Algebra I, Part INECAP GSE 9-10 (R 7.1-7.5, R-8.1, OC 2.1-2.3, W 9.1-9.4) NCTM Standards: * understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions; * use symbolic algebra to represent and explain mathematical relationships; * identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;* Illustrate operational functions through visualization, * use teamwork to divide a complex problem into manageable parts, * use learning style preferences to solve the same problem as the entire class, * develop word problems (vocabulary development) through peer-supported application activities, * use active thinking about parts of speech through order of operations practice.Jennifer Myers and Mark DavisWord Problems42006-01-181.How can we visualize our math problems?2.What methods can we use to solve problems?W = Help the students know Where the unit is going and What is expected (prior knowledge, interests) ~ H = Hook all students and Hold their interest? ~ E = Equip students, help them Experience the key ideas and Explore the issues ~ R = Provide opportunities to Rethink and Revise their understandings and work ~ E = Allow students to Evaluate their work and its implications ~ T = Be Tailored (personalized) to the different needs, interests and abilities of learners ~ O = Be Organized to maximize initial and sustained engagement as well as effective learning. Understanding by Design Professional Workbook (p. 14), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright©2005 ASCD

the parts of a word problem,
the language and vocabulary of a word problem that serves as context clues for solving,
multiple forms of visual and auditory practice that can support math understanding,
parts of speech in action,
at least one fact from the current unit in Western Civilizations.

guided practice with visual aids can help formulate a different perspective for understanding mathematical problems.
by working in groups, peer support will encourage understanding and provide needed help.

NECAP GSE 9-10 (R 7.1-7.5, R-8.1, OC 2.1-2.3, W 9.1-9.4)
NCTM Standards:

understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions;
use symbolic algebra to represent and explain mathematical relationships;
identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;

Students will work in three groups selected through learning style categorization. Students will work as a team to complete one of the three assigned tasks to create a product of their learning:

Infomercial - Create a short skit (live action or a radio script) for an imaginary product. Make sure the product has a historical basis from anything learned in Western Civilizations (example: chain mail). With a written script, create a word problem explaining how it works or how much the total cost of shipping and add-ons would be.
Rebus - The task will be to create two (2) picture problems that serve as guide to the word problem. Each symbol must represent what students would expect the problem to look like. A solution with an explanation is also required.
Mad Lib - Write a two-paragraph mad-lib that uses each of the following parts of speech at least once (noun, verb, adverb, adjective) and incorporates a word problem that the group must solve. The secret subject of the Mad Lib will be given by the teacher. The stories should be appropriate and a solution to the problem must be given.

Students will present their project to the class and share their understanding with the whole group. Their classmates will have to solve the problem individual and share out with the class.

Teacher will collect copies of the solution with work shown, to verify understanding.
During group work, the teacher will monitor the progress of the group to insure that all participants understand the focus and problem.
Each exhibit will be collected as evidence of understanding.
Student notes on a provided key of common mathematic word problem terms (bookmark).

T: Infomercial - create a word problem explaining how it works or how much the total cost of shipping and add-ons would be through a short skit.

T: Rebus - create two (2) picture problems that serve as guide to the word problem.

T: Mad Lib - Write a two-paragraph mad-lib that uses parts of speech at least once (noun, verb, adverb, adjective) and incorporates a word problem that the group must solve.

E: Share-Out - Students will share out their products in front of the class. The class will be asked to complete the tasks created by each group (including problem solving) and check their work with the group. At the completion of each share-out task, the instructor should review the strategy that the group incorporated in designing and solving their word problem.