S+Doyle,+Nicholas

Insert Course Name **Syllabus**edu221spring08class » S Doyle, Nicholas

Office: Purington 304 Office Phone: 207-272-9953 Office Hours:** Tuesday -- Thursday 3:20 - 5:00
 * Teacher: Nicholas Doyle
 * E-mail:** nicholas.doyle@maine.edu


 * =Summary of Unit= ||
 * This Unit is about linear equations. By the end of the unit students will know the different types of linear equations and inequalities. Students will also be able to graph and solve linear equations and inequalities. The students will complete a performance task and a test at the end of the unit. ||

Equations and Inequalities Grade 8 2. Students understand and solve problems involving linear equations. a. solve any linear equations including linear equations of the form ax+b=cx+d. ||
 * =Stage 1 Identify Desired Results= || **Establish Goals:** **(G)** ||
 * Maine Learning Results: Mathematics - D. Algebra

//What understandings are desired?//
• There are different forms of inequalities, and the graphs have similarities and differences. • In a linear equation each letter represents a different number or unknown, which can be solved. ||
 * //Students will understand that:// **(U)** ||
 * • A linear equation has different forms.

//What essential questions will be considered?//
• What can the inequalities look like? • How do you solve a linear equation? ||
 * **Essential Questions:** **(Q)** ||
 * • How do you recognize a linear equation?

//What key knowledge and skills will students acquire as a result of this unit?//
• Definitions - linear equation, inequalities • Formulas - y=mx+b, ax+b=cx+b, 0=mx+b || • Demonstrate skills to identify and solve equations. • Interpret the meaning or representation of each part of a linear equations. • a. Solve any linear equations including linear equations of the form ax+b=cx+d. • Analyze the structure of a linear equation. • Consider different methods of solving linear equations and inequalities. • Recognize a linear equation in the real world. ||  || Role: Game designer for the Mattel Company Audience: The Executive Board of the company Situation: You will present your product to the board at the yearly conference where they decide what products get funded. Product/Presentation: A game that intrigues the board members and gets their approval. Standards (criteria from both rubrics): Your work will be judged by the board members on content, comprehension, preparedness stays on topic, speaks clearly, listens to other presentations. || • Homework Samples - I would need to collect a sample of homework that was the students best work from each lesson or section. • Projects that the students create to illustrate their understanding of linear equations. || • Comic-Life: Structure of an equation - by having them do this the students will be able to see their improvement. • Rubrics - these will give the students a basis for the material that needs to be put in the project. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * • Terminology - variable, coefficient, equation
 * =Stage 2: Determine Acceptable Evidence.= || Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Design a game involving linear equations
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Tests on structure of a linear equation along with tests that have them solve a variety of linear equations. The test would have multiple choice, matching, word problems and short answer questions.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • K-W-L charts - the students would fill the first two columns of these charts out at the beginning of the unit and at the end they would fill out the last column.
 * =Expectations= ||
 * This unit is an important portion of Algebra and will require your full attention to the lessons being taught. If you are at any point unable to make it to class you must inform me of your absence. There will be a filing cabinet with folders in it, your name will be on one with any work that you missed. You should have gone to my wiki site to get an idea of what you would need to make up. If you do miss a class you must produce a doctors note or a note from your parent or guardian explaining in detail why you couldn't attended class.

All work must be handed in on the specified due dates. It is important to hand in work on time because it keeps you from getting behind the rest of class. Late work will be accepted but will marked down for being late. Rubrics, notes and other types of drafts that or brainstorming that you completed before your final product are to be submitted along with you final product.

Be sure to give credit where it is due. Cite any and all sources that were used to when researching and developing you final product. ||


 * =Benchmarks= ||
 * Below are the point values for each assessment and your grade will be based on the percentage of points that you get out of **220 Points.**

Power-Point - **20 points** This product is well put together and its order flows well. There is at least one link or cartoon that belongs with the material in the students' power-point. This product follows the guidelines set by the rubric.

Comic-Life - **20 points** This product should show that the students understand how to put together and break apart a linear equation. The checklist and and the content of the Comic-Life will determine the points earned.

Blogs - **20 points each** Blogs must contain insight on fellow students work. This insight should be praise, constructive criticism or both.

Garage-Band - **20 points** This product is to show understanding and knowledge of different ways and methods of solving equations. Points will be derived from the rubric.

I-movie - **20 points** This product is to show a greater understanding of solving linear equations. The points earned will be derived from the rubric.

Performance-Task - **50 points** This task is to show full understanding and knowledge of linear equations. It is also used to get the students thinking of what kind of real world jobs or shapes deal with linear equation. A checklist will decide a portion of the points the rest will be based off of oral presentation.

Test - **50 points** There will be near 40 problems on the test. These problems will be a mixture of graphs, word and solve. Points will be determined by the difficulty of each problem. ||


 * =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). ||