S+Martin,+Leighlan

**Office: 12 rainbows end** **Office Phone: xxx-xxx-xxx** **Office Hours: shadows point west to shadows point east.** ** E-mail: leighlan.martin@maine.edu **
 * Teacher: Ms. Martin**

=Summary of Unit= In this unit students will learn that the graph of a linear relationship y=kx+b is a line, K being slope and b the y-intercept, linear relationships are characterized by a constant rate of change, k, and lines can be used to symbolize real life situations, like acceleration. Students will be able to represent a line with a linear equation, derive a line from linear equations, be aware that lines are characterized by slope, argue why lines are characterized by slope, adapt linear equations to describe parts of their lives, and assume the role of a professional that uses linear equations in their work. Students will learn about linear equations through demonstration and exploration. Students will show their understanding of linear equations through graphing equations in excel, Recreating a given graph by plugging in an appropriate equation into grapher, proving through observation that lines are characterized by slope, composing a song about the importance of slope, creating a comic that illustrates how equations relate to their hobbies, and researching and presenting how people in a chosen profession use liner equations in their work. For the final assessment students will pull it altogether to create a drawing with linear equations for a NASA competition.

=Establish Goals= Maine Learning Results: Mathematics- D, Algebra, Functions and Relations. Grade 8 Students understand and solve problems involving linear equations.

= = =Students will understand that= • The graph of a linear relationship y=kx+b is a line. K being slope and b the y-intercept. • Linear relationships are characterized by a constant rate of change, k. • Lines can be used to symbolize real life situations, like acceleration

= = =Essential Questions= • How does changing the value of k and b effect the graph of the linear equation? • Why is a line characterized by it's slope? • How can linear equations be used in real life.

= = =Students will know= • y=kx+b, y=x line, point slope formula, and, distance formula. • Terminology: linear, equation, slope, y-intercept, x-intercept, graph. • Increasing k gives a steeper line, b moves the whole line, and equations can be applied to real life

= = =Students will be able to= • represent a line with a linear equation. • derive a line from linear equations. • be aware that lines are characterized by slope. • argue why lines are characterized by slope. • adapt linear equations to describe parts of their lives. • assume the role of a professional that uses linear equations in their work

**Performance Task Overview**
 * NASA is holding a contest to see which design team can come up with the best image to test out their new space screen. Their space screen needs the lines of the drawing to be in the form of linear equations. A renowned panel of NASA scientists and art critics are going to judge whose art is used (and who gets the royalty check). You and your team are digital design majors at a university of your choice and are competing in the competition.** **Create a digital drawing of your choice using linear equations in grapher. Then film your design team plugging in the equations in i movie so NASA can see your entry and know it works with their system.**

=Expectations= Absent/ Late Policy: You are expected to come to every class as absence detracts from your own learning. If you are absent, you are expected to email me explaining why you are absent, and I will email you a description of what was done along with classwork and home work. If it can be emailed back to me when you are done, please do so promptly. If your work is going to be late, please email me ahead of time and include an action plan for getting the work in without falling behind on other assignments. Assignment Expectations: Assignments are to be done to the best of your ability with all necessary elements as described by the rubric or check lists. Classroom Expectations: You are expected to participate, try hard, learn, and have fun in class activities. You are also expected to respect me and your peers by conducting yourself in an appropriate manner. You are expected to ask questions if you are confused, stuck, or unsure of anything. Plagiarism Policy: Plagiarism will not be tolerated. All references used will be cited or a zero will be given. Remember the work in this class is to help you learn. I want to help you do well, I can't do that if I don't have YOUR work.

=Benchmarks 600 points= • Excel; Students will fill out a practice sheet for graphing. They will check the practice equations with their peers. I will then go over the practice problems. They shall then graph the set of equations by plugging in their points into a spread sheet, and connecting the points. They shall switch and grade each other with the rubric, then revise. Then I will electronically reserve their graphs, give feed back and return it to them for refining. //**50 points**//. • Blogger; Students will be shown a video of lines and equations that represent natural data. We will have a class descution of how one might be able to get an equation from a line, writing down the process as we go. Students will then be given a packet of graphs with blank spaces for 2 points, slope, y-intercept, x-intercept, and the full equation, which they will fill out and check with peers. They will then give the equation of a digital graph assigned to them and describe their process for finding it in a blog entry. I will give them feedback and they will go back and make it better//**. 50 points**//. • Function Transformations; Students will be given a diagram of a linear equation with questions based on changing each part and a final question asking witch part affects the graph most if changed. Students will play around with function transformations to answer each question. They will then get into groups to discuss their observations and put them up on a wiki//**. 130 points**//. • Garage Band; Students will try to perswade the other algebra class that lines are characterized by their slope through song. They will create a perswation map, evolve it into lyrics, then put it to music in garage band//**. 80 points**//. • Comic life; Students will have to answer the question "How do linear equations relate to your life?" They will do this by thinking a bout their comen out door activities, mowing the lawn, hiking, ect. and how they can be described with linear equations. They must then take pictures of themselves doing this activity in different stages of the activity. They will then make equations expressing this activity in class. They will plug their pictures and equations with short explanations why they go together into comic life. //**140 points**// • Prezi; You will become a professional who uses linear equations in your job. The local school has asked you to present to a middle school math class how liner equations are used in your work place. You are also asked to have a digital visual aide (using, prezi) to help you keep the kids engaged and to go on their "math in the community" digital library. **//150 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).