Pre-Algebra First Semester Project Inverse & Opposite Just like wrapping and unwrapping a gift, there are

e things all around us that require our knowledge of an order and the ability to follow that order in an inverse and opposite direction The Gift Example Order of Wrapping 1. 2. 3. 4. 5. Put the gift in a box Fold the paper around the box Tape the paper Put on a bow Add a gift card Inverse and Opposite Order Unwrapping 1. 2. 3. 4. 5. Take off the gift card Take off the bow Untape the paper Unfold the paper Take the gift out of the box

Inverse refers to reversing the order of the actions taken. The gift card became the first thing dealt with in the unwrapping and then we went up the original list. Folding and unfolding is an example of opposite actions, so each action in the unwrapping list is the opposite of each corresponding action in the wrapping list. In math we model this process when we are solving equations. We take the order of operations that we use to simplify math problems, and use its inverse and opposite to solve equations. Order of Operations Simplifying 1. 2. 3. 4. Grouping symbols Exponents Multiplication & Division Addition & Subtraction Inverse and Opposite Order of Operations Solving 1. Addition & Subtraction (do the opposite, if you see addition of a number subtract it) 2. Multiplication & Division (do the opposite, if you see division of a number multiply it) 3. Exponents (roots are opposite) 4. Grouping symbols (do whats in them last)

Project Description Think of an example from your NWCTA program areas that can be done in steps, then explain how it would be done inversely and oppositely. You can write, draw, sing, make a poster or PowerPoint your final product, refer to your learning strengths assignment and connect to it. Creativity is a plus. Please refer to the grading rubric for extra guidance. Students using any electronic medium such as PowerPoint must email their project to me at mheywood17@interact.ccsd.net BEFORE, class begins on the due date.

NWCTA: Inverse & Opposite Project Grading Rubric

Student Name: CATEGORY
Required Elements

Due Date: 4
The project includes at least 4 steps and demonstrates elements of inverse and opposite as well as additional information. Student accurately demonstrated the concept of inverse and opposite. Several of the graphics or descriptions used in the final products reflect a exceptional degree of student creativity in their project. The inverse and opposite process selected for the student's program area was clearly explained so anyone could understand. The final product is exceptionally attractive or interesting in terms of design, layout, and/or neatness.

Period: 1
Several required elements were missing.

3
The project includes at least 4 steps and demonstrates elements of inverse and opposite.

2
All but 1 of the required steps are on the product.

Score

Knowledge Gained

Originality (Use of learning strengths)

Student demonstrated the concept of inverse and opposite, but made one or two errors. One or two of the ideas or elements used show student creativity in the project.

Only 75% of the project accurately demonstrates inverse and opposite. The project shows very little creativity and does not draw on the students learning strength. The inverse and opposite process select for the student's program area was unclear in 2 or 3 descriptions. The final product is acceptably interesting though it may be a bit messy or seem to be thrown together.

Student appears to have insufficient knowledge about the facts or processes. No creativity is demonstrated by the student.

Connection to Program Area

The inverse and opposite process select for the student's program area was unclear in one description. The final product is attractive or interesting in terms of design, layout and neatness.

The inverse and opposite project was not related to the students program area.

Attractiveness

The project is distractingly messy or very poorly designed. It is not attractive.

Total: