Overview and Background: Unit: Linear Equation Exploration

Christy Haynes : Griffin RESA Mathematics : Middle School Mathematics : 6-8th Patterns and Relationships/Algebra Griffin RESA/Lamar Co Middle : Grades 6 - 8 : Apr. - Apr. Title: Linear Equation Exploration Topics: chart tables, linear equations, graphing ordered pairs, slope-intercept form Time Frame: Start Date: Aug. - May. Status: Revised Date Revised: 05-06-03 Other Designers: Sonya Sands and Pennie Buchanan Summary: This unit will examine solution sets of linear equations. Students will use charting tables to graph their solutions on the coordinate plane. They will look at the importance of linear equations and slope intercept in the design of a subway. Time Frame 4-6 weeks Print Materials Needed: Mathematics Text Book Resources: Discovery Videos: 1. Tunnels: Underground Connectors 2. Extreme Engineering: Subways in America 3. Extreme Engineering: Transatlantic Tunnel Readings: 1. Structures: The Way Things Are Built. Hawkes, Nigel. Collier Books, 1993. 2. Construction: Building the Impossible. Aaseng, Nathan. The Oliver Press, 2000. Concept Map may be found at: http://www.griffinresa.net/UBDforms/68patterns/linearequationsandslopeconceptmap.doc Resource Attachments: Internet Resource Links: Link 1:(for graphing)= http://school.discovery.com/lessonplans/programs/tunnels/ Link 2:http://www.fta.dot.gov/transcity/ Link 3:(for graphing) = http://www.purplemath.com/modules/graphlin.htm Link 4:http://www.math.com/school/subject2/lessons/S2U4L3GL.html Link 5:http://www.sasked.gov.sk.ca/curr_content/matha30rev1/lesson3-4/lesson3-4.htm

Stage 1: Identify Desired Results

State: Title: Standard(s):

GA 1,25,30,37 6-8 Algebra: Patterns & Relationships National Standards Algebra 4. Understands the basic concepts of a function 5. Solves linear equations using concrete, informal, and formal methods(e.g., using properties, graphing ordered pairs, using slope-intercept form) Georgia Pre-Algebra Standards 1. Solves problems, reasons, and estimates throughout mathematics. 25. Solves equations and applied problems using the form x+a=b, x-a=b, and a-x=b. 30. Graphs points in the coordinate plane, identifies coordinates of points, graphs linear equations, and solves problems using these concepts. 37. Solves equations and applied problems of the form ax=b, ax+b=c, ax+b=cx+d, x/a=b and x/a+b=c

Understandings: user 1. Patterns exist in the slope of linear equations. 2. Solution set of a functin can be exhibited in a chart. 3. Slope is an important factor in the world of design. 4. Solution set of a function can be exhibited in a chart form. Essential Questions: user 1. Why is it important for engineers and architects to understand the concept of linear equations? 2. If we change one value in an equation why does it effect the rest of the equation, thus changing the appearance of the graph? 3. Why do we need to use linear equations to help us solve various real-life situations? Knowledge and Skills: 1. Find solutions of linear equations with 2 variables. 2. Use a table of values to graph a linear equation. 3. Recognize graphs of horizontal and vertical lines. 4. Use a graphing calculator. 5. Find intercepts, and use them to sketch graphs. 6. Graph the function using y-interpret/slope of a line.

Stage 2: Determine Acceptable Evidence

Assessment Summary: Complete portfolio tasks and the presentations of billboard. Task/Prompt: Designing a Subway

Type:Performance Task
Topics: Linear Equations, Graphing, Slope-intercept

Summary: Cooperative Group Project: Groups of students will develop a subway portfolio. Project must include: 1. Cause/effect of mass transit systems for large cities 2. Notes to be maintained in a composition book 3. Materials to be used: posterboard, paper, and pencils/pens colored pencils/markers 4. Comparisons of subway vs. aboveground train system. (Advantages/disadvantages) 5. What factor should be addressed when deciding the fares for passengers? 6. Calculate travel distance (linear equations) 7. Plan for seating and standing room on trains (graph design) 8. Access to the stations (slope-intercept) 9. Park-and-ride plans vs. taxi costs (real-life situations) Students will think of a name for the subway and create an advertising slogan. They will create a billboard on the posterboard and include all the factual information. Oral presentation to classmates with peer assessment.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links: Link 1: Link 2: Link 3: Link 4: Link 5:

Notes:

Student Directions: You are a group of engineers that have been asked by the city to propose a new system of mass transit. The city is leaning towards a subway system. You will create a portfolio with factual information that the city has requested. You will also create a name and slogan that will be presented on a billboard (poster). You will work in teams of 2-3 students. As a team, you will: 1. Collect data in personal composition books 2. Compare subways with aboveground trains. What are the advantages/disadvantages of each? 3. What factors do you think about when deciding how much to charge? How do you decide what the fares should be? 4. Calculate traveling distance for given speeds. 5. Design a plan for seating and standing room on the trains. 6. Design access to the stations. 7. Compare park-and-ride plans to taxi costs. Requirements for Presentation: -Meet frequently with group and record time -Decide who will talk about which parts of billboard/facts. ALL members must speak to the city at least once during presentation. -Help group members figure what is important to tell the city. The city is only giving you one chance to "sell" your subway. -Make notes to help you remember what you are going to say. (Note cards) -Practice the presentation with your group to get timing down. -Use the public speaking rubric to give each other feedback. -Discuss as a group what to wear the day of your presentation.

Unattached Rubric(s)
Rubric: Public Speaking and Portfolio Self Evaluation Summary: -Used for oral reports. -Self evaluation tool, helps student understand the grade they will receive based on the work they have done. Trait: Public Speaking Performance Type: Oral. Level 1: Inexperienced Level 2: Developing Level 3: Proficient Level 4: Exceptional

1. Does not look at listeners 2. Hands, feet, or body are moving without reason most of the time. 3. Face shows no expression. 4. Voice is too soft. 5. Speech is too fast paced. 6. Important facts/details are missing. Confusing order.Calculations not accurate. 7. Speaker is not confident. 1. Speaker looks at listeners once in a while. 2. Hands, feet, or body move some of the time. 3. Face shows lttle expression. 4. Volume of voice is adequate at times. 5. Pace of speech may be too fast or speaker stops frequently. 6. Some facts/details are omitted. Slightly confusing.Some errors in calculations. 7. Body language shows lack of confidence. 1. Speaker looks at audience most of the time. 2. Body movement once in a while. 3. Facial expression most of the time. 4. Volume is adequate most of the time. 5. Good pacing of speech, listener cannot understand the meaning of the phrases. 6. Important facts/details are given. Order is easy to follow. Speak may self-correct.Calculations are correct. 7. Bodylanguage shows confidence most of the time. Speaker may look at teacher once in a while. (reinforcement) 1. Speaker keeps eye contact with audience all of the time. 2. Little body movement unless for a purpose. 3. Facial expressions support word meanings. 4. Volume of speech supports meaning. 5. Pace of speech changes to help audience understand meaning. 6. Supporting fact/details told in logical order. Speaker may pause to aid in meaning or organize himself/herself for the next passage.Calculations are correct and are explained well. 7. Body language shows confidence. Speaker holds attention of listeners.

Trait: Portfolio Self Evaluation Performance Type: Process. Level 1: You Have My Vote Level 2: Pretty Convincing Level 3: Tell Me More Level 4: Back to the Drawing Board

I used juicy words and true details about my subway. The City will understand why this design is best. The cool design of the

artwork says, "WOW!" My factual information has the words in the right places, I checked my spelling and punctuation. The sentences all make sense and it was my very best handwriting. I think I used interesting facts about my design in my information. The artwork is neat and colorful. I wrote neatly and people don't notice the mistakes. Some of my writing is about something other than my subway design. I should add more details and better words. I made some mistakes where I put some of the parts of the linformation. It is hard to read. My design and my information do not match. It seems I might have forgotten what the design was. It is hard to look at the artwork and tell what I planned. My handwriting is so hard to read that even I have a hard time. I think I forgot to check for spelling and grammar. I think I should go back and do this again.

Other assessment evidence to be collected:

Selected Response/Short-answer test/quiz Quizzes, tests, portfolio checks, homework, calculation checks, table functions and graphs match.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:
Where: TW introduce unit by presenting the essential questions. (Why do we need to use linear equations to help us solve various real-life situations? Why is important for engineers to understand linear equations and slope intercept form? If we change one value in an equation why does it effect the rest of the equations, thus changing the appearance of the graph?) Students will begin portfolios with a K-W-L chart. Hook: Discuss with students what they know about public transportation. How do the essential questions relate to subway systems? Show any of the videos listed or read the books any of the books listed. Links 1 and 2 are also useful hooks. Link 1 will help the teacher with lessons about tunnels and subway history. Link 2 is a virtual city that the learners may explore to better understand the development of transportation in major cities. Explore: Students will learn basic information about linear equations and slope-intercept form through the use of mini-lessons. Mini-lesson data will be completed in composition books for each student. Students will be able to find solutions of linear equations with 2 variables, use tables to graph, recognize graphs of horizontal and vertical lines, find intercepts and use them to sketch graphs, find slope and y-intercept of a line from the equation, explain the meaning of a slope to given situations. Mini-lessons will consist of practice pages from Mathematics Textbook, the use of resources from the Discovery Channel, and other resources on-line. The use of links 3, 4, and 5 will help reinforce learning activities. These sites will also provide enrichment for those students who need it. Designing a Subway Portfolio ( include examples of the following topics in a composition book) 1. Graphing linear equations A linear equation involves two variables. The graph of a linear equation is the set of all points (x,y) that satisfies the equation. The equation may be graphed by using: a. A "T" chart, that is making a table, choosing some values for the x value and determining the y value by substituting the given value for x in the equation. Both positive and negative numbers should be used unless the equation is representing an idea that only makes sense using positive numbers. Discuss how one cann use a "T" chart to show different seating/standing arrangements of a 8 feet by 20 feet subway car if it takes 6 square feet for a seat and 4 square feet for someone to stand. b. Intercept form: Find the points that the graph crosses the x-axis and the y-axis. This is done by substituting 0 for x and finding the value for y, then substituting 0 for y and finding the value of x. This gives the two points (0,y) and (x,0). Discuss that it only takes 2 points to determine the line, but another point on the line should be chosen and checked to see if it satisfies the equation. This will assure that the line is correct. c. Slope-intercept form: A line may be graphed by using the y-intercept as a starting point and plotting points using the slope of the line. The slope is described as rise over run or the difference between the y values of 2 points divided by the difference between the x values of the same two points. A linear equation can be written in form y = mx + b. b will be the y-intercept and m will be the slope. For example, if the equation is 3x + 4y = 8 is given. Write it as y = - 3/4 x + 2. 2 is the y-intercept and -3/4 is the slope. That means as y decreases 3, x will increase 4, or as y increases 3, x will decrease 4.To plot the line, begin at the y-intercept and move down three and to the right 4, or up three and to the left 4. Discuss how one can use this form of the equation to determine a safe slope of an escalator from the street to the subway. II. Graphing linear inequalities: Graph the inequality as if it were a linear equation. However if the inequality is simply a > or < inequality, mark the line as a dotted line. If the inequality is a > or = or a < or = then draw the line as indicated. Choose a point on either side of the line and substitute into inequality to determine if it satisfies the inequality. If so, color in that side ( half-plane) of the inequality. As a classroom activity do the following. Joe wants to ride the subway to work. He has a choice of parking in two different locations. One location cost $1.25 per hour to park and the subway fare from that location is $2. The other lot charges $1.50 per hour to park but the subway fare from that location is 1.50. Write an equation

indicating the cost of parking and riding from each location. Make a "T" chart for each equation using 2,3,5,8,10 hours. Plot each graph on one grid. What conclusion can you draw? Could you draw the same conclusion from solving the inequality: 1.25 h + 2 > 1.5h + 1.5? Requirements for Presentation: -Meet frequently with group and record time -Decide who will talk about which parts of billboard/facts. ALL members must speak to the city at least once during presentation. -Help group members figure what is important to tell the city. The city is only giving you one chance to "sell" your subway. -Make notes to help you remember what you are going to say. (Note cards) -Practice the presentation with your group to get timing down. -Use the public speaking rubric to give each other feedback. -Discuss as a group what to wear the day of your presentation. Rethink: Students will review their K-W-L chart in the front of their composition books frequently to identify correct or incorrect assumptions, and to add new learning. They will add new skills/understanding to their composition books in writing. Exhibit/evaluate: -Chapter test from textbook -Presentation of Billboard -Completion of tasks for portfolio -Peer Evaluation for presentation -Group Evaluation -Public Speaking Skills -Calculations, Graphing, and Function Tables were completed correctly Teacher Responsibilities: -Prepare/post Essential Question -Help students prepare K-W-L chart -Gather background information and resources on tunnels/subways -Plan and conduct mini-lessons -Monitor daily progress through use of quizzes, journals, portfolios, and conferencing. Notes: Allow students to research tunnels and subways online. They can e-mail engineers to get help or feedback on the design of their subways. Invite guest speakers. Concept Map may be found at: http://www.griffinresa.net/UBDforms/68patterns/linearequationsandslopeconceptmap.doc

Linear Equations and Slope Concept Map

TSW learn to us e tables a nd charts to find s olutions to functions

Tables and C harts

TSW recognize graphs of horizontal and vertical lin es

Find solutions to equations w ith tw o variables

Linear E quations and S lope

G raphing linea r equations and slope

TS W find intercepts and us e thos e intercepts to sketch grap hs

TS W learn to use a graphin g calculator

P atterns exist in the slope of a linea r equ ation

TS W find patterns and using tables/ charts to graph the function and slope