Lesson+Plan

toc =Algebra I Lesson Plan for Redesigned Schools 2.0=

Standard
Algebra I 3.03 - Create linear models for sets of data to solve problems. Algebra I 4.01 - Use linear functions or inequalities to model and solve problems; justify results.
 * Interpret constants and coefficients in the context of the data.
 * Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions
 * Solve using tables, graphs, and algebraic properties.
 * Interpret constants and coefficients in the context of the problem.

Prior knowledge

 * Determine the equation of a line
 * Use of Wiki
 * Use of spreadsheet program
 * Use of calculator

Learning Outcomes

 * The learner will create and interpret two scatterplots. This interpretation will include an explanation of whether the relationship is positive or negative and what this means as well as how strong the correlation appears to be based up the spread of the data.
 * The learner will create, interpret the regression line. This interpretation will include an explanation of each aspect of the equation and how that relates to the correlated items.
 * The learner will predict and explain new values based upon a given scatterplot and regression line.
 * The learner will analyze possible alternatives to fuel consumption and then create a Web 2.0-based audio-visual presentation.

Seating Arrangement

 * Students sit in group of four, two on each side. At times they will work in groups of two with the person beside them, other times they will work as an entire group of four.

Length of lesson

 * 90 minutes

Homework from prior night

 * http://auto.howstuffworks.com/fuel-efficiency/fuel-consumption/gas-price.htm
 * Answer two of the three questions posted on the wiki

Introduction

 * Time: 15 minutes
 * Project Problem from Wiki
 * Students work individually, then share with partner, then share with group, and finally put answers and reasons on wiki as a group. A random group will be called on to share their solution for one of the three questions.
 * Problem: An unlit candle is 12 inches tall. After it is lit and burns for 30 minutes, the candle is 8 inches tall.
 * What is the relationship between the height of the candle and the amount of time it has been burning? Explain your answer.
 * How long will it take for the candle to burn out? Justify your solution.
 * How long will it take the candle to burn to a height of 2 inches? Justify your solution.

Lesson Outline

 * Time: 70 Minutes
 * Discuss last night’s homework, using statements students wrote to questions
 * Time: 10 minutes
 * "I have read through your postings from last night's homework posted in the forum and have been very impressed with your posts and responses. I would like to talk a little bit more on each of these question." Using probing questions, such as:
 * One question asked about the fluctuation of gasoline prices. This has been a major issue as the price has gone as high as $5 a gallon and has put an additional financial burden on both citizens and companies. Is there any way that we can alter this fluctuation?
 * The third question asked whether you thought the world would run out of oil. Do you agree with the article that this is highly unlikely to occur?
 * What might we be able to do to help limit our consumption of fuel as a nation? as a world?
 * “As we have seen over the past few years, gas prices have a great impact on our lives. For that reason, we are going to explore data on cars to see what categories that can impact fuel efficiency.” In this lesson, you will be exploring the effect of different items on cars' mpg, how this impacts the cost of driving, and alternatives to dealing with these issues.
 * Activity One
 * Time: 50 minutes
 * Students work in groups of two to answer questions posted on wiki that allow them to determine the different correlations between the categories in the table. (30 minutes)
 * Students will review other students files and respond in the discussion forum of each group's page (10 minutes)
 * Have a group discussion on some of the different correlations discovered and what this may mean about creation of cars in the future (10 minutes)
 * Acitivity Two
 * Time: 10 minutes
 * Students will work in groups of four to create a presentation on fuel consumption, fuel efficiency, and alternatives to dealing with these issues.
 * Students will have a week to complete this project, which will be completed in some form of audio-visual media that will be accessible online.
 * Students will have the rest of class to begin their project.

Wrap Up

 * Time: 5 minutes
 * Remind Students of Homework: http://redesigned20algebra.wikispaces.com/Real+Data+Homework

Homework

 * Complete Assignment at http://redesigned20algebra.wikispaces.com/Real+Data+Homework
 * Complete Group Project