S+Bragg,+Jason


 * Teacher: Mr. Bragg **

**Office: Ed Center Room 26**

**Office Hours: Tuesdays and Thursdays from 2-3**

**E-mail:** **jason.bragg@maine.edu** Students will explore linear relationships by observing equations and graphs. Students will learn how equations are used in the real world, why equations create a relationship between two or more variables, and how equations can be graphed. They will need to know how to combine like terms and how to use the Cartesian coordinate system for graphing. They will show that they understand by being placed in a real world situation and then designing their own graphs that relate to the situation they are placed in. The students will also need to find equations for the graphs that they design. An oral presentation of the student’s project will be given at the end of the unit.
 * Summary of Unit **

Common Core Standards
 * Establish Goals **

Content Area: Algebra

Grade Level: High School

Domain: Creating Equations

Cluster: Create equations that describe numbers or relationships

Standards:

1. Create equations and inequalities in one variable and use them to solve problems.

2. Create equations in two or more variables to represent relationships between quantities.

•equations are used in the real world.
 * Students will understand that **

•equations can create a relationship between two or more subjects.

•equations can be visualized/charted.

•How are equations used in the real world?
 * Essential Questions **

•Why do equations create a relationship between two or more subjects?

•How can equations be visualized/charted?

•Formuls: y=mx+b, ax+by=c, <, ≤, >, ≥, =
 * Students will know **

•Definitions: equations, combining like-terms, inequalities, x-axis, x-intercepts, y-axis, y-intercepts, slope

•Vocabulary: coefficient, variable, independent variable, dependent variable, Cartesian coordinate system

•apply equations and inequalities to solve real problems.
 * Students will be able to **

•recognize equations in the real world.

•consider the relationships between subjects.

•design a relations between subjects

•evaluate a graph and relate it to equations.

•analyze a graph and its relationship to equations.


 * Performance Task Overview **

The Annapolis Sailboat Show is looking to give away a free sailboat to voyagers who want to travel the world. You are a voyager who is entering a race to see who can sail around the world first. You are allowed to choose four other people in order to have a total of five people on your boat. In order to do this race, each team of five will need to figure out what size boat they will need. They will need to calculate the amount of food based on their team’s food consumption, medical and emergency supplies, storage space, and the amount of room needed for sleeping and create a linear equation for each relationship. Each team will need to graph each linear relationship and then create a Comic Life of the information. Each team will then present their comic to the Annapolis Sailboat Show. The team who uses their space in the most efficient way will win the sailboat.


 * Expectations **
 * Attendance: ** Students are expected to attend every class. Should a student miss a class for any reason, they are responsible to visit the class wiki for class notes and assignments. If students have any questions regarding the notes or assignments, then they may then email me their questions.

**Late work:** It is mandatory that assignments are passed in on time. Should a student have excused absences, then they will be allowed an extended deadline equal to the amount of days they were absent (**Please Note**: this is for excused absences only). Should an assignment be late, then the student will have to meet with me to explain when they can complete the assignment. All late assignments will lose 5 (out of 30) points.

**Classroom Expectations:** Students will be respectful of each other and of me. Students will also be respectful of the classroom by coming to class prepared (i.e. writing utensils, completed assignments, etc...) and cleaning up after consuming food and drink.

**Plagiarism:** The school does not tolerate any form of plagiarism. Should a student plagiarize, they will have to deal with the school policy. Students are required to give credit to any source they used on any project.
 * Benchmarks - 250 **
 * Glogster: 30 Points **

Students will create an online poster to design relationships. This poster must contain at least 2 different linear relationships created by the students. Students will also have to interpret the relationships on the poster by defining their independent and dependent variables. Students will also need to state the slope and intercepts, and determine the meaning of each.

**•Prezi: 30 Points:** Students will create a prezi representing characters using equations to solve real problems. This prezi should contain characters working out linear problems in order to solve a real problem. In the story, the characters should work out the problems step-by-step by including determining the slope, and the intercepts. The characters will also need to select a value of a independent variable in order to use the equation to calculate the dependent variable. This value should have an application and lead to a solution to the problem in the story.

**•Instructables: 30 Points**:

Students will post steps on instructables on how to plot on the Cartesian Coordinate System. Students will be expected to post step-by-step instructions for how to accurately find and plot a point. Students will also make a picture by plotting points in the coordinate system. The directions for building the picture will also be included in the instructables. The picture must include a minimum of 12 points.

**Blogs: 30 Points:** Students will be given a graph and will blog about the graph and its relationship to equations. Each student will be given a different graph to interpret. Students will be posting about what defines the dependent and independent variables, what the slope of their equation means, and what the intercept of their equations stands for. Students will then post comments on other student's blogs. The comments will be about what would happen to the graph if 1) the slope doubled or was split in half and 2) the intercept was +100 or -100.

**Podcasts: 30 Points:**

Students will create a podcast that considers the relationship between two variables. In the podcast, students will talk about the relationship between the two variables and what that relationship means. The podcast must explain what it means for the equation to be linear, and what the slope and intercepts mean in general. The podcast will be setup like a discussion.


 * iMovie: 30 Points: **

Students will make a movie about real world equations. This movie should incorporate at least 5 real applications of linear equations. Students will be working in small groups and will be assigned roles: the researcher, the grapher, and the scriptwriter. Students will be expected to research applications of linear equations, and include a works cited page. Students should also include an explanation for what the dependent and independent variables are for each equation. Students will also need to state the slope and y-intercept of each equation, and what the slope and y-intercept do to the meaning of the equations.

**Attendance: 20 Points**

**Performance Task: 50 Points** (See 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)