Performance Based Assessment Mimi, Jill, and Eddie

1 Organizing Idea (What is the overarching concept?) Big Idea (concept that organizes the unit): Essential Question(s): How can we model relationships we Mathematical modeling and already know using symbols? representations What conclusions can be drawn from the relationships we know? 2 Outcomes (What understandings are you trying to develop? Enduring Understanding(s): Misconception(s) tied to that understanding: I want students to understand that When manipulating equations the equations are concise and universal underlying relationship is changed. ways to represent relationships among Listing a few numeric examples quantities. (instead of algebraic symbols) is I want students to understand that sufficient enough to fully represent a inverting mathematical operations leads relationship. to equivalent relationships. Knowledge: Skill(s): Students will know what the inverse Students will be able to write equations operations are. and expressions from a description. Students will know that solving Students will be able to combine like equations requires doing order of terms. operations in reverse (SADMEP) Students will be able to check their Student will know the difference solutions (algebraically). between equations and expressions. Students will be able to solve single and Students will know that algebra is a multi-step equations by using inverse language. operations (SADMEP). Students will be able to verbalize the relationship an equation represents. Students will be able to use grouping symbols in equations and expressions. Students will be able to use basic distributive property. Students will be able to define and maintain the definition of a variable throughout an equation or expression. 3 Assessment Evidence (What evidence do you have that the student understands?) Performance Task(s): Other Evidence: Solving equations. Students will write a story based on an Simplifying expressions. equation. Given an equation, students will solve and generate a new equation with the same solution Given a solution students will modify a parameter in the equation such that the solution is now correct. Given an equation students will state and explain how many equivalent

Performance Based Assessment Mimi, Jill, and Eddie

equations exist. Given a written situation, students will write an equation to represent the situation and solve. We will modify a parameter and the student will need to rewrite the equation and find a new solution. They will reflect on how the new factor changed the outcome and why. Then, students will modify a parameter of their choice, and they will write a new equation and solve. Finally, students will reflect on how the newest factor changed the outcome and why? 4 Learning Plan (How are you going to get there?) Introduce the students to the meaning of the variable and inverse operations (using a scale and m&ms). Scaffolded practice of translating sentences and phrases into algebraic equations and expressions. Write equations and solve. Scavenger hunt for skill practice. Student decides on an answer and then finds an equation, swaps equation with a partner, and solves the new equation. Decoding worksheets. Double column worksheet where the answers the same, but the equations are different. Challenge by choice as a way to introduce 3 step equations. Shape and color to combine like terms. Math Mad Libs

5 Rubric (How are you going to show students understand?) Test and project

Performance Based Assessment Mimi, Jill, and Eddie

Test 1. Solve the following equations. a. x + 5 = 3 4 b. c.
3 x- 8=-2 4

5x +1 2= 37

2. Simplify the following expressions a. 2x + 3 +11x + 9 b. c.

2 1 - 14 x - 3x + 3 5 1 5 x - x - 4 - 31 2 4

d. 2(14 x - 3) + 4 - 3x 3. Write a story that is represented by the equation 8x +1 2=1 0 8. Your story should demonstrate your understanding of the numerical relationships in the equation. Your story should be at least 5 sentences long. 4. Solve. a. 3x +12=18 b. Write an equation, different from part (a), with the same solution as part (a). 5. Modify the following equation such that 6. How many equations are equivalent to a. Why? b. Give an example of one equivalent equation. 7. I want to put a short fence around my garden. I plan on buying 2x4s and cutting them in half to get the correct size for my fence posts. I need 46 posts in order to go all the way around my garden. I found 3 whole 2x4s in my garage. How many 2x4s do I need to buy from the store? Write the equation used to solve this problem.

x = 9 . 3 x + 14 = 16 3x +1 =19?

Performance Based Assessment Mimi, Jill, and Eddie

8. Consider the above problem, but instead of cutting the 2x4s in half I want to cut the 2x4s into three parts. How many 2x4s do I need to buy now? Write the equations used to solve this problem. 9. You decide how problem 7 should change. You can change the number of fence posts needed, the number of 2x4s I found in my garage or how many parts the 2x4s are to be split into. Solve your new equation and write the equation used. 1. Sarah needs $457 to go on the spring break trip to Costa Rica. She has a waitressing job at the caf where she earns $8.50 per hour. If her parents give her $100 dollars, how many hours will she need to work to earn enough money for the trip? A.) Write an equation to represent Sarahs situation. Define your variable. ____________________________ ________________________________________________ B.) Solve the equation and check.

C.) hour.

Rewrite the equation if Sarah gets a raise of $0.75 per

____________________________ D.) E.) Solve your second question and check. How did your solution change from the first equation to

the second? Why? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Performance Based Assessment Mimi, Jill, and Eddie

___________________________________________________________.

F.) So, if she can only work 30 hours before her trip, how much money would she have to ask her parents for? Write an equation with a new variable. Define the variable. G.) Solve your third equation and check.

H.)

Explain why you needed a new variable in parts F and G.

10. _________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________________________________________________________.

Performance Based Assessment Mimi, Jill, and Eddie

Project Introduction Imagine that your big brother, Tim, and his best friend, Jimmy, want to rent a car and take a road trip by themselves to celebrate the arrival of summer vacation. Since you are such a great little sibling, you offer to help them investigate options for rental cars. (You figured that this is your big chance to show them how responsible you are, so that maybe next time they go on a big trip, theyd consider taking you along!) Project Part 1: Brainstorm What are some pieces of information you would need in order to find a suitable rental car? What are some costs associated with driving a rental car? Does it matter where he is trying to go on this road trip? List as many factors as you can think of that will impact what type of rental car Tim and Jimmy may wish to get.

Project Part 2: Research Flexibly Where can you find answers to the questions that you listed above? To keep Tims and Jimmys options open, you should gather information from 3 or 4 rental places that are reasonably close to your house, and for each car rental shop, collect information available for two common types of rental cars that they offer. Research flexibly. If you gathered info by talking to car rental shops directly, write down the names, description (How is this person helpful?), and contact phone number of each person you interviewed. If you used another type of resource (ie. the web or an advertisement flyer), describe the source specifically and include either the website address or attach a flyer copy on the back. Write your collected results in Part 3 below.

Performance Based Assessment Mimi, Jill, and Eddie

Project Part 3: Organize information For each car rental place, write down the cheapest type of cars that are available and briefly describe what type of scheme the shop uses for charging rental fees. Also research the gas mileage for the type of car offered; you will use this info to help you with the calculations in Part 4. For example, Bobs Car Rental charges $14 a day for a 2004 Honda Civic, plus $10 a day for GPS, plus $15 for insurance. For this type of car, the gas mileage is 30 miles/gal.

Project Part 4: Displaying Data Copy and complete the following table to show that you understand how the rental period affects cost, and vice versa. If you wish to include other properties such as the cost of including a GPS device or the cost of auto insurance, you may optionally add those values to the table. Rental Company Type of Car How much cost How much How much for each day of cost for cost for rental rental? buying enough over x days, gas to travel plus gasoline 500 miles?* costs?

Performance Based Assessment Mimi, Jill, and Eddie

*How can you calculate this? Would gas cost the same for every type of car?

Performance Based Assessment Mimi, Jill, and Eddie

Project Part 5: Analysis Pick one car that you think is a good deal and clearly indicate which one it is from the list above. If Tim and Jimmy plan to spend 7 days on this trip and travel 500 miles, estimate how much money they should save up just to cover the driving portion of the trip.

If Tim and Jimmy could only spend $400 on the transportation and they wish to cover 300 miles, how would your equation from the previous part change? Calculate how many days they would then be able to keep the rental car, under these new conditions.

In this model, what did x represent? How was this representation of x useful?

Give some reasonable recommendations for Tim and Jimmys road trip based on your research. How far can they go? Roughly how much would it cost them to drive that far? Talk to your parents to brainstorm a list of suggested cities or places to visit within that distance, and map them out using Google Maps to attach to your calculations. Also make a list of other things Tim and Jimmy should think about other potential costs that are not already included in the calculations you have done. Write your recommendations in a formal letter format (you are trying to impress your big brother), and include justifications using clearly labeled calculations.