Section I: Cover Page

Teacher name: Joshua Petras Unit Title: Graphing Points, Equations, and Inequalities Unit Objectives: - Students understand the vocabulary and the development of the Cartesian coordinate system - Students explain how to graph lines and how these graphs represent equations with two variables - Students model multiple ways to quickly graph equations and compare the different methods - Students identify and use appropriate formulas within graphing equations - Students understand how to find intersections of graphs both graphically and mathematically - Students apply principles in graphing equations in order to graph inequalities Common Core Standards Addressed Algebra (Domain: Reasoning with Equations and Inequalities) 5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. 6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). 11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. 12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. Reading Standards for Literature (Domain: Craft and Structure) 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 7. Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account. Writing Standards (Domain: Production and Distribution of Writing) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

Speaking and Listening Standards (Domain: Comprehension and Collaboration) 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 4. Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Technology Standards Addressed 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies Why this subject? Most students tend to hate graphing. While the students who already enjoy math view graphing as easier, other students who struggle with math typically dislike graphing. The reason is that the process of graphing is completely different from what they have been learning about up to this point in the unit. These students are forced to change the way they think about math just as they were learning how to think in a different way. At the same time, there is no unit that I feel has more practical applications and more variety than graphing. There is a visual, linguistic, and logical aspect to graphing that is not really found in any other unit. I wanted to explore this variety. Unit Summary: The unit is designed to give students a comprehensive understanding of graphing. Students begin by understanding how to analyze, plot, and manipulate points drawn on a graph. Connections will between the graphing a line and the relationship between two variables in an equation. Students will learn patterns for quickly graphing these relationships, and how to determine the intersection of two lines on the same graph. Finally, students will apply the concepts of graphing equations to graphing inequalities.

Section II: Meetings with experts

Name of expert Shayne Verbal/ Linguistic Reflection why I chose this person Shayne is a linguistic. We have joked about him being so articulate in the past, but he really does learn and function through words. Word precision and accuracy matters to him and is best able to learn when words are given to him. What I learned about this Strength What I learned is that people with this intelligence really need to use words to learn. While showing them how to do something may help them understand, an accurate explanation goes much further in helping them understand. Merely showing these students an example of how to complete a problem may be insufficient. What may be better is reading a handout with all the key vocab terms. These students also benefit from discussion where they are able to discuss and analyze a new subject verbally. Whether its words on paper, words spoken, or the student speaking to articulate, linguistic learners need opportunities to talk. Audios recordings, voice memos, or even just typing are technologies that would suit these students. These students learn best by getting opportunities to speak in class. While they may seem they are over talkative and distracted, this is actually how they learn. Interpersonal learners prefer a short class that introduces content and then lets students talk to each other. They are able to learn most through discussion with peers where students make claims and try to prove each other wrong. Collaborating with others in this way allows interpersonal learners to see the content in its clearest way. In simplest form, these students need to work with others. Skype, Google docs, or any other activities that allow collaboration may work best for these students.

Mike Interpersonal

Mike loves being the talker in a group. I correctly assumed that he learned best in an environment where he is able to communicate with others.

BodilyKinesthetic

Jackson Stead

Jackson is the greatest example of a kinesthetic learner I have ever seen, and he is only 11 years old. Not only is he athletic, but the boy is constantly moving. Whether its running around, building things, or playing the piano, Jackson loves to move and learns best when he gets to do it.

I learned that kinesthetic learners need to be moving. The worst thing that I could do as a teacher is to keep these students in their seats the whole time writing notes. There are two different things that I can do to help them move. The first is actual movement. I need to allow these students to walk, run, act out, and demonstrate the content through movement. I need to have them out of their seats. At the same time, these students learn through building and constructing. Instead of giving them math problems on a paper, I would help them learn by asking them to building representations of the content or by giving them physical examples of the content. Kinesthetic learners need to have technology incorporated with their movement. I learned that the most difficult thing for these is to take in an information dump. I should not expect these students to learn something through hearing it one time. These students learn best when they are able to reflect in their own private time, no time limit given. This allows intrapersonal learners to understand the content as they study it in depth. I learned that if these students werent given to reflect about why a concept is true then they cant truly learn it. They need time to make a connection with the content. This means that I need to give these learners time and direction to think through the content in my course. Simply telling these students a formula wont do, but I need to give them opportunities to figure out the why. Technologies like blogs that allow students to reflect will help them learn content in my class.

Courtney Intrapersonal

Courtney is a friend of the family and a coworker. I knew she always did well in school, but wasnt sure why. As I talked to her, it became clear that she was an intrapersonal learner. She admitted that she cant learn until she gets time alone to work it through, no matter how much a teacher would talk to her.

Lauren Naturalist

This is one that I had guessed correctly. Lauren is the most organized people I have ever met. She color codes, alphabetizes, and does all sorts of organization that caries over into the way she learns.

I learned that the naturalist needs time to categorize all the content. They need to be able to understand how to classify the content within a unit, a section, or even within the concept of the whole course. With these students, it is helpful to show them how new content relates to old content and to show them how it applies to future content. It would be helpful to give them comparisons between different concepts, so they understand how they are different. It also may be helpful to ask more why questions about the process then the what, as these students can organize things based on the purpose behind the content. Technologies that allow these students to group content, such as mind maps or flow charts, will help them best learn in my class. I had always assumed that a visual learner was someone that was able to learn by seeing pictures. With I also learned is that visual learners dont necessarily depend on pictures, but what they primarily need is to see the concept that is being explained. What these students sometimes need is to have all noise removed while they watch content being depicted. Sometimes this needs to happen in the quietness of their room. They learn by seeing the content in a textbook and by seeing symbols that go with the content. They can learn math best by redoing problems over and over so they can visualize the process over and over again. Getting these images is imperative for visual learners. Providing access to videos that demonstrate the content being taught may work best for these students.

Daniel VisualSpatial

Dan is a relative that I have always considered smart. He attends UCSD and is in their chemical engineering program. I had always assumed Dan to have the logical intelligence. However, the interview I had with him helped me realize that he was one of the clearest pictures of a visual learner I had ever seen.

Katie Musical Rhythmic

My wife has been musically talented for as long as I have known her. She understands that patterns and terminology of music and was in choir when she was in high school.

For students with musical intelligence, a teacher could use songs as a mnemonic device for helping students memorize patterns. By taking the steps in a long process and explaining them in song or poem, the student is able to better remember the content being taught. This may not always need to be done with a song or poem, but the thing that helps these students is pattern. Giving these students a model that they can watch and mimic is the best way they learn. It would also be beneficial to give these students an opportunity to create their own song, poem, or pattern to explain the content. Technologies that allow these students opportunity to create music or patterns will help them grasp information in the greatest way. For these students, its all about the process. These students need time to understand not only how the process works, but they need time to understand why it works. For these students, it may be helpful to not only explain to them why something works, but it may help for them to explain why something works. Another activity that may work is something called what went wrong, where students are given all the work for a problem done incorrectly and they need to explain what went wrong. Also, these students can learn be giving them content they have never seen before and asking them to figure it out based on their prior knowledge. Students that allow these students to investigate content and come to their own conclusion, like a webquest, will be best for these students.

Myself Logical Mathematical

Structure and truth matter to me. While I could say this intelligence fits me simply because I am a math teacher, I personally learn best it settings where the logic flows from truth to truth.

Section III: Bloom / Gardner Grid

Bloom Gardner Verbal/ Linguistic Remember
Students will read the section on coordinate planes and will list all the vocabulary terms. Students will then define the vocabulary terms and create digital flash cards in ReadWriteThink (http://www.readwri tethink.org/classroo m-resources/studentinteractives/tradingcard-creator30056.html). After reading the section in the book about graphing tables, students will collaborate in groups to reproduce the table of an equation for the points -3 < x < 3. Students will create this table on a Google drive spreadsheet shared within the group.

Understand
Students will be given a picture of a coordinate system. While writing a pen pal letter via blogspot, students will explain the graph to their pen pal, identifying key elements.

Apply
Students will be asked to reflect points across a quadrant. Using Educreations graph feature on the iPad, students will demonstrate how to reflect a point and explain this to this class while it is projected on the screen.

Analyze
Step-by-step instructions will be projected onto the screen. The instructions are correct, but in mixed order. Students will read and examine the steps and clarify how they need to be changed.

Evaluate
Students will read a shared Evernote that has incorrect directions on how to find a midpoint and evaluate the validity of the directions. In another note on Evernote they will share with me, students will write feedback appraising the instructions.

Create
Students will need to construct a digital city using Google maps and PowerPoint. They will place the city details on a graph, create a table of landmarks and their points, and then present their city to the class.

Interpersonal

Students will then be partnered with someone in another group. Students will share their tables with their partner using Dropbox and explain their table.

Students will logon on to Twitter to see I have tweeted out four equations. Groups will find four graphs posted on my instagram with specific hashtags. Students will cooperate in groups and choose which photo matches

In groups, students will create a 5minute podcast interviewing each other about the steps for graphing using a table. Podcast audio will be created using Garage band and will be uploaded to YouTube. Students will need to differentiate the two different processes and will compare and contrast the two. Using Comic life on the iPad, students will make a poster distinguishing each step of the process for graphing a line.

Students will be placed with partners to present a problem. However, one of the students will intentionally try to persuade the class of an incorrect way to complete the problem. Students will need to vote who they believe via text and support their answer. Texting poll will be conducting using pollseverywhere.com Giant blocks with the elements of an equation will be placed in the middle of the room. Students will be tweeted a picture of the graph that is supposed to correlate. As students evaluate they graph, they will see the equation is incorrect. Students will be asked to reassemble the blocks to make the equation match the graph.

Using their iPads, students will create a video using the camera feature in which they interview a scientist about his prestigious tables. Students will roleplay as either the report or the scientist while discussing the tables. They will then upload the video to YouTube. Student will create a dance routine that is adjustable to graph any equation. Students will go outside and be asked to perform routine for a specific graph. Students will record dances on iPads using the iMovie app and will evaluate their routine back in class.

BodilyKinesthetic

Intrapersonal

Students will watch a video on Khan academy (https://www.khanac ademy.org/math/alg ebra/linearequations-andinequalitie/graphingslopeintercept/v/graphinga-line-in-slopeintercept-form) about graphing equations in slopeintercept form and will be given a list of vocab words. With a giant graph on the floor, students will be asked to define the vocab terms and then act them out on the giant graph. Students will read the section on graphing linear inequalities. Using Google Drive to write a document, they will then recall the important information from the

Computers around the room will be setup with looping recordings of different steps of the graphing process. Students will move from computer to computer and will identify which step is being demonstrated.

A graph will be projected onto the whiteboard. Students will be given an equation with new slopes to interperate and be asked to construct the appropriate graph with the magnets.

Students will create the voice memos feature on the iPhone to advise their friend on how to translate a linear inequality into a graph.

Students will employ knowledge for graphing inequalities in trying to solve compound inequalities. Students will graph the compound inequalities on

Students will need to create a PowerPoint that has four slides. In each slide students will need to differentiate between the different patterns of lines and shading

Graphs will be projected on the screen with inequalities below the graph. Students will need to assess if the inequality was graphed correctly. Using a poll

Students will need to formulate their own process to graphing inequalities with two variables. Using weebly.com, students will write a blog post that

section and write a reflection on the definitions and which ones have more importance. They will share the reflection with me.

Desmos graphing calculator app and then rationalize the reason behind the new graph.

that occur. Students will record their own narration on PowerPoint as they characterize each of the different parts.

Naturalist

Students will read the vocabulary for the section x and y intercepts. Students will create a mind map on Mind Meister (http://www.mindme ister.com) that lists the vocabulary, and that charts the relationships between the different terms.

Students will locate the intercepts of 6 graphs that are projected on the board through the app Desmos. Students will take the pictures of graphs shared with them through instagram and organize them into groups based on their similar intercepts.

Students will enter my blog on weebly to find 3 equations listed. Students will need to sketch a graph of the equations and take a picture of the graphs with the camera their iPads. They will then upload these pictures to the comments section of the blog.

The steps for solving for the x-intercept, solving for the yintercept, and for graphing an equation will be mixed and shared with a students in a Prezi. Students need to examine the Prezi and critique its mistakes in the comment section, and then change the sequence to the correct order.

generated by pollseverywhere.com , students will text in whether they believe the graph is correct or and incorrect. If they believe it is incorrect, students will be called to argue why it is incorrect. Students will compare and contrast the steps for finding the x-intercept and the y-intercept using the Venn Diagram feature on ReadWriteThink (http://www.readwrit ethink.org/classroomresources/studentinteractives/venndiagram-30973.html). Students will compare the differences in process along with the differentiating the look of a graph that only has one or the other. Images of unlabeled graphs will be projected onto the screen. Graphs will be incomplete and wont show where the two lines cross. Students will sketch the completed graphs and defend their finished sketches.

expresses their process and advocates for why others should use it.

Students will create a newspaper using the Printing Press interaction on ReadWriteThink (http://www.readwr itethink.org/classro omresources/studentinteractives/printing -press-30036.html) that catalogues all the different weve studied on graphing equations.

VisualSpatial

Students will observe a Khan academy (https://www.khanac ademy.org/math/alg ebra/systems-of-eqand-ineq/systems-ofeqoverview/v/practiceusing-substitutionfor-systems)video on system of equations and create a 30 second movie trailer on iMovie that lists all the vocab terms for the lesson.

Students will use Camtasia to create a screen capture video where they draw a graph using skitch and explain the process as they graph.

Students will be given two equations to sketch using the Desmos graphing calculator app. The two lines wont cross. Students will need to employ prior information to determine why the lines are parallel.

Using Mind Meister (http://www.mindme ister.com), students will design a flow chart the comparing the two methods for solving systems of equations.

Students will use Google Maps to get images of their city. Students will create a map of a police chase. Students will pretend that a robber leaves from one spot and that a police car is intersecting the car. Using skitch, students will design formulas and a visual demonstration where the police car would intersect with the criminals.

Musical Rhythmic

After reading about graphing using point-slope form, students will tweet a a-b-a-b pattern poem that recalls that steps to graphing.

Students will use the Garage Band app to record a 45 second song reporting on the process to graphing using point-slope form.

Logical Mathematical

Students will not doing any prior reading. They will be asked to hypothesize a definition of a midpoint and to determine a formula for finding the midpoint. All

Students will be given two points and will need to find the midpoint. They will discuss their process as they try to prove its validity. They will explain while demonstrating the work on

Students will be given an equation on Educations that is not in point-slope. Students will record using the iPad as they demonstrate the pattern for how to transform into pointslope form. They will then e-mail me the link to the URL of the recording. Students will be asked to solve a new type of problem. They will be asked to find the midpoint of three points. Students apply information from their own hypotheses and will

Students will post a blog on Weebly with the standard form of point-slope. Students will examine each part and distinguish its importance with a two-line rhyming poem.

Students will graph on the iPad using Educreations. Other students will judge the validity of a students work by clapping when a mistake has been made.

Students will use iMovie on their iPad to create a rap music video that could be used to teach rapid graphing.

A Khan academy video (http://www.khanaca demy.org/math/alge bra/linear-equationsandinequalitie/moreanalyticgeometry/v/midpoint -formula) will be

Videos created on educreations about the students hypothesized formulas for finding the midpoint will be shown through the projector. Students will analyze the video and will be called on

Students will need to create their own cross-country road trip on Google maps. They will need to choose 5 major stops and design a coordinate system for the stops. Students will

students will post their theories to a shared document in Google Drive.

educreations on the iPad. Students will record their videos and e-mail the URL to the teacher.

verify their work by using Desmos as a tool to plot the points and the theorized midpoint.

shown about finding the midpoint. Before each step, the video will be paused and students will be asked to predict the next step. This will continue as each part is analyzed. If a student prediction is wrong, the class may compare the video to what the student said and appraise if the students method would have been correct.

to evaluate the video. Students will not only be asked to argue if the process was correct or incorrect, but they may be asked to help simplify a classmates process.

analyze the graph and calculate a midpoint that will be a rest stop between each major stop. Students will upload their final map with all stops and an explanation to blogger as a blog post.