 # LinearRelationships Jonathan Naka Intro to Algebra Unit Portfolio Presentation.

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LinearRelationships Jonathan Naka Intro to Algebra Unit Portfolio Presentation

The Project-based Learning method is a technique for a comprehensive approach to education that endorses a level of higher-order thinking. It is another method to instruction that will help students retain the information they learn. Students can utilize the ever-growing use of technology to learn the main concepts and basic facts of a lesson. It engages the students’ interest and motivates them to learn. Why Projects? Benefits of Project Based Learning Project-based learning encourages students to raise issues and questions that they can associate with in their own lives. This will promote new learning habits, thus a deeper knowledge of the material. With project- based learning, students are encouraged to explore their own interests and make connections to the “real-world.” Other benefits include increased attendance, a development of self-reliance and improved attitudes towards their education.

Target Content Standards Algebra and Functions 1.0 Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs: 1.1 Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A). 1.2 Use the correct order of operations to evaluate algebraic expressions such as 3(2x + 5 2 ) 1.3 Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse, distributive, associative, commutative) and justify the process used. 1.4 Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant) correctly. 1.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph. Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.

Mathematical Reasoning (cont.) 1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed. 1.3 Determine when and how to break a problem into simpler parts. 2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results. 2.2 Apply strategies and results from simpler problems to more complex problems. 2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques. 2.4 Make and test conjectures by using both inductive and deductive reasoning. 2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. 2.6 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. 2.7 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 2.8 Make precise calculations and check the validity of the results from the context of the problem Target Content Standards (cont)

Many students go through their youth wondering why they have to take math. They spend their years of learning mathematics without grasping why they need to learn it and how it can be related to the real world. In this 4 week unit, students will research linear relationships that can be applied in real life situations to understand how mathematics are used everyday. Students will use the internet to do research, work in groups for comparing and contrasting ideas, and create PowerPoint presentations that show in detail how they have used a linear relationship in a real life situation. They will also explain how the rules of mathematics can be used to help solve real world problems. Unit Summary In this unit, students will be able to generalize a method for solving algebraic equations. They will have a better understanding of how the skills they learn in the classroom can be utilized in the real world. By developing linear relationships, students will generalize a method for solving simple equations. Students will also enhance their 21 st century skills outside of the classroom. Objectives

Curriculum Framing Questions Essential Question How can math be applied to the real world? Unit Questions Why is math so important? How can utilizing variables and symbols help you understand a real world application? What occupations do you think require math? Content Questions How can the rules of mathematics can be used to help solve the real world problem? Example Word Problem: If you have three more dollars than two times Jon has, and you have 17 dollars, how many dollars does Jon have?

- KWL Chart: Prior to the start of the unit, students will write down their prior knowledge and what they wish to learn. This will help me with knowing how much my students already know, what areas I need to express in more detail and when we can quickly review. - Group Discussions: Once students are into their assigned groups, they will be able to ask/answer questions, address issues, and discuss the Essential and Unit Questions - Oral Presentations: Groups will give a short presentation in front of the class to present their ideas, results and knowledge of the assignment - Journals: Students will write down what they have learned from this unit and how it applies to real world scenarios. They will reflect on their project to see how it can relate to their current life and how it can be used in their future. - Class Discussion: We will have a class discussion regarding the Essential question. Each group will share with the rest of the class what they have previously talked about in their group discussions. Gauging Student Needs Assessment