Technology Integration Unit Plan: Ratio, Rate ...

Technology Integration Unit Plan: Ratio, Rate & Proportions: Teacher: Mrs. Beach Subject: Math 8 Project: My Budget and Car Handout and Digital Presentation

Overall Description:

My unit plan covers the Math 8 unit on ratio, rate and proportions. Students will learn about ratio, rate and proportions in conjunction with a practical application. In the next few years, students will begin earning money and begin thinking about budgets and purchasing a car. As a practical application of the math concepts covered, students will be given an occupation and salary, very similar to the Game of Life. They will figure out their gross and net income, choose a housing option, and break their income down into a monthly budget. They will calculate simple interest on loan principals to determine the amount of money they can spend on a car. They will then use the Internet to research the purchase and payment of a used car.

The culmination of the unit will be a digital presentation of their occupation, budget and car choice. While putting together their project, students will use a variety of digital tools, including graphs, Excel spreadsheet, and presentation programs.

Intended Learner Description: This unit is intended for Math 8 students. These students are of average math ability. Some of the students will attend college, while some will go directly into the working world upon graduation from high school. The class includes a variety of cultures, language ability, and some special education students.

Standards: Subject Content:

Math 8.3 The student will solve practical problems involving rational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook.

Math 8.17 The student will create and solve problems, using proportions, formulas, and functions.

EPF 11 The student will demonstrate knowledge of planning for living and leisure expenses by calculating the cost of utilities, services, maintenance, and other living expenses.

C/T 6-8.6 The student will use technology to locate, evaluate, and collect information from a variety of sources. Use databases and spreadsheets to evaluate information. Use technology resources such as calculators and data collection probes for gathering information. Use Internet and other electronic resources to locate information in real time.

C/T 6-8.9 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Choose the appropriate tool, format, and style to communicate information. Independently use technology tools to create and communicate for individual and/or collaborative projects. Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.

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Technology Content: Students:

NETS-S1 Creativity and Innovation b. Students create original works as a means of personal or group expression.

NETS-S2 Communication and Collaboration a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

NETS-S3 Research and Information Fluency b. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Students process data and report results.

NETS-S4 Critical Thinking, Problem Solving, and Decision Making c. Students collect and analyze data to identify solutions and/or make informed decisions

NETS-S5 Digital Citizenship a. Students advocate and practice safe, legal, and responsible use of information and technology. b. Students exhibit a positive attitude toward technology that supports collaboration, learning, and productivity.

NETS-S6 Technology Operations and Concepts a. Students understand and use technology systems.

Teachers: NETS-T1 Facilitate and Inspire Student Learning and Creativity b. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

NETS-T2 Design and Develop Digital-Age Learning Experiences and Assessments a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. c. Teachers customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. d. Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to informal learning and teaching.

NETS-T3 Model Digital-Age Work and Learning a. Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

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b. Teachers collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. d. Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

NETS-T4 Promote and Model Digital Citizenship and Responsibility b. Teachers address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources. c. Teachers promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Unit Objectives: At the end of the unit, students will be able to:

Write proportions that represent equivalent relationships between two sets Solve a proportion to find a missing term Apply proportions to solve problems involving percents and practical problems, including scale

factors Determine solutions to everyday problems involving whole numbers, decimals, fractions, and

percents Demonstrate knowledge of a budget for monthly living Compute the tip and total bill for a meal Compute a discount and the resulting sale price for a discount and compute the sales tax for

purchased items Compute the simple interest earned on an investment or a loan for a specified number of years and/or

months Students will use a variety of digital tools to evaluate numerical information and process reports. Students will collaborate with a partner to create an original digital presentation of their budget and

car purchase

Weekly Schedule: Ratio, Rate and Proportion

Week 1 Week 2 Week 3

Monday

What Do We Remember?

Tuesday

Word Problems and Proportion

Pre-Assessment What Is My Budget?

Mark-Up and Discount

Lesson I Concepts Review Project

Presentations

Digital Student Sample

Wednesday

Solving Percent Problems

Thursday

Applying and Practicing Percent

How Does Interest What Car Can I

Work?

Afford?

Lesson II Unit Test

Lesson III

Post-Assessment

Friday

Solving Percent Problems with Equations

What is My Budget and Car?

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Graphic Representation of Unit:

Lesson Plans (attached) Adaptations for diverse learners (see lesson plans) Unit Evaluation Section: This unit contains formative assessments which take place during the particular lessons. They are explained in the detailed lessons. It also contains summative assessments in the form of the post-assessment unit test and the Budget and Car Unit Project. Pre-Assessment: The Pre-Assessment for the unit is a worksheet, Ratio, Rate and Proportions Practice, which will be given to the students on the first day of the unit. The worksheet covers the concepts the students learned in Math 7 and is meant to be a tool for the teacher to gauge what the students understand and remember. The students will be given clickers to use and click upon the correct answer. This will give the teacher an opportunity to know exactly which questions each particular student has a correct answer for. (Attached)

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Post ?Assessment: The Post-Assessment for this unit is the Ratio, Rate and Proportions Unit Test. It is not the same instrument as the pre-assessment because it covers more concepts and extended application as compared to what the students learned in Math 7. (see Post Assessment) Budget and Car Unit Project: The students will be given a rubric for this project which details the assignment of points, for a total of 30 points. The rubric covers both the digital presentation as well as the project handout which must be filled out and handed in with the presentation. (see Budget and Car Unit Project and Rubric)

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