# Unit Plan Presentation Maria Gutierrez Unit Summary To complete this project all students will get into groups of three. The project will consist of.

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Unit Plan Presentation Maria Gutierrez

Unit Summary To complete this project all students will get into groups of three. The project will consist of a linear equation that the groups have to solve. After that, they have to graph their equation on graph paper; then, turn it into an inequality problem. Moreover, the students have to shade in their graph correctly; since, they then have to decide whether or not the point given lies in that graph. Once, the students get finished with the mathematical work, they have to place all their work on poster paper and decorate it nicely to present it to their classmates.

Unit Summary Continues  Subject Area:  Math; Algebra I  Grade Level:  Eight grade, Middle School students or Ninth grade, High School students.  Approximate Time Needed:  Monday class will give the class lecture on graphing.  2 45-minute class periods for the students to complete the project.  2 45-minute class periods to complete the students’ project presentations. Graphing Project Monday Warm -up Class Lectu re Tues day Work on projec t Wed nesd ay Comp lete check -off list Thursday Comp lete check -off list proce ss Start prese ntatio ns Friday Comp lete prese ntatio ns Turn in projec t work

My Curriculum-Framing Questions  Essential Question:  How can Math affect the future?  Unit Questions:  What is the connection between graphing and real-life?  What type of exploration can be brought upon graphing?  What is a graph?  Content Questions:  What is the purpose of a graph?  What are the components of a graph?  What does a graph show?

Targeted Content Standards  4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.  5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.  6.0 Students graph a linear equation and compute the x- and y-intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4).  7.0 Students verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations by using the point-slope formula.

☻When the students complete this project, they will demonstrate originality and inventiveness in their work. ☻To continue, the students will also be framing, analyzing and synthesizing information in order to solve problems and answer questions. ☻Moreover, while doing the presentations as a group, the students will articulate their thoughts and ideas clearly and effectively through speaking and writing. ☻As a result, the students will demonstrate their ability to work effectively with diverse teams. ☻Also, as a team the students will exercise their flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. ☻To conclude, the students will assume shared responsibility for their collaborative work.

Project-Based Learning Through Project-Based learning, I believe the students will enjoy getting to Math class. The students will not only learn the subject but he/she will be able to explain to anyone what they are currently learning in Math. The method of mixing projects within the class work will have great outcomes: The students will have fun. The students will learn. The students will teach. Finally, the students will earn communication skills since they will be working in groups of two or more students per group. Which at the same time will give them self-confidence. The most important thing is that they will not only hear about Math but they will also, know what it is since will be active participants through the projects.

Student Assessment I will use the following methods to assess my students: ∑Warm-up Questions ∑Know-Wonder-Learn Charts ∑Observation of groups ∑Progress checklists ∑Project meetings and Conferences agenda ∑Informal Questioning ∑Performances ∑Reports With these assessments I will learn what the students know about graphing and with the presentations I will learn what they learned about graphing.

Let’s Have a Great Year! Thank you for your time!

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