McDonald+Unit+Plan

**Unit Plan**

 * First and Last Name:Charlie McDonald**


 * School District:Ava**


 * School Name:Ava High School**


 * School City, State:Ava, Missouri**

**Unit Title**

 * Unit Summary:Graphing Linear Equations in Two Variables**


 * Subject Area:Algebra 1**


 * Grade Level:8th grade and up**


 * Approximate Time Needed:6 - 50 minute class periods**


 * Habits of Learning Taxonomy:**
 * NETS for Students 2007**
 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: || 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: || 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: || c. || collect and analyze data to identify solutions and/or make informed decisions. ||  ||


 * **5.** || **Digital Citizenship** ||
 * || Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: || a. || advocate and practice safe, legal, and responsible use of information and technology. ||
 * b. || exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. ||  ||
 * Targeted Content Standards and Benchmarks:GLE Algebraic Relationships Represent and analyze mathematical situations and structures using algebraic symbols**
 * 1. Use symbolic algebra to represent and solve problems that involve linear relationships**


 * Student Objectives/Learning Outcomes**:Students will be able to solve for one variable and graph a linear equation in a coordinate plane. Students will be able to recognize and identify solutions to linear equations.

//__ 21st Century Skills Students Incorporated in the Unit __//

Rubric will be used to keep students self-directed and goal oriented.

Students will be held accountable for completion of the work. Students will guide each other through the learning process and be responsible for the learning of themselves and the class. Students will interact with others in a positive way as the practice and develop appropriate listening and speaking skills. =__Essential Questions__=

**//What makes a line?//**
=__Unit Questions__=

//**Are all equations straight lines?**//
=__Content Questions__=

//**What happens to the graph when you change the type of equation from linear to quadratic, exponential, etc.?**//
= **//__THE FIVE W’S OF WEB SITE EVALUATION__//** =

Why is this page better than another?

 * || === Graphing : A Line Rubric ===

**Charlie McDonald** ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Labeling of X axis || The X axis has a clear, neat label that describes the units used for the independent variable (e.g, days, months, participants\' names). || The X axis has a clear label that describes the units used for the independent variable. || The X axis has a label. || The X axis is not labeled. ||
 * Labeling of Y axis || The Y axis has a clear, neat label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). || The Y axis has a clear label that describes the units and the dependent variable (e.g, % of dogfood eaten; degree of satisfaction). || The Y axis has a label. || The Y axis is not labeled. ||
 * Data Table || Data in the table is well organized, accurate, and easy to read. || Data in the table is organized, accurate, and easy to read. || Data in the table is accurate and easy to read. || Data in the table is not accurate and/or cannot be read. ||
 * Accuracy of Plot || All points are plotted correctly and are easy to see. A ruler is used to neatly connect the points or make the bars, if not using a computerized graphing program. || All points are plotted correctly and are easy to see. || All points are plotted correctly. || Points are not plotted correctly OR extra points were included. ||
 * Neatness and Attractiveness || Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. A ruler and graph paper (or graphing computer program) are used. || Neat and relatively attractive. A ruler and graph paper (or graphing computer program) are used to make the graph more readable. || Lines are neatly drawn but the graph appears quite plain. || Appears messy and \"thrown together\" in a hurry. Lines are visibly crooked. ||

=//**Assessment Plan**//=

//**The overall concept will be assessed to make sure students actually "got" the concept.**//
__**//Presentation Tool Planning Guide//**__  Students will be able to produce and present a well designed power point presentation over the skills and concepts necessary for graphing a line. A scoring rubric will be used to assess presentation. = Sample of how to make a power point presentation should be shown in a power point in the beginning. Then a flow chart graphic organizer should be used to help guide the students on which step to go to next. =

__ Instructional Procedures __ Inside Outside Circle will be used to help develop and incorporate concepts. Students will write down a challenging problem with the solution not easily found about graphing equations. It must be hard enough to allow them to investigate several different answers to see if they could be possible. Students will be divided into two even groups. The inner circle will ask the questions to the outer ring. As the students get the questions correct, they stay in the circle. If they are unable to answer or get it wrong, they must sit down. This will be a competition in which they must feel free to be wrong without ridicule from others. The classroom atmosphere is the most important factor in the success of this activity. The students must be secure enough in their ability and relationships that they can "fail" on the question. Most of the time, many students learn more from the mistakes they make rather than the ones they get correct. The right answers must be explained to the students as the questioning process goes around the circle. The entire class will benefit from each problem. The teacher must have a list of problems in case the group runs out or are too easy.

=__Instructional Design Procedures__= = = =Engage the students with questions. KWL chart and short skit about numbers. = =Explain why the students need to know the information.= =I will link the information to what they already know and guide them to where I want them to go.= =I will guide them to how lines work and what they can discover as they go down the line.= =What culminating project will they put together to show that they have mastered the material in a satisfactory way?= = =