2. My unit plan will consist of students being given the opportunity to apply equations to their everyday life. In groups of three, they will test their own basic arithmetic skills. Using this and a daily activity of their choosing, they will learn to evaluate different outcomes in an activity by forming an equation that relates to this. As the students’ project, they will be able to graph this equation by creating a table that will show the different variables applied to this activity and the effect that that variable had, whether it be positive or negative. Their goal, to understand the effects of a single variable on a daily activity through solving equations.

3. 1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable: 1.1 Students use properties of numbers to demonstrate whether assertions are true or false. 5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. 11.0 Students apply basic factoring techniques to second- and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials. 15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. 25.0 Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements: 25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions. 25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step.

4. During this unit, student objectives are: T o understand what variables are Use basic arithmetic to solve for a variable Using variables to solve an equation Use an equation and table to graph the outcome and be able to explain what it is telling them Understand how different activities in life are able to interpreted by math equations

5. ESSENTIAL QUESTION 1: 1) How is math important to our society? ESSENTIAL QUESTION 2: 1) How is the affect of math on life differing from other subject areas? UNIT QUESTION 1: 1) What relationship does solving equations have to life and how may this be expressed? 2) Decide what type of equation(s) best fits an everyday situation. Based on the information collected from activities in a day, what makes the equation(s) the best fit for the activities? UNIT QUESTION 2: 1) How does a form of an equation affect the trend of the outcome? From the data provided, explain what is being observed. 2) How does a math equation become defined by a real-life situation? CONTENT QUESTION 1: 1)On a graph, using the activities selected, pick one and show how that situation differs. Using the appropriate equation, show how the variance in the situation affects the outcome of that graphed equation. CONTENT QUESTION 2: 1)Define a real-life problem using different forms of equations and show if this affects the result using a graph.

6. THINK-PAIR-SHARE -Students will work together in groups of two to understand the terms and their definitions. As well, they will come up with examples of life activities that may be defined by an equation. GAUGING STUDENT NEEDS ASSESSMENT.doc JEOPARDY -They will be split into two separate groups based on sides of the class. They will be given four topics and four question underneath each. This will help to test their progress in the unit and their understanding. The activity is to hopefully keep them up-to-date with where they should be, if not already.

7. Project Based Learning allow for individuals or groups of students to participate in an activity that uses this technology along with the content and make it relevant to their own lives. These classroom projects result in creative presentations and higher level performance. While we stray from the standard teaching methods we also, allow for opportunities to avoid traditional testing allowing various student success. WHAT ARE THE BENEFITS? Encourages students to interact and cooperate with one another Gives students the opportunity to interact in and outside the classroom Keeps the material learner-centered and motivating for the student

8. With this project, the students will work in groups of three and, collaboratively, decide on one daily activity to base their project. By doing this, they will then use activity to build an equation. Using this equation, it will teach them to make a graph table that will show the numerous outcomes based on a variable. Once the equation and graph table are completed, they will be able to create a graph to portray the outcome, their results, clearly to the classroom.

9. The end