GM+Math+LP

=Lesson Planner= Conceptual Lens: Impact Instructor: Mrs. Bellefleur Content: Math Grade Level: 7 Time Frame:** Four Weeks
 * Unit Theme: Transportation Innovations
 * **Enduring Understandings**

1.Students will understand that fuel consumption,travel expenses and mileage have changed through innovations of transportation. || **Critical Content** 1.Students will know how to predict for equations using graphs. ( algebraic approaches and equations, estimate, predict, solutions) 2.Students will know how to translate proportional relationships into equations or graphs. (proportions, relationships, data) 3.Students will know how to set up and solve equations.(Rational numbers, whole numbers, positive and negative integers, variables) 4.Students will know how to identify tables, pictographs, bar graphs, line graphs, and other visuals.(Pictographs, bar graphs, line graphs,pie charts, histograms) 5.Students will know how to convert information given them into other forms.( Data, Pictographs, bar graphs, line graphs,pie charts, histograms,algebraic approaches and equations,Rational numbers, whole numbers, positive and negative integers, variables) 6.Students will recognize and identify proportional relationships.(Data conclusions, Graphs, equations) || **Standards** 1.Equations and Inequalities 7;2 (a)(b) 2.Data Analysis 7;1(a) 3.Data Analysis 7;1(b) 4.Functions and Relations 7;3(a) 5.Functions and Relations 7;3(b) 6.Functions and Relations 7;3(a)(b) || I**nstructional Plan/Learning Activities** 1. Hook:Students will be introduced to equations and solving for //X// Students will then be able to practice that skill using an online math activity at:http://www.bbc.co.uk/education/mathsfile/gameswheel.html Learning Activity:In groups students will design equations for other groups to solve ( they must have the correct answers before giving them tot he other group) Each equation solved correctly gets placed on a map to be added to the up coming wiki Artifact:Equation Maps on a Wiki site with links to the places they visit 2.Hook:Students will answer questions on a small survey (ex:Do you have bike?) students will continuing collecting data from the class. Learning Activity:Students will make graphs with their data using provided graph paper and colored pencils Artifact:A specific graph or chart per instructions with data given 3. Hook:Using an online math game students will collect data and pick the correct corresponding graph by sight ([|http://www.bbc.co.uk/education/mathsfile/gameswheel.html)] Learning Activity: Students will split into groups and receive a data packet; around the room there will be graphs each group must find the graphs that corresponded with their data packets and record the process to later blog on the activity Artifact:Bolg a record of their predictions and the results to share with their classmates 4. Hook:Student will gather information from their classmates (what type of vehicle does your family have?) Learning Activity: After gathering information students will enter data to a graphing program on their computer Artifact:Create tables graphs and charts on their laptops using transportation data 5. Hook:student groups will be given a different type of transportation from different time periods Learning Activity:Students will calculate mileage and time equations using the type of transportation they were given each group will share their information via blogs and place their equations on the wiki site Artifact:Equation Maps 6. Hook: Students will break into teams and begin a competitive game on the wiki in the form of a race by solving equations. Learning Activity:Students will calculate different equations from the wiki page each time a student has a right answer they will move to an information page on the wiki with instructions and a new equation to continue the race Artifact: Notes and Blog Race across a wiki (students will edit pages with answers to equations or questions about a table,graph or formula if correct they will move on to the next link in the wiki) Students will be required to keep notes on how and what they did to edit the wiki and they will be required to blog about what they learned and the experiences they had during the activity || 1.Math:How have fuel consumption, travel expenses and mileage changed with the innovations of transportation? || **Skills** 1.Use graphs to estimate/predict solutions to equations, and communicate the solution to a problem. Product:Bolg a record of their predictions and the results to share with their classmates 2.Translate directly proportional relationships into symbolic relationships and graphs. Product: Create tables graphs and charts on their laptops using transportation data 3.Solve equations in the form of (ax+b=c) where a,b,and c are rational rational numbers or integers. Product: Equation Maps on a wiki site with links to the places they visit 4.Draw conclusions based on charts and graphs or other visuals. Product: A specific graph or chart per instructions with data given 5.Relate graphs and visuals to equations; and equations to graphs and visuals. Product:Equation Maps 6.Self: Recognize directly proportional relationships in a table or graph or formula. Product:Race across a wiki (students will edit pages with answers to equations or questions about a graph if correct they will move on to the next link in the wiki these links will be related to other subject matter such as science) || **Standards** 1.Equations and Inequalities 7;2 (a)(b) 2.Data Analysis 7;1(a) 3.Data Analysis 7;1(b) 4.Functions and Relations 7;3(a) 5.Functions and Relations 7;3(b) 6.Functions and Relations 7;3(a)(b) || **Resources** 1.http://www.wikispaces.com/ 2.http://www.bbc.co.uk/education/mathsfile/gameswheel.html 3.Microsoft Excel and Laptops 4.https://www.blogger.com/start 5.http://www.blogger.com/tour_start.g 6.http://www.worldtravelguide.net/ ||
 * **Guided Questions**