Wichita Falls ISD / Overview



285750-257175007143750000Hirschi High School IBMYP Unit PlanTeacher(s)David CavittSubject group and disciplineUnit titleAlgebra IMYP Year: MYP 4Unit duration hours)27 Aug – 12 Sept12 hoursInquiry: Establishing the Purpose of the UnitKey conceptRelated Concept(s)Global ContextSystemsSimplificationPatternIdentities and relationshipsStatement of InquiryStudents will study the identities and relationships of systems to through simplification and patterns.Inquiry QuestionsFactual: What is expressions and equations and how do you solve them?Conceptual: How are you able to identify the relationships of systems.Debatable: How do you apply what you have learned in mathamatic to other aspects of your life? ObjectivesSummative AssessmentA. Knowing and understanding Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts. This objective requires students to demonstrate knowledge and understanding of the concepts and skills of the four branches in the prescribed framework (number, algebra, geometry and trigonometry, statistics and probability). In order to reach the aims of mathematics, students should be able to: i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving problems iii. solve problems correctly in a variety of contexts. B. Investigating patterns Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. A task that does not allow students to select a problem-solving technique is too guided and should result in students earning a maximum achievement level of 6 (for years 1 and 2) and a maximum achievement level of 4 (for year 3 and up). However, teachers should give enough direction to ensure that all students can begin the investigation. For year 3 and up, a student who describes a general rule consistent with incorrect findings will be able to achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of complexity. In order to reach the aims of mathematics, students should be able to: i. select and apply mathematical problem-solving techniques to discover complex patterns ii. describe patterns as general rules consistent with findings iii. prove, or verify and justify, general rules. C. CommunicatingMathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing. In order to reach the aims of mathematics, students should be able to: i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations ii. use appropriate forms of mathematical representation to present information iii. move between different forms of mathematical representation iv. communicate complete, coherent and concise mathematical lines of reasoning v. organize information using a logical structure. Outline of summative assessment task(s) An exam will be given which will include vocabulary, simplify expressions, 2-step equations, Multi-step, variables on both sides. This will be graded with criteria A, B, and C. Assessment CriteriaCriteria A, B, and C. Relationship between summative assessment task(s) and statement of Inquiry Students will study the identities and relationships of systems to through simplification and patterns. I will assess there ability to identify vocabulary, and their ability to solve one step equations with one variable. Afterward, I will assess mastery of solving two step equations with variables on both side of the equation.Approaches to Learning (ATL)Social collaboration: CollaborationSelf Management: Organization, affective, and /or reflection.Example:ATL:Social: Student will collaborate in small group of 3 to solve expression and equations.ATL: Self-Management: Students will reflect throughout the lesson on what they know about solving expression and equations.Action: Teaching and Learning through InquiryContentLearning ProcessActivities:Symbols in MathematicsVariables and Expressions 1-1 Holt and 1-1 Glencoe exerciseSimplifying Expressions 1-7 Holt Practice and 1-7 Glencoe1 Step and 2 Step equations 2-1, 2-2 Holt & Glen 3-1, 3-2, 3-3 practice exerciseBack It Up CCopeVariables on both Sides 2-4, 2-5 Holt & 3-5 Glen practiceMulti –Step equation CCopeAlgebra with PizzazzPre-algebra with Pizzazz §111.38. Implementation of Texas Essential Knowledge and Skills for Mathematics, High School, Adopted 2012. (b) Introduction. (3) In Algebra I, students will build on the knowledge and skills for mathematics in Grades 6-8, which provide a foundation in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions. Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology to collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with two equations and two variables and will create new functions through transformations.Learning Experiences and teaching strategiesLecture, modeling, and examples from the book; practice working problems from the book, workbook and worksheets.Formative AssessmentQuizzesI Used to Think…But Now I KnowFirst Word/Last WordHomework assignmentsDifferentiationSpecial Ed Accommodations504 AccommodationsOne-on-oneAssessments are modified for IEP studentsResourcesHolt Resources and Exams. Algebra with Pizzazz, Pre-algebra with Pizzazz, andGlencoe Algebra I Study Guide.Reflection: Considering the planning, process and impact of the inquiryPrior to teaching the UnitDuring TeachingAfter teaching the unitI feel very strong about this unit, and I have a positive attitude that the students will be able to master Expressions and equations at the end of the unit. ................
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