficulty with with subject in the past is vital for creating said environment.


 * Benchmarks Total Points: 250 **
 * Smartboard (20 points): ** Students will be assigned a given function in partners. They are to use algebra and other learned skills from the lesson to evaluate zeroes, maxima or minima of said functions. Once work is completed, the graph will be drawn on a smartboard to present findings to the class and explainations will be given for such answers.

**iMovie (20 points) :** From the lesson, use your knowledge to create your own "Kahn Academy". You will learn how to use iMovie and your goal is to make it easy to understand for a younger age group. It will be the student’s choice on the subject matter that they want to teach and they will all be posted together on the class website.

**Online Quizzes (20 points):** Students will use quizlet and create their own quizzes for each other. This way, they are retaining information as the quiz is being created and again when they are actually taking the quiz. This cycle forces students to study but at the same time enjoy doing it. Based on the unit, you will be in partners and create an online quiz for your peers. The quizzes will be rotated as homework so self-assessment will be accomplished. Teacher feedback will be given to make students aware of their progress as a learner.


 * ComicLife (50 points): ** Students will use chose a word problem that I will have available and then create a comic using ComicLife to portray the "story" in the comic life. They will conclude their problem within their comic but all work will be shown separately, The story should make sense and be creative as well as accurate. All work must be shown separately but answers must be applied in comic

**Class blog (20 points) :** Students will find professions where factoring and finding the equation of a curve is useful. This will be done in partners and researched in class. From there a class blog will be created so all students can share their information and be able to relate the unit to real work information.


 * SMART Tool Video (20 pts) : ** SMART tools is an interactive program that records what is being done on a computer screen as well as any sound that is taking place during the video. The students will individually fill outthe document I have created for them to work on that includes some definitions and three quadratic equations. They are required to define all the terms and explain step-by-step the process behind solving the quadratic in each specific way. The final projects will be put up on the class website so students can compare and contrast their thought processes and see how their peers solve problems with potential to form new ways of learning. They are allowed to use resources to assist in their definitions but I must hear and see the explanation using the students’ own words and thought processes. The resources must be cited in a slide at the end of the video.

**Blueprint Project (100 points):** See performance task above.


 * 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).